The career maturity of graduate students identified as enhancers or changers

Simple item page
dc.contributor.authorHaddad, Raymond J.en
dc.contributor.committeechairMiles, Johnnie H.en
dc.contributor.committeememberHoffman, Libby R.en
dc.contributor.committeememberHumes, Charles W. IIen
dc.contributor.committeememberLeeds, Morton H.en
dc.contributor.committeememberStump, Robert W.en
dc.contributor.departmentCounseling and Student Personnel Servicesen
dc.date.accessioned2014-03-14T21:10:51Zen
dc.date.adate2006-05-11en
dc.date.available2014-03-14T21:10:51Zen
dc.date.issued1990-05-05en
dc.date.rdate2006-05-11en
dc.date.sdate2006-05-11en
dc.description.abstractThe role of work in one's life, especially as it is represented by experienced workers, has been the focus of many studies; the role of education in relation to the traditional college age student's life has also been studied extensively. However, there is limited research concerning the role of education in relation to the career development of the more mature graduate student who is a member of both the educational and the work community. The primary purpose of this study was to determine if graduate students were mature in their career development and whether there was a difference in the career maturity stages of students who attended graduate school with the intention of changing their occupations as compared with those who intended to enhance them. A secondary purpose was to determine whether age, gender, major field of study, or years worked in current occupation had a relationship to the career maturity of these graduate students. A descriptive design was used in the study. Instruments used to collect data were demographic data sheets and the Adult Career Concerns Inventory of Super, Thompson, and Lindeman (1988). The subjects were 200 randomly selected graduate students from one private and one public university in the Washington metropolitan area. Data were collected by survey and analyzed by descriptive statistics, chi-square analysis, t tests, and regression. The results showed a statistically significant difference between Career Enhancers and Career Changers in the Exploration Stage of the ACCI. Age in relation to career maturity was found to be statistically significant. No statistically significant relationships were found between gender, major field of study, or years worked in current occupation and the career maturity of graduate students.en
dc.description.degreeEd. D.en
dc.format.extentix, 127 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-05112006-154749en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-05112006-154749/en
dc.identifier.urihttp://hdl.handle.net/10919/37742en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1990.H333.pdfen
dc.relation.isformatofOCLC# 23009628en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1990.H333en
dc.subject.lcshCareer changes -- United Statesen
dc.subject.lcshCareer development -- United Statesen
dc.subject.lcshGraduate students -- United Statesen
dc.titleThe career maturity of graduate students identified as enhancers or changersen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineCounseling and Student Personnel Servicesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
LD5655.V856_1990.H333.pdf
Size:
4.48 MB
Format:
Adobe Portable Document Format
Description:
Download

Collections

Doctoral Dissertations