Career Maturity of Secondary School Students with and without Disabilities in the United Kingdom and a Conceptual Model in Career Maturity of the Disabled Students
|Volume or Term/Year and Month of Publication||
7期（1999 / 06 / 01）
337 - 415
The main purposes of this study were to established a conceptual model in career maturity for disabled students and to understand the differences in career maturity between/among students with different characteristics, in particular disability status-disabled or nondisabled. Since there were no available instruments for assessing the students' special and general components of career maturity, two measures of career maturity were developed and their reliability and validity examined. A sample of 236 students participated in the study, including 121 students with hearing, physical, or visual impairments and 115 nondisabled students from 14 mainstream and 5 special schools in Yorkshire.Results indicated that some aspects of self-concepts significantly correlated with some aspects of general components of career maturity in the disabled and nondisabled students but no significant correlation was found between overall self-esteem and global general components of career maturity (i.e., career attitude and career awareness) in the students.Overall significant differences in global general components of career maturity were found in students of different disability status and educational settings. Nondisabled and disabled students in mainstream and special schools chiefly differed in their knowledge of the world of work. However, there was no overall significant different in career attitude and career awareness found in students with different types of disability.The disabled students with various types of disability and educational settings had global significant differences in their special components of career maturity (i.e., attitude towards and awareness of disability). The students with hearing impairments had poorer awareness of their own impairments than those with physical and visual impairments. The students in mainstream schools appeared to be more aware of their impairments and the impact of disability on career development and were able to accept their impairments better than those students in special schools.In addition to investigating the disabled and nondisabled students' career maturity, a proposed conceptual model in career maturity of the disabled students was established and examined in this study. According to the investigation results, implications for careers education and guidance and suggestions on refining instruments of career marurity and on modifying Super's career development theory and Wright's proposition of value changes of acceptance of impairment are highlighted in this study.
社會科學 > 心理學
社會科學 > 教育學