A Structured Career Intervention Program for Academically Challenged Students

Autor/inn/en	Salleh, Amla; Abdullah, Syed Mohamad; Mahmud, Zuria; Ghavifekr, Simin; Ishak, Noriah
Titel	A Structured Career Intervention Program for Academically Challenged Students
Quelle	In: Asia Pacific Education Review, 14 (2013) 2, S.209-219 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-013-9259-8
Schlagwörter	Foreign Countries; Intervention; Quasiexperimental Design; Career Guidance; Low Achievement; Experimental Groups; Control Groups; Pretests Posttests; Adolescents; Secondary School Students; Career Planning; Measures (Individuals); Learning Motivation; Rating Scales; Study Skills; Statistical Analysis; Regression (Statistics); Predictor Variables; Program Effectiveness; Career Awareness; Academic Failure; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Berufsorientierung; Unterdurchschnittliche Leistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Karriereplanung; Messdaten; Motivation for studies; Lernmotivation; Rating-Skala; Studientechnik; Statistische Analyse; Regression; Regressionsanalyse; Prädiktor; Karrierebewusstsein
Abstract	A study was carried out to test the effects of a 2-week structured intervention program on academically challenged students' career development. A quasi-experimental study was designed using pre-tests, post-tests, and a control group approach to examine the effects of the intervention program. Data were collected from both the experimental and control groups. The test was carried out on eight schools in the state of Kedah in Malaysia. Eight school counselors were trained to facilitate the assignment to the experimental groups and to collect data. A total number of 335 students with low academic achievement participated in this study. This number included male (43.6%) and female (56.4%) students who were aged 15-16 and a half. Modes of measurement used consisted of a career planning inventory (measuring career planning skills), an academic learning motivation scale (measuring attitude toward academic learning), and an academic study skills test (measuring academic study competencies). Analysis was performed using t-tests and the multivariate analysis of variance to examine the differences in the mean scores. The results show that the sample's career academic score improved significantly from the pre-test to the post-test. A simple regression analysis was also performed to see the effect of the intervention program on the three dependent variables, which revealed that the career intervention program has positive and significant effects on the three variables. However, further studies on the career program for academically challenged students are highly recommended to support the present study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10