A career and self-construction intervention programme helped Grade 11 learners from two contrasting schools manage career-related transitions¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Participants from both experimental groups reported that the intervention helped them manage career-related transitions and improved their career adaptability. → A Cook and JG Maree 2016

Evidence¶

A Cook and JG Maree 2016¶

A Cook and JG Maree. (2016). Efficacy of using career and self-construction to help learners manage career-related transitions. South African Journal of Education, 36(1), Art. #1225. https://doi.org/10.15700/saje.v36n1a1225

q2 · i? · causal · r1

Qualitative analysis of focus group interviews, journals and observations from a quasi-experimental pre-test/post-test comparison study of 42 intervention learners at two schools. The article reports that participants "displayed improved career adaptability" and managed transitions better after the programme.

"Results revealed that career and self-construction helped the participants from both experimental groups manage career-related transitions. It was also apparent that these participants displayed improved career adaptability after th ey took part in the intervention programme."

Discussion¶

Related Claims¶

• The intervention improved career adaptability unevenly across its four constructs: concern and curiosity rose in both schools, confidence only at the disadvantaged school, and control showed only a limited increase in one participant — possibly the same claim (merge candidate)
• Participants in the comparison groups reported that standard Life Orientation lessons did not improve their career adaptability on any of the four constructs — related
• Participants at the independent school valued the intervention's non-judgmental stance and being positioned as experts of their own lives — a narrower finding that bears on this claim
• Participants at the independent school reported negative experiences of the intervention, including frustration, confusion and difficulty completing tasks — related