Araştırma Makalesi
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Lise Öğrencilerinin Kariyer Uyum Yeteneklerini Yordayan Faktörler

Yıl 2016, Cilt: 16 Sayı: 67, 0 - 0, 15.12.2016

Öz

Problem Durumu: 21. yüzyıl ile gelen sosyal,
teknolojik, ekonomik ve ahlaki değişimler kişilerin iş dünyasında birden fazla
işle meşgul olabilme, kendilerini yenileyebilme ve değişen koşullara uyum
sağlayabilme becerilerine sahip olmalarını gerekli kılmaktadır. Ayrıca “garanti
iş” kavramının yerini proje bazlı çalışmalara ve mobil çalışanlara bırakması ve
sınırları olmayan organizasyonların biçimlenmeye başlaması iş geçişleri ve
değişimlerin sıklaşması gerçeğini doğurmuştur. Bu noktada kişilerin bu
değişimler karşısında kendini merkezde tutarak kariyeri ile kişisel yaşamını
uyumlaştırması ve yeniden yapılandırması, bu doğrultuda da uyum yeteneklerini
artırması önemli hale gelmiştir. Lise yılları ilk mesleki seçimlerin yapılması
ve okuldan iş hayatı ya da üniversiteye geçiş gibi bazı önemli değişimleri
içermesi açısından odaklanılması gereken bir dönemdir. Bu dönemde ergenlerin
yaşam boyu ihtiyaç duyacakları kariyer uyum becerileri açısından
desteklenebilmesi önem taşımaktadır. Bu nedenle kariyer uyum yeteneklerini
etkileyen değişkenlerin belirlenmesi ortaöğretim düzeyinde verilecek kariyer
danışmanlığı ve mesleki rehberlik çalışmalarının biçimlendirilmesinde önemli
katkı sağlayacaktır. Öte yandan, Türkiye’deki eğitim sistemi içinde aileler
imkânları doğrultusunda çocuklarının daha iyi eğitim fırsatlarından
yararlanabilmesi için özel okullara göndermeyi tercih edebilmektedir. Özel okul
ve devlet okulları arasındaki farklılıklar göz önünde bulundurularak
öğrencilerin kariyer uyum yeteneklerini etkileyen unsurların değişeceği varsayılabilir.
Bu farklılıkların araştırılması ve önerilen model doğrultusunda ortaya
konulması kariyer danışmanlığı çalışmalarının okul türüne göre
yapılandırılabilmesine ışık tutacaktır.

Araştırmanın Amacı: Bu araştırmanın temel amacı;
yapılandırmacı kariyer kuramı çerçevesinde lise öğrencilerinin kariyer uyum
yeteneğini yordayan bazı olası faktörleri belirlemeye çalışmaktır. Bu
doğrultuda, kariyer uyum yeteneği ile algılanan sosyal destek, iyimserlik ve
genel öz-yeterlik değişkenleri arasındaki yapısal ilişki ve bu değişkenlerin
kariyer uyum yeteneğine katkıları araştırılmıştır. Ayrıca, araştırılan modelin
okul türüne göre farklılaşıp farklılaşmadığı incelenmiştir.

Araştırmanın Yöntemi: Araştırma, ilişkisel bir araştırma
desenine sahiptir. Bu araştırmanın örneklemini Ankara’daki 6 devlet ve 6 özel
liseden kolay ulaşılabilirlik yöntemiyle seçilmiş 1610 (862 devlet, okulu 748
özel okul) lise öğrencisi oluşturmuştur. Devlet okulları Mamak, Keçiören,
Sincan ve Etimesgut ilçelerinden seçilirken, özel okullar Çankaya bölgesinden
alınmıştır. Üniversite sınavına hazırlandıkları gerekçesiyle okullarda
bulunmayan 12. sınıf öğrencileri araştırmada yer alamamış, bu nedenle veriler
9, 10 ve 11. sınıf öğrencilerinden toplanmıştır. Bu çalışmada, Çok Boyutlu
Algılanan Sosyal Destek Ölçeği (ÇBASDÖ; Zimet ve ark., 1988), Gözden geçirilmiş
Yaşam Yönelimi Testi (YYT-R, Scheiver ve Carver, 1985), Genel Öz-yeterlik
Ölçeği (GÖYÖ; Schwarzer ve Jerusalem, 1995) ve Kariyer Uyum Yetenekleri Ölçeği
(KUY; Porfeli ve Savickas, 2012) veri toplama aracı olarak kullanılmıştır.
Çoklu grup yapısal eşitlik modellemesi (YEM) kullanılarak önerilen modelin
veriye uygunluğu test edilmiş, ancak sonuçların okul türüne göre (özel-devlet)
fark göstermemesi üzerine, model, tek örneklemli YEM ile bütün katılımcılar
üzerinde sınanmıştır.

Araştırmanın Bulguları: Devlet okulu, özel okul ve bütün grup
üzerinde ayrı ayrı uygulanan tek örneklemli Doğrulayıcı Faktör Analizi (DFA)
sonuçlarına göre ölçüm modelini onaylanmıştır. Ayrıca, modelin okul türüne göre
incelenebilirliği ölçüm modeli karşılaştırmaları ile kanıtlanmıştır. Öte
yandan, çok örneklemli yapısal eşitlik modellemesi modelin okul türüne göre
farklılaşmadığını ortaya koymuştur. Bu nedenle tek örneklemli YEM analizi
uygulanmış ve ki-kare/serbestlik derecesi 2.78, CFI değeri .96, SRMR değeri .03
ve RMSEA değeri .04 olarak bulunmuştur. Kabul edilebilir uyum indeksleri
içerisinde yer alan bu sonuçlara göre, modelin veriye uyum sağladığını
görülmüştür. Modelde kariyer uyum yeteneklerini yordayabileceği düşünülen
yolların hepsi istatistiksel olarak anlamlı çıkmış, bu değişkenler arasında en
yüksek ilişki genel öz-yeterlik ile kariyer uyum yeteneği arasında, en düşük
ilişki ise algılanan sosyal destek ile kariyer uyum yeteneği arasında
bulunmuştur. R² (çoklu korelasyon katsayısının karesi) değerlerine göre,
algılanan sosyal destek ve iyimserlik genel öz-yeterlik üzerindeki varyansın
%27’sini açıklarken, hepsi birlikte kariyer uyum yeteneği üzerindeki varyansın
%46’sını açıklamıştır.









Araştırmanın
Sonuç ve Önerileri:
Modelin okul türüne göre
farklılık göstermemesi Türkiye’deki eğitim sistemi içinde ister özel okul ister
devlet okulu olsun bütün öğrencilerin aynı sınav sistemine tabi olması ile
açıklanabilir. Ayrıca, kişinin mesleğinin bir kimlik göstergesi olarak
görülmesi ve bu nedenle okul türü ne olursa olsun bütün öğrencilerin kariyer
gelişimini önemsemeleri, bu durumun da kariyer uyum yeteneklerinin okul türüne
göre farklılık göstermemesine yol açmış olabileceği şeklinde açıklanabilir. Öte
yandan araştırma sonuçları, genel
öz-yeterlik, iyimserlik ve algılanan sosyal desteğin ergenlerin kariyer uyum
yetenekleri üzerindeki rolünü ortaya koymuştur. Bu bağlamda araştırma
bulguları, okullarda yapılacak kariyer danışmanlığı çalışmalarının
yapılandırılmasında önemli doğurgular taşımaktadır. Kariyer uyum yetenekleri
Türkiye’de yeni çalışılmaya başlanmış bir konudur. Lise öğrencilerine yönelik
yapılacak mesleki rehberlik çalışmalarının öğrencilerin özellikleri ile
mesleklerin özelliklerini eşleştirmeye dayalı çalışmaların ötesinde beceri
gelişimine dayalı kariyer yapılandırması ve eğitimine yönelik programları içermesinin
gerekliliği vurgulanabilir. Bu nedenle gelecek çalışmalar için, kariyer uyum
yeteneklerini etkileyen unsurların daha derinlemesine incelenmesi, daha farklı
değişkenleri içeren yeni modellerin test edilmesi, farklı okul türlerinin
(Güzel Sanatlar Lisesi, Fen Lisesi, Temel Lise vb.) de dahil edilerek örneklem
grubunun genişletilmesi ve kariyer uyum yetenekleri yüksek ve düşük olan
öğrencilerin boylamsal olarak incelenmesi önerilebilir. 

Kaynakça

  • Altun S., & Canca D. (2011). Do primary school students' level assessment examination points vary according to learning style, school type, and gender? e-Journal of New World Sciences Academy, 6(1), Retrieved from http://www.newwsa.com
  • Angel, T. L. L. (2012). The Study of Career Perception of International Students in Japan and Japanese Companies. Unpublished master’s thesis. Waseda University, Japan.
  • Arbuckle, J. L. (2009). Amos 18 user's guide. Chicago, IL: Small Waters.
  • Arce, E. M. (1996). The effects of social support and self-esteem on career. Paper presented at the Annual Meeting of the AERA New York, NY Indecision: A Cross-Cultural Comparison Between Two Groups of Undergraduate Students. Retrieved from the ERIC database. (ED415356)
  • Aydın, G., & Tezer, E. (1991). The relations among optimism, health problem and academic success. Journal of Psychology, 7(26), 2- 9.
  • Aypay, A. (2007). Investigating the factors that determine adult imprudent behaviors. Unpublished doctoral dissertation. Ankara University, Ankara.
  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
  • Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp.1-45). New York, NY: Cambridge University Press
  • Bartley, D. F., & Robitschek, C. (2000). Career exploration: A multivariate analysis of predictors. Journal of Vocational Behavior, 56, 63-81.
  • Brissette, I., Scheier, M. F., & Carver, C. S. (2002). The role of optimism in social network development, coping, and psychological adjustment during a life transition. Journal of Personality and Social Psychology, 82, 102-111. doi: 10.1037//0022-3514.82.1.102
  • Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford.
  • Buyukgoze-Kavas, A. (2014). Validation of the Career adapt-abilities scale Turkish form and its relation to hope and optimism. Australian Journal of Career Development, 23(10), 125-132. doi: 10.1177/1038416214531931
  • Buyukgoze-Kavas, A. (2016). Predicting career adaptability from positive psychological traits. The Career Development Quarterly, 64(2), 114-125.doi: 10.1002/cdq.12045
  • Byrne, B. M., & Van de Vijver, F. (2010). Testing for measurement and structural equivalence in large-scale cross-cultural studies: Addressing the issue of nonequivalence. International Journal of Testing, 10, 107-132. doi: 10.1080/15305051003637306
  • Carver, C. S., Scheier, M. F., & Segerstrom, S. C. (2010). Optimism. Clinical Psychology Review, 30, 879-889. doi: 10.1016/j.cpr.2010.01.006
  • Chen, F. F. (2008). What happens if we compare chopsticks with forks? The impact of making inappropriate comparisons in cross-cultural research. Journal of Personality and Social Psychology, 95(5), 1005-1018. doi: 10.1037/a0013193
  • Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233- 255. doi:10.1207/S15328007SEM0902_5
  • Dougall, A. L., Hyman, K. B., Hayward, M. C., McFeeley, S., & Baum, A. (2001). Optimism and traumatic stress: The importance of stress and coping. Journal of Applied Social Psychology, 31(2), 223-245. doi:10.1111/j.15591816.2001.tb00195.x
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The Factors Contribute to Career Adaptability of High-School Students

Yıl 2016, Cilt: 16 Sayı: 67, 0 - 0, 15.12.2016

Öz








Purpose: Regarded as an important means of career development, preparation,
and transition, career adaptability is a lifelong skill that can enable
individuals to overcome 21st-century work–life requirements and challenges. This
study aims to investigate the factors contributing career adaptability of
high-school students, which pose beneficial implications for career
counseling research and practice. Research
Methods
:
The sample comprised 1,610 students from public (n = 862)
and private (n = 748) high schools in Ankara, Turkey. The Multidimensional
Perceived Social Support Scale, Life Orientation Test - Revised, General
Self-Efficacy Scale, and Career Adapt-Abilities Scale served as data
collection instruments. Multisample structural equation modeling (SEM) was
used to investigate model differences across school type. By the reason of
model invariance, single-group SEM was used to examine the model on the
entire dataset.
Findings: Results indicated that the measurement model fit with the
data, while results of multigroup confirmatory factor analysis confirmed
measurement equivalence under the assumptions of configural and metric
invariance. Results showed that the hypothesized model accounted for 46% of
the variance in career adaptability and thus corroborated the effects of
perceived social support and optimism in predicting career adaptability via
general self-efficacy.
Implications for Research and Practice:  Findings
highlight the role of general self-efficacy, optimism, and social support in
high-school students’ career adaptability.




Kaynakça

  • Altun S., & Canca D. (2011). Do primary school students' level assessment examination points vary according to learning style, school type, and gender? e-Journal of New World Sciences Academy, 6(1), Retrieved from http://www.newwsa.com
  • Angel, T. L. L. (2012). The Study of Career Perception of International Students in Japan and Japanese Companies. Unpublished master’s thesis. Waseda University, Japan.
  • Arbuckle, J. L. (2009). Amos 18 user's guide. Chicago, IL: Small Waters.
  • Arce, E. M. (1996). The effects of social support and self-esteem on career. Paper presented at the Annual Meeting of the AERA New York, NY Indecision: A Cross-Cultural Comparison Between Two Groups of Undergraduate Students. Retrieved from the ERIC database. (ED415356)
  • Aydın, G., & Tezer, E. (1991). The relations among optimism, health problem and academic success. Journal of Psychology, 7(26), 2- 9.
  • Aypay, A. (2007). Investigating the factors that determine adult imprudent behaviors. Unpublished doctoral dissertation. Ankara University, Ankara.
  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
  • Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp.1-45). New York, NY: Cambridge University Press
  • Bartley, D. F., & Robitschek, C. (2000). Career exploration: A multivariate analysis of predictors. Journal of Vocational Behavior, 56, 63-81.
  • Brissette, I., Scheier, M. F., & Carver, C. S. (2002). The role of optimism in social network development, coping, and psychological adjustment during a life transition. Journal of Personality and Social Psychology, 82, 102-111. doi: 10.1037//0022-3514.82.1.102
  • Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford.
  • Buyukgoze-Kavas, A. (2014). Validation of the Career adapt-abilities scale Turkish form and its relation to hope and optimism. Australian Journal of Career Development, 23(10), 125-132. doi: 10.1177/1038416214531931
  • Buyukgoze-Kavas, A. (2016). Predicting career adaptability from positive psychological traits. The Career Development Quarterly, 64(2), 114-125.doi: 10.1002/cdq.12045
  • Byrne, B. M., & Van de Vijver, F. (2010). Testing for measurement and structural equivalence in large-scale cross-cultural studies: Addressing the issue of nonequivalence. International Journal of Testing, 10, 107-132. doi: 10.1080/15305051003637306
  • Carver, C. S., Scheier, M. F., & Segerstrom, S. C. (2010). Optimism. Clinical Psychology Review, 30, 879-889. doi: 10.1016/j.cpr.2010.01.006
  • Chen, F. F. (2008). What happens if we compare chopsticks with forks? The impact of making inappropriate comparisons in cross-cultural research. Journal of Personality and Social Psychology, 95(5), 1005-1018. doi: 10.1037/a0013193
  • Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233- 255. doi:10.1207/S15328007SEM0902_5
  • Dougall, A. L., Hyman, K. B., Hayward, M. C., McFeeley, S., & Baum, A. (2001). Optimism and traumatic stress: The importance of stress and coping. Journal of Applied Social Psychology, 31(2), 223-245. doi:10.1111/j.15591816.2001.tb00195.x
  • Drasgow, F., & Kanfer, R. (1985). Equivalence of psychological measurement in heterogeneous populations. Journal of Applied Psychology, 70(4), 662-680. doi: 002I-9010/85/S00.75
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  • Hu, L., & Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. doi: 10.1080/10705519909540118
  • Karacan-Ozdemir, N. (2016). The factors contribute career adaptability of high school students. Unpublished doctoral dissertation. Middle East Technical University, Ankara, Turkey.
  • Karakuçuk, S. (2010). A study of physical/spatial conditions of the school guidance services (In context of guidance teachers’ spatial perceptions). The Journal of Enstitute of Social Sciences of Erciyes University, 28(1), 421-440.
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  • Kenny, M. E., & Bledsoe, M. (2005). Contributions of the relational context to career adaptability among urban adolescents. Journal of Vocational Behavior, 66(2), 257−272, doi:10.1016/j.jvb.2004.10.002
  • Luszczynska, A., Gutie´rrez-Don, A. B., & Schwarzer, R. (2005). General self-efficacy in various domains of human functioning: Evidence from five countries. International Journal of Psychology, 40(2), 80-89.
  • Magaletta, P., & Oliver, J. (1999). The hope construct, will, and ways: The relations with self-efficacy, optimism and general well-being. Journal of Clinical Psychology, 55, 539-551.
  • Morton, S., Mergler, A. G., & Boman, P. (2014). Managing the transition: The role of optimism and self-efficacy for first-year Australian university students. Australian Journal of Guidance and Counselling, 24(1), 90-108. doi: 10.1017/jgc.2013.29.
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  • Soresi, S., Nota, L., & Ferrari, L. (2012). Career adapt-abilities scale Italian form: Psychometric properties and relationships to breadth of interests, quality of life, and perceived barriers. Journal of Vocational Behavior, 80(3), 705-711.
  • Stanojević, D., Krstić, M., Jaredić, B., & Dimitrijević, B. (2014). Proactive coping as a mediator between resources and outcomes: A structural equations modeling analysis. Applied Research in Quality of Life, 9(4), 871-885.
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Toplam 63 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Nurten Karacan–ozdemır Bu kişi benim

Oya Yerın Gunerı

Yayımlanma Tarihi 15 Aralık 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 16 Sayı: 67

Kaynak Göster

APA Karacan–ozdemır, N., & Yerın Gunerı, O. (2016). The Factors Contribute to Career Adaptability of High-School Students. Eurasian Journal of Educational Research, 16(67).
AMA Karacan–ozdemır N, Yerın Gunerı O. The Factors Contribute to Career Adaptability of High-School Students. Eurasian Journal of Educational Research. Aralık 2016;16(67).
Chicago Karacan–ozdemır, Nurten, ve Oya Yerın Gunerı. “The Factors Contribute to Career Adaptability of High-School Students”. Eurasian Journal of Educational Research 16, sy. 67 (Aralık 2016).
EndNote Karacan–ozdemır N, Yerın Gunerı O (01 Aralık 2016) The Factors Contribute to Career Adaptability of High-School Students. Eurasian Journal of Educational Research 16 67
IEEE N. Karacan–ozdemır ve O. Yerın Gunerı, “The Factors Contribute to Career Adaptability of High-School Students”, Eurasian Journal of Educational Research, c. 16, sy. 67, 2016.
ISNAD Karacan–ozdemır, Nurten - Yerın Gunerı, Oya. “The Factors Contribute to Career Adaptability of High-School Students”. Eurasian Journal of Educational Research 16/67 (Aralık 2016).
JAMA Karacan–ozdemır N, Yerın Gunerı O. The Factors Contribute to Career Adaptability of High-School Students. Eurasian Journal of Educational Research. 2016;16.
MLA Karacan–ozdemır, Nurten ve Oya Yerın Gunerı. “The Factors Contribute to Career Adaptability of High-School Students”. Eurasian Journal of Educational Research, c. 16, sy. 67, 2016.
Vancouver Karacan–ozdemır N, Yerın Gunerı O. The Factors Contribute to Career Adaptability of High-School Students. Eurasian Journal of Educational Research. 2016;16(67).