Author :
Year-Number: 2021-29
Yayımlanma Tarihi: 2021-12-15 14:32:05.0
Language : İngilizce
Konu : Rehberlik ve Psikolojik Danışmanlık
Abstract
Bu çalışmanın amacı, İzmir'deki denizcilik meslek lisesi 12. sınıf öğrencileri ile diğer liselerin 12. sınıf öğrencileri arasındaki kariyer karar verme güçlüklerindeki farklılıkları belirlemektir. Veriler Gati, Krauz ve Osipow (1996) tarafından hazırlanan ve lise öğrencilerine uygulanmak üzere Bacanlı (2008) ve Kesici, Hamarta ve Arslan (2007) tarafından Türkçeye uyarlanan Kariyer Karar Verme Güçlükleri Anketi (CDDQ) kullanılarak toplanmıştır. Araştırmanın katılımcıları 500 lise öğrencisidir. Araştırmanın sonucu, denizcilik meslek lisesi öğrencilerinin meslek seçimin-de diğer lise öğrencilerine göre daha fazla zorlandıklarını ortaya koymaktadır. Ayrıca kariyer karar verme güçlüklerinde araştırmaya katılan öğrenciler orta derecede, kız ve erkek öğrenciler aynı derecede güçlük çektikleridir.
Keywords
Abstract
The aim of this study is to determine the differences in the career decision making difficulties between the 12th grade students of the maritime vocational high school and the other 12th grade students of the other high schools in İzmir. The data have been collected using the Career Decision Making Difficulties Questionnaire (CDDQ) prepared by Gati, Krauz and Osipow (1996) and adapted to Turkish by Bacanli (2008) and Kesici, Hamarta and Arslan (2007) to be applied to high school students. The participants of the study are 500 high school students. The result of the study reveals that maritime vocational high school students have more difficulties in choosing an occupation than the other high school students do. Besides the students who have participated in the study have medium difficulty level and female and male students have the same difficulty level in career decision making difficulties.
Keywords
- Gati and Saka (2001) revealed that boys reported higher difficulties than girls in external conflicts and dysfunctional beliefs similar to Gati, Krausz ve Osipow (1996) studies. Albion and Fogarty (2002) revealed that older career deciders reported fewer difficulties on all CDDQ subscales in the study of focusing diffirent ages. Bacanlı (2012) revealed that there were significant differences in career decision making difficulties of the students according to the gender (males had more difficulties than female), perceived academic achievement (perceived their academic achievement bad had more difficulties than perceived good), and decided and undecided situation for career (undecided persons about their career had more difficulties than decided persons). Bacanlı, Eşici and Özünlü (2013) revealed that females had less difficulties on the CDDQ total scale, lack of readiness subscale, lack of information subscale and inconsistent informa
- Gati, Saka and Krausz (2001) revealed that there were significant reduction in career decision making difficulty level of students after computer-assisted career guidance systems on 7 of categories 10 in CDDQ. Fouad et al. (2006) revealed that students had difficulties with career decions and high levels of psychological distress and half of these students were aware of career services but much fewer had used those services. Fouad, Cotter ve Kantamneni (2009) indicated there were significant decrease in career decision making difficulties after completion of career course. These studies focused the career decision making difficulties according to career counseling.
- Taxonomy of Career Decision-Making Difficulties rely on decision theory. Gati et al (1996) developed an ideal decision maker who is aware of the need to make a career decision, is willing to make it, and is capable of making the right decision. If career decision maker has any deviation from ideal career decision, it has two possible reasons: (a) by preventing the individual from making a decision or (b) by leading to a less than optimal decision (Gati, Krausz ve Osipow, 1996). The strongest part of the taxonomy is that it tackles the problem of the career decision making ‘prior to beginning of the process’ and ‘during the process’.
- In career decision-making difficulties, there have been many research having used CDDQ (Career Decision-Making Difficulties Questionnaire), the overall findings reveal that males have more difficulties in external conflicts and dysfunctional beliefs than girls do (Gati and Saka, 2001; Zhou ve Santos, 2007; Bacanlı, 2012; Bacanlı, Eşici ve Özünlü, 2013). In some other perspectives of career decision-making, it has been concluded that the students who consider their occupations have fewer difficulties than the students who don’t (Tien, 2005; Bacanlı, 2012; Bacanlı, Eşici ve Özünlü, 2013). Another reveal is that there are no significiant differences between male and female students in encountering such difficulties (Albion, 2000; Akkoç, 2012; Karaca, 2013).
- ber 2018 and February 2019. Generally, students have responded the questions in 45 to
- Skewness and kurtosis values of the variables have been used to determine whether the distribution of variables is parametric or not (Tabachnick and Fidell, 2013). ANOVA test has been used in the variable of field of education, Mann Whitney U test has been used in the variable of gender and T-test has been used to determine whether the students had made a career decision or not, and if the answer is ‘Yes’ to this question, the score on how much they are confident of their choice of occupation has been explored. At the end of the questionnaire ‘how much they have difficulty in making a career decision’ question has been asked. ‘Cohen d’ value used for measuring the effect size of significant differences in T-test. The effect size is small if cohen d value is smaller than 0.2, medium if cohen d value is between 0.2-0.5 and large if cohen d value is bigger than 0.8. In the ANOVA test the effect size (eta-squared-e²) was small if cohen d value is smaller than 0.01, medium if cohen d value between 0.01-0.059 and large if cohen d is bigger than 0.138. In Mann Whitney U test ‘r’ value has been used for measuring the effect size. The effect size is small if r value is smaller than 0.1, medium if r value is between 0.1-0.3 and large if r value is bigger than 0.5 (Cohen, 1988).
- 1 (Does nor describe me) – 9 (Describe me well) (Gati et al, 2000)
- All of the analyses (ANOVA) are shown in Table 3. In the lack of motivation maritime vocational high school students (3.6915 – medium) have more difficulties than general high school students (3.2257 – medium). In the dysfunctional beliefs, maritime vocational high school students (6.1949 – high) have more difficulties than general high school students (5.4502 – medium) and the other vocational high school students (5.4764-medium). The effect size of significant differences in the lack of motivation (e²: 0.015) and dysfunctional beliefs (e²: 0.026) are medium.
- 4.733 0.000 Not Con- Consider 348 3.1973 2.1264
- 348 7.1480 1.69938 *CDDQ score, between 1,00-2,99 low score, between 3,00-4,99 medium score, between 5,00-9,00 high score (Gati, 2008).
- more employment opportunities (Nas and Çelik, 2012) are the most charming proper-
- The most difficulty factor in CDDQ is dysfunctional belief and indeciveness. This is in parallel with the results of Karaca (2013) who has researched on university students. So it is normal and expected that high school students have some difficulties in career decision-making, because the university students in higher education have the same difficulties.
- In the lack of information, the students have more difficulty in process and oc- cupational diversity than self and way of obtaining information. Kuzgun (1982) points out that the individual’s freedom about choice of occupation is a compelling factor in addition to occupational diversity. So the occupational diversity and process is a factor that naturally force the students. The students obtain information about occupations easily becuase of developing technology; but at this point, it is important which information is useful for each individual; so it points to the necessity of counseling and guidance again.
- There isn’t a significant difference between female and male students’ difficulty level in CDDQ total score. It is concluded that male students are less motivated and exposed to more intervention and girls have indeciveness in making a career decision. This result is parallel to the study conducted by Hijazi, Tatar and Gati (2004) only in terms of loss of motivation and indeciveness.
- In our study, it has been concluded that the students who have declared that they had made a career decision would have less difficulty than the students declared that they had not yet made a career decision. This result is parellel to the researches of Bacanlı (2012), Bacanlı, Eşici ve Özünlü (2013) and Tien (2005). Also this result supports the CDDQ reliability and validity in Turkish students.
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