TY - JOUR T1 - Motivated Behavioral Choices of Young Technological Talents - From Adolescence to Career Success AU - Autıo, Ossi PY - 2018 DA - December JF - The Eurasia Proceedings of Educational and Social Sciences JO - EPESS PB - ISRES Publishing WT - DergiPark SN - 2587-1730 SP - 1 EP - 9 VL - 11 LA - en AB - Technical abilities are fundamentalto human existence. At each stage within the cycle of life, humans continuouslystrive to acquire new skills or to refine existing ones in the hope thatproductivity and quality of life are enhanced. Despite the fact that skilledbehavior underlines nearly every human activity, our understanding about thefactors that contribute to the attainment of expertise in technology educationis far from complete. Not to mention, that we do not really know what is neededin career success for technological professions. This article builds on earlierresearch that defined and assessed technical abilities among adolescents. Theaim of the study was to examine determinants of technological competence andtry to predict student potential for career success. It tracks the studentswhose technical abilities were assessed in a study twenty five years ago. Thefollow-up study was carried out as a qualitative case study. Although, we mustbe cautious about final conclusions because of the limited number of researchsubjects, the study shows that it is possible to predict student potential forcareer success in the technical professions. However, the process in makingmotivated behavioral choices in the area of technology seems to be much morecomplicated for technologically talented females than for males. KW - Motivated behavioral choices KW - Technological talent KW - Career success CR - Autio, O. & Hansen, R. (2002). Defining and Measuring Technical Thinking: Students’ Technical Abilities in Finnish Comprehensive Schools. Journal of Technology Education, 14 (1), 5-19. Baruch, G., Barnett, R. & Rivers, C. (1983). Life prints. New York: McGraw-Hill. Betz, N. & Hackett, G. (1986). Application of self-efficacy theory to understanding career choice behavior. Journal of Social and Clinical Psychology 4, 279-289. Brainard, S. G. & Carlin, L. (1998). A six-year longitudinal study of undergraduate women in engineering and science. Journal of Engineering Education, 87(4), 369–375. Byman, R. (2002). Voiko motivaatiota opettaa? [Can we teach motivation?]. In Kansanen, P. & Uusikylä, K. (Eds.) Luovuutta, motivaatiota, tunteita (25-41). Jyväskylä: Gummerus. Eccles, J. (2008). Agency and Structure in Human Development. Research in Human Development 5 (4), 231-243. Eccles, J. (2009). Who Am I and What Am I Going to Do With My Life? Personal and Collective Identities as Motivators of Action. Educational Psychologist 44(2), 78-89. Flyvbjerg, B. (2006). Five Misunderstandings About Case-Study. Research Qualitative Inquiry 2006 (12), 219-245. Hill, A., Corbett, C. & St.Rose, A. (2010). Why So Few? Women in Science, Technology, Engineering and Mathematics. AAUW: Washington. Kracke, B. (2002). The role of personality, parents and peers in adolescents’ career exploration. Journal of Adolescence, 25, 19-30.. Mortimer. J., Zimmer-Gembeck. M., Holmes, M. & Shanahan, M. (2002). The process of occupational decision making: Patterns during the transition to adulthood. Journal of Vocational Behvior, 61(3), 439-465. Ratelle, C.F., Larose, S., Guay, F. & Senecal, C. (2005). Perceptions of parental involvement and support predictors of college students’ persistence in a science curriculum. Journal of Family Psychology 19, 286-293. Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology 91, 537-548. Shane, J. & Heckenhausen, J. (2012). Career-related goal pursuit among post high school youth. Motivation and Emotion, 36(2), 159-169. Stake, R. (1995). The Art of Case Study Research. California: Sage Publications. Vida, M. & Eccles, J. (2003). Gender differences in college major and occupational choices. In Eccles, J. (2008) Agency and Structure in Human Development. Research in Human Development 5 (4), 231-243. Vogt, C. M., Hocevar, D., & Hagedorn, L. S. (2007). A social cognitive construct validation: Determining women’s and men’s success in engineering programs. The Journal of Higher Education, 78(3), 337–64. Wigfield, A. & Eccles, J. (1992). The development of achievement task values: A theoretical analysis. Devel. Rew. 12, 265-31 UR - https://dergipark.org.tr/en/pub/epess/article/484671 L1 - https://dergipark.org.tr/en/download/article-file/576517 ER -