Career-choice readiness in adolescence: Developmental trajectories and individual differences
Hirschi, A. (2011). Career-choice readiness in adolescence: Developmental trajectories and individual differences. Journal of Vocational Behavior, 79(2), 340-348. doi:10.1016/j.jvb.2011.05.00
Abstract
Developing career-choice readiness is an important task in adolescence, but current theory and research has provided a rather static view of the phenomenon. The present study investigated the developmentofcareer-choice readiness among a group of325Swissstudents assessed four times every 5 months from seventh through eighth grade. A variable-centered approach applying latent curve modeling showed not only a linear increase of readiness over time but also significant inter-individual differences in the level and development of readiness. Higher levels were predicted by more self-esteem and generalized self-efficacy and fewer perceived barriers while increase in readiness was predicted by increase in occupational information. A person-centered approach applying latent class-growth analysis identified four distinct developmental trajectories: high-increasing (42%), high-decreasing (5%), moderate-increasing (42%), and constantly low (11%). Students with different trajectories showed significant differences in core self-evaluations, occupational knowledge, and barriers. The results suggest that environmental demands promote a developmental trend in readiness development that overrules individual differences for the majority of students. Individual differences affect the level of readiness to a greater extent than the process of its development. Career information seems pivotal for readiness increase.
Using accuracy of self-estimated interest-type as a sign of career choice readiness in career assessment of secondary students
Hirschi, A., & Läge, D. (2008). Using accuracy of self-estimated interest-type as a sign of career choice readiness in career assessment of secondary students. Journal of Career Assessment, 16(3), 310-325. doi: 10.1177/1069072708317372
Abstract
A frequent applied method in career assessment to elicit clients’ self-concepts is asking them to predict their interest assessment results. Accuracy in estimating one’s interest-type is commonly taken as a sign of more self-awareness and career choice readiness. The study evaluated the empirical relation of accuracy of self-estimation to career choice readiness within a sample of 350 Swiss secondary students in seventh grade. Overall, accuracy showed only weak relations to career choice readiness. However, accurately estimating one’s first interest-type in a three-letter RIASEC interests-code emerged as a sign of more vocational identity and total career choice readiness. Accuracy also correlated positively with interest profile consistency, differentiation, and congruence to career aspirations. Implications of the results for career counseling and assessment practice are presented.
Keywords: interest assessment, self-estimation, career choice readiness, secondary students, career counseling, RIASEC typology
Increasing the career choice readiness of young adolescents: An evaluation study
Hirschi, A., & Läge, D. (2008). Increasing the career choice readiness of young adolescents: An evaluation study. International Journal of Educational and Vocational Guidance, 8(2), 95-110. doi 10.1007/s10775-008-9139-7
Abstract
A career workshop to promote career choice readiness of young adolescents, applying models of the Cognitive Information Processing Approach (Sampson, Reardon, Peterson, & Lenz, 2004) and incorporating critical ingredients (Brown & Ryan Krane, 2000) was developed and evaluated with 334 Swiss students in seventh grade applying a Solomon four group design with a three-month follow-up. Participants significantly increased in career decidedness, career planning, career exploration, and vocational identity. Implications for evaluation research and counselling practice are presented.
Keywords: career counselling, secondary students, career choice readiness, outcome research
The relation of secondary students' career choice readiness to a six-phase model of career decision-making
Hirschi, A., & Läge, D. (2007). The relation of secondary students' career choice readiness to a six-phase model of career decision-making. Journal of Career Development, 34(2), 164-191. doi: 10.1177/0894845307307473
Abstract
Based on common aspects of recent models of career decision-making (CDM) a six-phase model of CDM for secondary students is presented and empirically evaluated. The study tested the hypothesis that students who are in later phases possess more career choice readiness and consider different numbers of career alternatives. 266 Swiss secondary students completed measures tapping phase of CDM, career choice readiness, and number of considered career options. Career choice readiness showed an increase with phase of CDM. Later phases were generally associated with a larger increase in career choice readiness. Number of considered career options showed a curve-linear development with fewer options considered at the beginning and at the end of the process. Male students showed a larger variability in their distribution among the process with more male than female students in the first and last phase of the process. Implications for theory and practice are presented.
Keywords: career decision-making, career choice readiness, counseling goals, career development, career maturity
Holland’s secondary constructs of vocational interests and career choice readiness of secondary students
Hirschi, A., & Läge, D. (2007). Holland’s secondary constructs of vocational interests and career choice readiness of secondary students. Journal of Individual Differences, 28(4), 205-218. doi: 10.1027/1614-0001.28.4.205
Abstract
The study examined the relationship between the secondary constructs of Holland’s (1997) theory of vocational interests and career choice readiness [career maturity] attitudes with 358 Swiss secondary students. The hypothesis was tested that the secondary constructs consistency, coherence, differentiation, and congruence are measures for the degree of vocational interest development. Thus, they should belong to the content domain in career choice readiness and should show meaningful relations to career choice readiness attitudes. The hypothesis was confirmed for congruence, coherence, and differentiation. Interest profile consistency showed no relation to career choice readiness attitudes. Vocational identity emerged as a direct measure for career choice readiness attitudes. Realism of career aspirations was related to career choice readiness attitudes and coherence of career aspirations. Profile elevation was positively connected to more career planning and career exploration. Differences between gender, ethnicity, and school-types are presented. Implications for career counselling and assessment practice are discussed.
Keywords: vocational interests; career choice readiness; career maturity; RIASEC model; career counselling; interest assessment, career development