EUROPÄISCHE UNION

Europäischer Sozialfonds

Gram

mar S

choolM

iddle School

Competence in Career Choice:

Empirical Examination of a

Competence Model

Katja Driesel-Lange, Nicola Schindler, Bärbel Kracke & Ernst Hany

University of Erfurt

BackgroundCareer choice is seen as a developmental process which proceeds through different phases of the life-span. Transitions between those different phases bear crucial challenges for the individual. Specific competencies are required to master these challenges. It is fairly new to conceptualize career choice in terms of achievement and related competencies. Programs for occupational guidance at school are mostly developed in the context of practical experiences derived from daily pedagogical routines. Concepts that are based on established theoretical models of career choice could rarely be found in the international research.

Aim of the StudyIn this study we address competencies needed for the transition from school to post-secondary education (job preparation training or university studies). The competence model designed from psychological theories of career development needed to be tested empirically. We therefore developed a set of tasks for secondary school students and looked for the hypothesized factorial structure in the data. Our emphasis was on facets of knowledge since the traditional preparation of career choice often focuses on motivation and interests. Our model of competencies comprises motivational prerequisites and strategies for managing the personal job qualification as well. We focus here however on the structure and measurement of knowledge and skills.

Structural Model of Career CompetenceFrom a basic model which conceptualizes the career path as a form of self regulated development, the following five components of career competence were postulated:

We tried to confirm the structure of this model by factor analyzing a series of newly developed items.

Method / ParticipantsCareer choice competence facets were empirically tested in a sample of 20 (middle vs. grammar) schools in Thuringia, Germany. Questionnaires were administered to about 2000 German pupils aged 12 to 19 years. Most items were designed as multiple-choice tasks but there were some free answer items as well.

Task example (facet: information management):“A friend of yours is going to be a international airline professional.He is very enthusiastic about the job and asks you if that would be an option for your career choice as well. Write down five questions you would ask him to find out more about this occupation.”

The sample were 939 middle school students (469 male, 470 female) und 1323 grammar school students (595 male, 728 female).

ResultsThe factorial structure of the facets of competence could substantially be replicated in both types of school. Self regulation competence was measured by a few items only and did therefore not form its own factor.

DiscussionThe concept of competence and the measurement of types of knowledge and skills proved to be a fruitful approach. More items will be tested to create an instrument useful for assessment and evaluation.

Competencies

knowledge of facts

self regulation competence

goal attainment competence

information management

knowledge of rules

Item pools

knowledge of facts

self regulation competence

goal attainment competence

information management

knowledge of rules

Factors

knowledge of facts

self regulation competence

goal attainment competence

information management

knowledge of rules

Item pools

knowledge of facts

self regulation competence

goal attainment competence

information management

knowledge of rules

Factors

knowledge of facts

goal setting

problem solving

information management

knowledge of rules

contact: katja.driesel-lange@uni-erfurt.de