İlköğretim Sekizinci Sınıf Öğrencilerinin Mesleki Karar Verme Yetkinliklerinin Yordayıcılarının İncelenmesi

Bu araştırmanın amacı, ilköğretim 8. sınıfa devam eden öğrencilerinin kariyer gelişimleri ve cinsiyetlerinin meslek kararıverme öz yetkinlik algılarınıyordayıp yordamadığınıbelirlemektir. Araştırmanın çalışma grubunu üç ilköğretim okulunun 8. sınıfındaki random yoluyla seçilen %47,8’i erkek; %52,2’si kız 756 öğrenci oluşturmaktadır. Öğrencilerin kariyer gelişim düzeyleri, 8 boyutlu merak/araştırma, bilgi, anahtar figürler, ilgiler, denetim odağı, zaman perspektifi, benlik kavramıve planlılık Çocuklar İçin Kariyer Gelişim Ölçeği ile ölçülmüştür. Meslek kararıverme öz yetkinlik algılarıise bireysel ve mesleki özellikleri doğru olarak değerlendirme, mesleki bilgi toplama, gerçekçi plan yapma alt boyutlarından oluşan Meslek KararıVerme Yetkinlik Ölçeği ile ölçülmüştür. Veriler çözümlenirken, çoklu doğrusal regrasyon analizi tekniği kullanılmıştır. Araştırma sonuçları, kariyer gelişimi ve cinsiyetin birlikte meslek kararıverme öz yetkinlik algısının üç alt boyutunu da anlamlıolarak yordadıklarınıgöstermiştir. Bu araştırmanın sonuçlarıilgili literatür çerçevesinde tartışılmışve gelecek araştırmalara yönelik öneriler sunulmuştur.

Self-efficacy concept was described as belief related to practicing the order of behaviors with individual’s capacities in a successful way by Bandura 1977; 1986 . Self-efficacy expectations are postulated to influence behavioral choices, performance, and persistence. Self-efficacy is thought to have four primary sources: performance acoomplishments, vicarious usal. Within psychological counseling, the application of self-efficacy theory to career choice behavior has been especially important, both the theoretically Borgen, 1991; Hackett and Lent, 1992 , and to design of career counseling interventions Betz,1992 . Self-Efficacy Theory was applied first in career counseling field by hackett and Betz 1981 . According to Betz 2000 selfefficacy concept contributed to either career counseling or career development theories and became the subject of a lot of study. In particular, there have now hundreds of studies investigating the importance of self-efficacy to educational and career development with respect to educational and career development with respect to career-related behaviors. These studies have included mathematics self-efficacy Lopez, Lent, Brown, and Gore,1997; Özyürek, 1995 , and self-efficacy for occupational tasks Rooney and Osipow, 1992 , and career search self-efficacy Solberg, Good, Fischer, Brown, and Nord, 1995; Bacanlı, 2006 . Because of its importance to career decision making self-efficacy has received probably the most study attention relative to other domains of career behavior. Career decision-making self-efficacy, derived directly from Bandura’s self-efficacy theory Taylor and Betz, 1983 , relates specifically to a person’s belief that he or she can successfully accomplish the tasks and behaviors associated with making career decisions. Research indicates that career decision-making self-efficacy is related to other career choices behaviors. For example, career decision-making self-efficacy is negatively related to career indecision Betz, Klein and Taylor, 1996 . There are positively significant relationships between career decision-making self-efficacy and career maturity Anderson and Brown, 1997; Creed, Patton and Prideaux, 2007; Luzzo, 1995 , vocational identity Betz, Klein and Taylor, 1996; Robins, 1985 . The other studies indicated that career decision-making self-efficacy was a strong predictor of exploratory behavior in both the self and environmental domains Blustein, 1989; Brown, Darden, Shelton, and Dipoto, 1999 . These studies were investigated on high school and university students samples. The studies about elementary school students’ career decision-making self-efficacy are few studies and these studies are mostly about development of measurement studies Bozgeyikli, 2004, 2005; Post-Kammer and Smith, 1986; Betz, Klein, and Taylor, 1996 . According to Ginzberg, Ginsburg, Alexrad and Herma 1951 , Gottfredson 2002 and Super 1953, 1990 career development is a dynamic process which starts in childhood, embeds in the following development stages and continues during life span. When an assessment is made from this angle, elementary school years are the periods in which the students’ the attitudes about career decision making and behaviors about this concept are developed. Roe 1956 , Super 1990 and Gottfredson 2002 emphasized that the researchers neglect observing the variables which affect the career development in childhood and the variables which affect this development