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SAGE Journal User Guide

Article 1:

Jung, J. Y. (2014). Modeling the Occupational/Career Decision-Making Processes of Intellectually Gifted Adolescents A Competing Models Strategy. Journal for the Education of the Gifted, 0162353214529045.

Abstract:

This study developed and empirically tested two related models of the occupational/ career decision-making processes of gifted adolescents using a competing models strategy. The two models that guided the study, which acknowledged cultural orientations, social influences from the family, occupational/career values, and characteristics of intellectually gifted adolescents, differed in the manner in which the various constructs that form part of the occupational/career decision-making processes of gifted adolescents were sequenced. To collect data, the refined version of a rigorously developed survey instrument was administered to 687 adolescents attending three academically selective high schools in the Sydney metropolitan area (Australia). Data were analyzed using confirmatory factor analyses and structural equation modeling procedures. The finally accepted model suggested that, generally, the occupational/career decision-making processes of gifted adolescents incorporate a predictive role for cultural orientation and an intermediary role for motivation-related values, in the formation of attitudes toward occupations, and in turn, intentions to pursue particular occupations. Some notable aspects of the model included a strong association between the valuing of interest or enjoyment in an occupation and a need for intellectual stimulation, and a negative predictive relationship between a desire to fulfill one’s potential and occupational attitudes.

Questions to Consider:

1. Describe in which pertinent ways intellectually-gifted adolescents may undergo the career decision process differently than other children.
2. Discuss differences between allocentric and idiocentric orientations and how they each may impact your career counseling work with adolescents.
3. How is this model well suited to meet multicultural standards set forth in the counseling community?

Article 2:

Novakovic, A., & Fouad, N. A. (2013). Background, personal, and environmental influences on the career planning of adolescent girls. Journal of Career Development, 40(3), 223-244.

Abstract:

This study investigated the influence of background variables (age, race/ethnicity, mother’s work status outside of the home, and socioeconomic status), personal variables (anticipatory role conflict and academic self-efficacy), and environmental variables (parental attachment and parental support) on aspects of adolescent girls’ career planning. Four hierarchical regression analyses were performed with a sample of 217 adolescent females in an urban high school. The dependent variables representing aspects of future career planning were (a) plans for the integration of work and family; (b) gender-traditionality of career choice; (c) career commitment; and (d) aspired education level. Personal variables made the greatest contribution to adolescent girls’ plans for the integration of work and family and career commitment. Background variables contributed most to gender-traditionality of career choice and aspired education level. Environmental variables did not make significant contributions to any of the dependent variables. Results and implications for counselors and educators are discussed.

Questions to Consider:

1. Discuss the interplay of background, personal, and environmental variable on career planning for adolescent girls.
2. Describe the importance of multiple role development in relation to cultural and societal expectations of girls and women.
3. Haw may counselors promote high self-efficacy in adolescent girls during the career decision making process?