Aukštesniųjų klasių mokinių požiūris į karjeros sėkmingumą lemiančius veiksnius

LTŠiuolaikinėse organizacijose vis labiau įsigalint asmeninės karjeros modeliui adekvatus požiūris į profesinę karjera, tampa ugdymo karjerai paslaugų tikslu. Straipsnyje pristatomo tyrimo tikslas - atskleisti mokinių požiūrį į asmeninės karjeros sėkmingumą nulemiančius veiksnius. Rezultatai leidžia įvardyti šešis veiksnius, siejamus su karjeros sėkmingumu. Jie apima tiek asmeninių kompetencijų, tiek aplinkos sąlygų, tiek reikšmingų asmenų įtakos vertinimą. Šių veiksnių reikšmingumo vertinimai bei tų vertinimų interpretacija, atsižvelgiant į socialinės-kognityvinės karjeros plėtojimo teorijos kontekstą, leidžia apibendrinti, kad dauguma mokinių adekvačiai vertina karjeros sėkmės antecedentus bei yra suformavę tikslingo karjeros projektavimo nuostatas. Yra dalis mokinių, linkusių užimti pasyvią poziciją karjeros projektavimo atžvilgiu. [Iš leidinio]Reikšminiai žodžiai: Asmeninė karjera; Mokslei­vių požiūris; Saviveiksmingumas; Savikryptingumas; Profesinės karjeros sėkmė; Personal career; Pupils' attitudes; Self-efficacy; Personal agency; Success of professional; Career; Moksleivių; Požiūris; Pupils’ attitudes; Moksleivių požiūris; Success of professional career.

ENThe article seeks to explore pupils' attitudes towards various factors and forces which are important to the success of their professional career. In contemporary organizations the personal career model becomes more and more important. In these contexts it is useful to analyze youngsters' position which discloses their possibility to be successful in the market and to develop satisfying careers. The purpose of research: to explore pupils' attitudes towards various preconditions of professional career. The method of research: Anonymous query of 225 pupils, studying in the grades 9-12t h. Participants were asked to evaluate the importance of various factors, affecting satisfaction and success of their personal career. Results Using factor analysis six factors were extracted. They can be described in a succession from the most important to the least important. According to pupils' opinion, the most important factor is personal agency. It involves goals attainment, self confidence, persistence, giftedness, incorporating one's hobbies and professional activity. The second factor represents the importance of environment to career success. It encompasses opportune circumstances and one's ability to adjust in changing situations. It is passive position towards career planning but acceptable to majority of participants. Emotional competence is the third factor. It involves self-reported abilities to understand others, know how they feel, self-regulation of one's emotions, self-understanding, knowledge about causes of one's emotional state.The importance of emotional competence grows during late adolescence. The fourth factor - personality traits - encompasses personality traits and values, abilities. This factor corresponds to person - environment fit model. The fifth factor describes personality self-expression. It involves self-reported creative abilities, leadership and organizational skills, risk-taking, crisis- management. The least important factor is influence of significant others. In the case of research it involves influence of peers, parents, family friends. The importance of these people varies during grades 9t h to 12th. Significant others are more important to the pupils in the grades 9th, 10th. But for the one's who study in the 12th grade they are unessential in the process of career development. Conclusions. Majority of pupil do consider that their personality, personal agency is essential to the successful professional career. The results can be analyzed in the framework of social-cognitive career development theory. According to this theory self efficacy believes are of crucial importance because they determine what kind or factors to prioritize. The results disclose pupils' awareness towards their careers but also passiveness, position of expecting good conditions in the work market. Self-efficacy enhancement interventions can be employed to strengthen human agency in career planning and development of contemporary pupils. [From the publication]