Modeling the Occupational/Career Decision-Making Processes of Intellectually Gifted Adolescents

2015 ◽  
Keyword(s):  
Decision Making ◽  
Career Decision ◽  
Career Decision Making ◽  
Intellectually Gifted ◽  
Decision Making Processes ◽  
Gifted Adolescents ◽  
Occupational Career

scholarly journals The Occupational/Career Decision-Making Processes of Intellectually Gifted Adolescents From Economically Disadvantaged Backgrounds: A Mixed Methods Perspective

2018 ◽  
Vol 63 (1) ◽  
pp. 36-57 ◽  
Author(s):  
Jae Yup Jung ◽  
Marie Young
Keyword(s):  
Decision Making ◽  
Mixed Methods ◽  
Economically Disadvantaged ◽  
Career Decision ◽  
Equation Modeling ◽  
Career Decision Making ◽  
Intellectually Gifted ◽  
Decision Making Processes ◽  
Gifted Adolescents ◽  
Occupational Career

This mixed methods study investigated the occupational/career decision-making processes of intellectually gifted adolescents from economically disadvantaged backgrounds. In the first phase, interview data from 26 Australian adolescents, who were simultaneously intellectually gifted and of low socioeconomic status background, were analyzed using grounded theory to develop four models of occupational/career decision-making processes. In the second phase, a model that incorporated all of the constructs and relationships identified in each of the four models developed in the first phase of the study was tested and refined using structural equation modeling procedures on survey data collected from 917 economically disadvantaged intellectually gifted Australian adolescents. The resulting qualitatively developed and quantitatively refined model allowed for a clearer and a more complete understanding of the occupational/career decision-making processes of intellectually gifted adolescents from economically disadvantaged backgrounds.

Occupational/Career Decision-Making Thought Processes of Adolescents of High Intellectual Ability

2017 ◽  
Vol 40 (1) ◽  
pp. 50-78 ◽  
Author(s):  
Jae Yup Jung
Keyword(s):  
Decision Making ◽  
Structural Equation ◽  
Career Decision ◽  
Intellectual Ability ◽  
Equation Modeling ◽  
Thought Processes ◽  
Career Decision Making ◽  
Intellectually Gifted ◽  
Competing Models ◽  
Gifted Adolescents

Three competing models of the career decision-making thought processes of adolescents of high intellectual ability were tested in this study. Survey data were collected from 664 intellectually gifted Australian adolescents and analyzed using structural equation modeling procedures. The finally accepted, optimal model suggested that, regardless of cultural orientation, highly able adolescents may place importance on whether a future career will be interesting or enjoyable, which is a probable predictor of their attitudes toward careers and their eventual intentions to pursue particular careers. In addition, the model indicated that those careers considered interesting or enjoyable by intellectually gifted adolescents may also be intellectually stimulating.

scholarly journals Exploratory Honors Students: Academic Major and Career Decision Making

2011 ◽  
Vol 31 (1) ◽  
pp. 14-28 ◽  
Author(s):  
Jessie Carduner ◽  
Gary M. Padak ◽  
Jamie Reynolds
Keyword(s):  
Decision Making ◽  
Career Decision ◽  
Honors Students ◽  
Academic Major ◽  
Primary Data ◽  
Career Decision Making ◽  
Freshman Year ◽  
Honors College ◽  
Advantages And Disadvantages ◽  
Decision Making Processes

In this qualitative study, we investigated the academic major and career decision-making processes of honors college students who were declared as “exploratory” students in their freshman year at a large, public, midwestern university. We used semistandardized interviews and document analysis as primary data collection methods to answer four research questions. Results indicated that the 17 participants used aspects of rational choice and alternate models in making decisions. They perceived both advantages and disadvantages of their multipotentiality and developed strategies, such as selecting broad or multiple majors, to offset the disadvantages. Students consulted college academic advisors less than expected when making decisions, and they expressed more concern about happiness than either job availability or earnings than did students in other studies.

Retaining Disciplinary Talents as Informal Learning Outcomes in the Digital Age

2016 ◽  
pp. 402-420 ◽  
Author(s):  
Wen-Hao David Huang ◽  
Eunjung Oh
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Informal Learning ◽  
Undergraduate Students ◽  
Career Decision ◽  
Learning Opportunities ◽  
Learning Resources ◽  
Career Decision Making ◽  
Decision Making Processes ◽  
Media Environments

Considering the national need for developing a variety of professional talents through higher education, this chapter proposes an exploratory conceptual framework, to allow educators and parents to harness informal learning opportunities afforded by virtually endless resources on the Internet, in order to engage undergraduate students with necessary career decision-making processes early on in their college experience. The thesis of this chapter asserts that we must consider students' career decision-making processes as a relevant higher education learning outcome. The proposed Digital Informal Learning Resources for Career Decision-Making (DILR-CDM) framework is grounded in the Social Cognitive Career Theory and the Self-Determination Theory to identify attributes of informal learning resources manifested by digital game-based environments and social media environments. These attributes, in turn, afford informal learning opportunities to scaffold and facilitate career decision-making processes among undergraduate students.

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