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EFFECTIVENESS OF THE INTERVENTION PROGRAMME ON CAREER DECISION-MAKING DIFFICULTIES AND METACOGNITION IN THE PROCESS OF THE SECOND CAREER DIRECTIONAL CHOICE
Abstract
Our main research goal was to define the effectiveness of intervention programme focused on second career directional choice of grammar school students. The intervention programme was based on the Theory of Cognitive Information Processing. An assumption of change in experimental group was to increase the self-knowledge and improve the competence that is necessary in process of second career directional choice. The following questionnaires were used: Career Decidedness Scale (Lounsbury, Gibson, 2011), The Career Motivation Scale (Abele et al., 1994) and The Emotional and Personality Career Difficulties Scale (Saka, Gati, Kelly, 2008). Survey sample consists of grammar school students - 36 participants of the control group (Mage = 17,38; SDage = 0,49) and 31 participants of experimental group (Mage = 16,65, SDage = 0,76). In case of decision-making difficulties, changes occured in anxiety about the process and anxiety about uncertainty. In case of metacognitive factors, the change did not occur. The results can be applied in practice of career counsellors and school psychologists, as well as practice of educational consultants and teachers.
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