Original article | International Journal of Innovative Approaches in Social Sciences 2020, Vol. 4(4) 94-104
pp. 94 - 104 | DOI: https://doi.org/10.29329/ijiasos.2020.319.1
Published online: December 27, 2020 | Number of Views: 21 | Number of Download: 96
Career development maturity has its source in the Super’s developmental theory of career behavior, which predicts that selection of an occupation is a process with a leg on each side of a considerable number of years usually from late childhood to middle adulthood. Career development maturity explains one’s ability to productively handle with vocational development tasks (e.g. crystallizing, specifying, and implementing career choice) that are encountered across the developmental continuum from exploration stage through disengagement. The present study is intended to investigate the relationship between self-concept and career development maturity in high school students. Additional, gender differences on both constructs were determined. After the gathering of information, Pearson product moment correlation and t-test was employed to scrutinize the data. The results supported the hypotheses. Results showed that there is a significant strong positive correlation between self-concept and career development maturity among high school students, while girls scored higher than boys on both self-concept and career development maturity. As a result, it can be concluded that in Bahir Dar, high school students’ career development maturity is related to their self - concept. To improve the students self concept school career guidance and counseling professionals should be work with different stakeholders.
Keywords: Self-Concept, Career Development Maturity, High School Students, Gender
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