Examining Career and Academic Outcome Expectations of Turkish High School Students

Gürcan Şeker

doi:10.5296/jei.v6i2.17532

Abstract

This study aimed to examine career and academic outcome expectations of high school students. Data of the research designed in the survey model were collected from 695 students attending ninth to twelfth grades of high schools that offer academic and vocational education in city center of Niğde in the Central Anatolian Region of Turkey in the academic year of 2018-2019. 56% of the participants are female and 44% are male. The measures used in the research are academic outcome (5 items) and career outcome (4 items) expectation subscales of the Career Outcome Expectations and Exploration Intentions Scale developed by Betz and Voyten (1997) and adapted into Turkish language by Büyükgöze-Kavas (2011) and the Personal Information Form developed by the researcher. Independent groups t-test and one-way ANOVA analysis techniques were utilized in data analysis. It was found in the data analysis that high school students’ scores of career and academic outcome expectations differed significantly by gender, type of school, and grade level. While girls were found to have higher mean scores of career and academic outcome expectations than boys, the students of Anatolian High School that provides academic education had higher mean scores of career and academic outcome expectations than the vocational high school students. Furthermore, ninth-grade students were found to have higher mean scores of career and academic outcome expectations than other grade levels.

Highlights

Among the theories trying to explain the career development process, Social Cognitive Career Theory based on Bandura’s social cognitive theory focuses on individual’s belief that2020, Vol 6, No 2 they can achieve something (Sharf, 2014)
Data of the research designed in the survey model were collected from 695 students attending ninth to twelfth grades of high schools that offer academic and vocational education in city center of Niğde in the Central Anatolian Region of Turkey in the academic year of 2018-2019. 56% of the participants are female and 44% are male
The internal consistency analysis performed for this study found the coefficients to be .78 for career outcome expectation and .79 for academic outcome expectation

Summary

Introduction

Among the theories trying to explain the career development process, Social Cognitive Career Theory based on Bandura’s social cognitive theory focuses on individual’s belief that2020, Vol 6, No 2 they can achieve something (Sharf, 2014). Approaches and methods brought about by the Social Cognitive Career Theory can be efficiently utilized by individuals to increase their self-efficacy expectations in their interests, develop realistic and positive outcome expectations, set their own goals, expand their vocational interests, improve their decision-making skills, and improve their career planning and research behaviors (Swanson & Fouad, 1999). Social Cognitive Career Theory importantly draws attention to three interrelated variables which help individuals regulate their career behaviors: self-efficacy expectation, outcome expectation and personal goals (Lent & Brown, 1996). Self-efficacy expectancy is one’s belief that they can exhibit behaviors required for them to achieve an outcome. Outcome expectations increase individual’s motivation to deliver the task during the performance of the behavior. Only the behaviors that one believes they can be performed are started, and efforts are made to that end

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Conclusion