CAREER PLANNING PSYCOEDUCATION PROGRAM IMPACT ON CAREER DEVELOPMENT

Aşkay Nur Atasever

Makale detayları

CAREER PLANNING PSYCOEDUCATION PROGRAM IMPACT ON CAREER DEVELOPMENT

Yazarlar:

Aşkay Nur Atasever

Yayıncı:

Bitlis Eren University

Dergi:

Rahva Teknik ve Sosyal Araştırmalar Dergisi Vol.3 Issue 1, pp.45-57

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001291409

pISSN:

2791-6898

Anahtar kelimeler:

Özet:

 Purpose: The aim of this study is to examine the effect of the Career Planning Psychoeducation Program on the career development of university students. Method: In this study, one group pretest-posttest experimental design, which is one of the weak experimental designs, was used. The research group consisted of 10 volunteer 2nd year students studying at the Faculty of Education of Afyon Kocatepe University. The Career Planning Psychoeducation Program, which was developed within the framework of career counseling theories Trait-Factor, Developmental, Social-Cognitive, Postmodern approaches and models and Constructivist Learning Approach and Cognitive-Behavioral Approach, was carried out in four sessions lasting 60-70 minutes on average. In the research, the Career Future Scale Kalafat, 2012 was used to collect the quantitative data of the research before and after the intervention. The qualitative data of the research were collected through the Psychoeducation Evaluation Form, the sharing made at the end of the session, and observation. The quantitative data of the research were analyzed by t-test. The analysis of the qualitative data was carried out by examining the answers given by the group members to the open-ended questions in the relevant form. Results: As a result of the Career Future Scale applied to the students, the pre-test mean score was found to be 3.26 0.22 and the post-test mean score was 3.66 0.29. As a result of the t-test for the significance of the difference between the pre-test and post-test scores; t 9 -4.69; p.001. Since the level of significance was p.05 in the study, it was determined that there was a statistically significant difference at the level of .05 between the pre-test and post-test scores. Therefore, it was determined that the post-test scores of the students were higher. According to these results, it can be said that the psychoeducation program has a positive effect on the students and contributes to the career development of the students. According to the qualitative data of the research; students stated that they found the training program fun and useful. Group members stated that especially technical knowledge preparing CV, issues to be considered in job interviews, making a career plan, etc. increased their self-confidence and enabled them to approach business life more positively. In addition, they suggested that increasing the number of sessions and session durations of the program would result in higher efficiency from future training. All group members shared a common criticism that psychoeducation should be carried out in more suitable physical conditions such as a group meeting room. In general, all members stated that they were pleased to participate in such a training program and would recommend it to others. Conclusion: As a result of the research, it was determined that the career future career adaptability, career optimism and perceived knowledge of the job markets levels of the participants increased, so the career intervention program applied positively affected the career development of the students.

 Purpose: The aim of this study is to examine the effect of the Career Planning Psychoeducation Program on the career development of university students. Method: In this study, one group pretest-posttest experimental design, which is one of the weak experimental designs, was used. The research group consisted of 10 volunteer 2nd year students studying at the Faculty of Education of Afyon Kocatepe University. The Career Planning Psychoeducation Program, which was developed within the framework of career counseling theories Trait-Factor, Developmental, Social-Cognitive, Postmodern approaches and models and Constructivist Learning Approach and Cognitive-Behavioral Approach, was carried out in four sessions lasting 60-70 minutes on average. In the research, the Career Future Scale Kalafat, 2012 was used to collect the quantitative data of the research before and after the intervention. The qualitative data of the research were collected through the Psychoeducation Evaluation Form, the sharing made at the end of the session, and observation. The quantitative data of the research were analyzed by t-test. The analysis of the qualitative data was carried out by examining the answers given by the group members to the open-ended questions in the relevant form. Results: As a result of the Career Future Scale applied to the students, the pre-test mean score was found to be 3.26 0.22 and the post-test mean score was 3.66 0.29. As a result of the t-test for the significance of the difference between the pre-test and post-test scores; t 9 -4.69; p.001. Since the level of significance was p.05 in the study, it was determined that there was a statistically significant difference at the level of .05 between the pre-test and post-test scores. Therefore, it was determined that the post-test scores of the students were higher. According to these results, it can be said that the psychoeducation program has a positive effect on the students and contributes to the career development of the students. According to the qualitative data of the research; students stated that they found the training program fun and useful. Group members stated that especially technical knowledge preparing CV, issues to be considered in job interviews, making a career plan, etc. increased their self-confidence and enabled them to approach business life more positively. In addition, they suggested that increasing the number of sessions and session durations of the program would result in higher efficiency from future training. All group members shared a common criticism that psychoeducation should be carried out in more suitable physical conditions such as a group meeting room. In general, all members stated that they were pleased to participate in such a training program and would recommend it to others. Conclusion: As a result of the research, it was determined that the career future career adaptability, career optimism and perceived knowledge of the job markets levels of the participants increased, so the career intervention program applied positively affected the career development of the students.

 Purpose: The aim of this study is to examine the effect of the Career Planning Psychoeducation Program on the career development of university students. Method: In this study, one group pretest-posttest experimental design, which is one of the weak experimental designs, was used. The research group consisted of 10 volunteer 2nd year students studying at the Faculty of Education of Afyon Kocatepe University. The Career Planning Psychoeducation Program, which was developed within the framework of career counseling theories Trait-Factor, Developmental, Social-Cognitive, Postmodern approaches and models and Constructivist Learning Approach and Cognitive-Behavioral Approach, was carried out in four sessions lasting 60-70 minutes on average. In the research, the Career Future Scale Kalafat, 2012 was used to collect the quantitative data of the research before and after the intervention. The qualitative data of the research were collected through the Psychoeducation Evaluation Form, the sharing made at the end of the session, and observation. The quantitative data of the research were analyzed by t-test. The analysis of the qualitative data was carried out by examining the answers given by the group members to the open-ended questions in the relevant form. Results: As a result of the Career Future Scale applied to the students, the pre-test mean score was found to be 3.26 0.22 and the post-test mean score was 3.66 0.29. As a result of the t-test for the significance of the difference between the pre-test and post-test scores; t 9 -4.69; p.001. Since the level of significance was p.05 in the study, it was determined that there was a statistically significant difference at the level of .05 between the pre-test and post-test scores. Therefore, it was determined that the post-test scores of the students were higher. According to these results, it can be said that the psychoeducation program has a positive effect on the students and contributes to the career development of the students. According to the qualitative data of the research; students stated that they found the training program fun and useful. Group members stated that especially technical knowledge preparing CV, issues to be considered in job interviews, making a career plan, etc. increased their self-confidence and enabled them to approach business life more positively. In addition, they suggested that increasing the number of sessions and session durations of the program would result in higher efficiency from future training. All group members shared a common criticism that psychoeducation should be carried out in more suitable physical conditions such as a group meeting room. In general, all members stated that they were pleased to participate in such a training program and would recommend it to others. Conclusion: As a result of the research, it was determined that the career future career adaptability, career optimism and perceived knowledge of the job markets levels of the participants increased, so the career intervention program applied positively affected the career development of the students.

 Amaç: Bu çalışmanın amacı, Kariyer Planlama Psikoeğitim Programının üniversite öğrencilerinin kariyer gelişimine etkisini incelemektir. Yöntem: Bu çalışmada zayıf deneysel desenlerden tek grup ön test-son test deneysel desen kullanılmıştır. Araştırma grubunu, Afyon Kocatepe Üniversitesi Eğitim Fakültesinde öğrenim görmekte olan 10 gönüllü 2. sınıf öğrencisi oluşturmuştur. Kariyer danışmanlığı kuramları Özellik-Faktör, Gelişimsel, Sosyal-Bilişsel, Post modern yaklaşım ve modeller ile Yapılandırmacı Öğrenme Yaklaşımı ve Bilişsel-Davranışçı Yaklaşım çerçevesinde geliştirilen Kariyer Planlama Psikoeğitim Programı ortalama 60-70 dakika süren dört oturumda gerçekleştirilmiştir. Araştırmada, Kariyer Geleceği Ölçeği Kalafat, 2012 müdahale öncesi ve sonrasında araştırmanın nicel verilerini toplamak için kullanılmıştır. Araştırmanın nitel verileri; Psikoeğitim Değerlendirme Formu, oturum sonlarında yapılan paylaşımlar ve gözlem yoluyla toplanmıştır. Araştırmanın nicel verileri t-testi yapılarak analiz edilmiştir. Nitel verilerin analizi grup üyelerinin ilgili formdaki açık uçlu sorulara verdiği yanıtların incelenmesiyle gerçekleştirilmiştir. Bulgular: Öğrencilere uygulanan Kariyer Geleceği Ölçeği sonucunda ön test puan ortalaması 3,26 0,22 ve son test ortalaması 3,66 0,29 bulunmuştur. Ön test ve son test puanları arasındaki farkın anlamlılığı için yapılan t testi sonucunda ise; t 9 -4.69; p.001 olarak bulunmuştur. Araştırmada anlamlılık düzeyi p.05 olduğundan dolayı ön test ve son test puanları arasında .05 düzeyinde istatistiksel olarak anlamlı farklılık olduğu tespit edilmiştir. Dolayısıyla öğrencilerin son test puanlarının daha yüksek olduğu saptanmıştır. Bu sonuçlara göre; verilen psikoeğitim programının öğrenciler üzerinde olumlu yönde etkili olduğu ve öğrencilerin kariyer gelişimine katkıda bulunduğu söylenebilir. Araştırmanın nitel verilerine göre; öğrenciler eğitim programını eğlenceli ve yararlı bulduklarını beyan etmişlerdir. Grup üyeleri özellikle teknik bilgilerin CV hazırlama, iş görüşmesinde dikkat edilmesi gereken konular, kariyer planı yapma vb. kendilerine duydukları güveni arttırdığını ve iş yaşamına daha olumlu yaklaşmalarını sağladığını belirtmişlerdir. Bunun yanında programın oturum sayısının ve oturum sürelerinin arttırılmasının ilerde yapılacak eğitimlerden daha yüksek düzeyde verim elde edilmesini sağlayacağı önerisinde bulunmuşlardır. Psikoeğitimin daha uygun fiziki koşullarda grup görüşme odası gibi yapılması gerektiği konusunda ise tüm grup üyeleri ortak bir eleştiride bulunmuşlardır. Genel olarak tüm üyeler böyle bir eğitim programına katılmaktan dolayı memnun olduklarını ve başkalarına da önereceklerini ifade etmişlerdir. Sonuç: Araştırma sonucunda, katılımcıların kariyer geleceği kariyer uyumluluğu, kariyer iyimserliği ve iş piyasalarına ilişkin algılanan bilgi düzeylerinin arttığı dolayısıyla uygulanan kariyer müdahale programının öğrencilerin kariyer gelişimini olumlu yönde etkilediği tespit edilmiştir.

Makale detayları

CAREER PLANNING PSYCOEDUCATION PROGRAM IMPACT ON CAREER DEVELOPMENT

Yazarlar:

Aşkay Nur Atasever

Yayıncı:

Bitlis Eren University

Dergi:

Rahva Teknik ve Sosyal Araştırmalar Dergisi Vol.3 Issue 1, pp.45-57

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001291409

pISSN:

2791-6898

Career planning

university students

psychoeducation program.Kariyer planlama

üniversite öğrencileri

psikoeğitim programı.

Sayı

Makale detayları

CAREER PLANNING PSYCOEDUCATION PROGRAM IMPACT ON CAREER DEVELOPMENT

Yazarlar: Aşkay Nur Atasever

Yayıncı: Bitlis Eren University

Dergi: Rahva Teknik ve Sosyal Araştırmalar Dergisi Vol.3 Issue 1, pp.45-57

Belge Tipi: Makale

Yayın Tarihi: 6/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001291409

pISSN: 2791-6898

Career planning

university students

psychoeducation program.Kariyer planlama

üniversite öğrencileri

psikoeğitim programı.

Sayı

Yazarlar:

Aşkay Nur Atasever

Yayıncı:

Bitlis Eren University

Dergi:

Rahva Teknik ve Sosyal Araştırmalar Dergisi Vol.3 Issue 1, pp.45-57

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001291409

pISSN:

2791-6898