Career and Life Planning Education: Extending the Self-Concept Theory and Its Multidimensional Model to Assess Career-Related Self-Concept of Students with Diverse Abilities. (December 2020)

• Record Type: Journal Article
• Authors: Yang, Lan; Wong, Lawrence P. W.
• Other Names: Yin Hongbiao guest-editor.; Cha Ching-sing guest-editor.
• Is Part Of: ECNU review of education. Volume 3:Number 4(2020)
• Page Start: 659
• Page End: 677
• Publication Date: 2020-12
• Subjects: Academic self-concept -- career guidance practices -- career-related self-concept -- Hong Kong -- students with diverse abilities; Education -- China -- Periodicals; Education -- Periodicals; Periodicals; 370.951
• DOI: 10.1177/2096531120930956
• Languages: English
• ISSNs: 2096-5311

Abstract

Purpose: This article aims to (1) systematically examine the development of career guidance practices in Hong Kong over the past 40 years, (2) discuss developmental attention to the career-related self-concept of diverse learners, and (3) propose a multidimensional model of self-concept by integrating the career-related domains with recent advances in self-concept research pertaining to students' in-school and post-school outcomes. Design/Approach/Methods: This article charts the developmental trend of career guidance and counseling (CGC) over more than 40 years in Hong Kong. The article also examines key findings relating to self-concept research made in the fields of education and career counseling in the past 50 years. Findings: For 50 years, Hong Kong has progressively recognized the importance of CGC. The government's continued determination to refine its policies and practices in this domain was succinctly highlighted in the Chief Executive's 2018 policy address. However, many challenges pertaining the professional competence of career guidance teachers and the ability of school administrators to manage the paradigm shift from informal to formal career guidance and counseling practices (CGCPs) remain. Meanwhile, the effects of these CGCPs on students' gains of career-related abilities and interests directly and indirectly remain under-researched. Originality/Value: This article integrates research into the developmental trend of career guidance practices in secondary schools and the study of academic self-concept. The article builds upon previous self-concept research by proposing an extended self-concept model that includes the career-related domain, setting a theoretical model for further research to explore. Finally, the article demonstrates the importance of tailoring career guidance activities in secondary education to reflect the diverse career-related self-concepts held by today's students with diverse abilities.