Mixed-Methods Analysis of the Applicability of the "Career Adapt-Abilities Scale" for isiXhosa-Speaking South African Township Adolescents

Autor/inn/en	Albien, A. J.; Kidd, M.; Naidoo, A. V.; Maree, J. G.
Titel	Mixed-Methods Analysis of the Applicability of the "Career Adapt-Abilities Scale" for isiXhosa-Speaking South African Township Adolescents
Quelle	In: International Journal for Educational and Vocational Guidance, 20 (2020) 1, S.1-29 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Albien, A. J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0251-2513
DOI	10.1007/s10775-019-09391-6
Schlagwörter	Foreign Countries; Career Development; Vocational Adjustment; Measures (Individuals); African Languages; Adolescents; Grade 11; High School Students; Low Income Students; Construct Validity; Psychometrics; South Africa + Suchen Sie Ihr Suchwort? Ausland; Berufsentwicklung; Personalanpassung; Messdaten; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Psychometry; Psychometrie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In the present research study, key career adaptability constructs and the extent to which these constructs are relevant in a non-Western and developing world context were explored. The Career Adapt-Abilities Scale (CAAS) was administered to 396 Grade 11 isiXhosa speaking high school students from a low-income township in South Africa (M[subscript age] = 18, SD= 1.3 years). Data were analysed to assess measure suitability in comparison to two previous CAAS administrations, the international version and a previous South African administration. This mixed-methods psychometric exploration included Delphi panel focus group data to gain a deeper analysis of contextually bound and culturally sensitive factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01