STUDI TENTANG BEBERAPA PFAKTOR YANG MEMPENGARUHI KEMATANGAN KARIR SISWA SMA DI SULAWESI SELATAN
This study is focused on principal questions as the following : 1. To what extent do self-concept, occupational aspiration, and vocational interests affect the career maturity of SWA students 2. To what extent do self-concept, occupational aspiration, vocational interests, and career maturity vary a...
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| Format: | Book |
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1986-03-03.
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| Summary: | This study is focused on principal questions as the following : 1. To what extent do self-concept, occupational aspiration, and vocational interests affect the career maturity of SWA students 2. To what extent do self-concept, occupational aspiration, vocational interests, and career maturity vary according to sex and school location ? The Findings 1, The career maturity of students is influenced by their self-concept, occupational aspiration, and vocational interests respectively. 2, Both self-concept, occupational aspiration, outdoor interest,' computational interest, and scientific interest contribute significantly to career maturity, 3, Students from a variety of school locations tend to differ in their self-concept, occupational aspiration, outdoor interest, scientific interest, literary interest, musical interest, social service interest, and career maturity. 4, The male students tend to be more interested in out. door activity, mechanical and scientific matters. 5. The Female students tend to be more interested in literature and social service activities. Discussion The findings indicate that career maturity and their respective affecting factors tend to differ according to school location and sex. These conditions may be due to the differencies in socio-cultural backgrounds .and communication-al facilities. The findings also indicate that self-concept, occupational aspiration, outdoor interest, computational interest, and scientific interest contribute significantly to career maturity. It means that the findings support the position of the career model in career guidance, which emr phasizes not only on the skills needed in each occupation, but also on individual prefer.encies, personal values, self-concept, aspiration, and the like. Recommendations Based on the considerations that career guidance with a developmental orientation requires special competencies and which can not be effectively done by counselor alone, it is recommended that : (l) the education for prospective counselor should include training in these special competencies; (2) more intensive and extensive implementation of the existing counseling and guidance program at the high school level; and (3) exploring the possibilities for the inclusion of career education in the school curriculum. |
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| Item Description: | http://repository.upi.edu/56441/1/D_BK_Mohammad_Thayeb_Manrihu_table_of_content.pdf http://repository.upi.edu/56441/2/D_BK_Mohammad_Thayeb_Manrihu_chapter1.pdf http://repository.upi.edu/56441/8/D_BK_Mohammad_Thayeb_Manrihu_chapter2.pdf http://repository.upi.edu/56441/7/D_BK_Mohammad_Thayeb_Manrihu_chapter3.pdf http://repository.upi.edu/56441/3/D_BK_Mohammad_Thayeb_Manrihu_chapter4.pdf http://repository.upi.edu/56441/5/D_BK_Mohammad_Thayeb_Manrihu_chapter5.pdf http://repository.upi.edu/56441/4/D_BK_Mohammad_Thayeb_Manrihu_bibliography.pdf http://repository.upi.edu/56441/6/D_BK_Mohammad_Thayeb_Manrihu_appendix.pdf |