An evaluation of the career development of elementary school age children in Newfoundland, from a developmental theory of career choice and commitment

• Main Author: O'Neill, Rosemary
• Format: Thesis
• Language: English
• Published: Memorial University of Newfoundland 1988
• Subjects: Newfoundland
• Online Access: https://research.library.mun.ca/4322/; https://research.library.mun.ca/4322/1/ONeill_Rosemary.pdf; https://research.library.mun.ca/4322/3/ONeill_Rosemary.pdf

This study examined the nature of the career development of elementary school children in Newfoundland. The sample consisted of 189 students (91 females and 98 males) from three schools. Data from grades three and six were gathered using a survey type of questionnaire, and principal analysis was performed using chi-square analysis, rejecting the null hypothesis at the .01 level of significance. -- The theoretical constructs of the research were based on Donald Super’s developmental theory of career choice, and the research instrument was designed to analyze the factors contributing to career maturity for this age group. The research instrument gathered data on the career and educational aspirations of elementary school children, and the source of these aspirations, the occupational knowledge of these students, their work values, the extent of their contact with selected occupations, their decision-making ability, their self-knowledge, and the extent of their sex-role stereotyping. Questions were also asked about the number of siblings, parental occupations, links between school and work, and the children’s perceived strengths and weaknesses as they related to self-understanding. -- Many factors such as career role models, knowledge of the world of work, self-understanding, work values, link between school and work, possession of non-stereotypical attitudes, and decision-making skills, were determined to be associated with the career development, and ultimately, the career maturity of elementary school children. -- Recommendations for practice included career guidance interventions that could foster career maturity in young children. Recommendations for future research included more clearly defining career maturity in childhood and researching more accurate ways of measuring it.