O impacto da experiência de estágio no processo de exploração vocacional em alunos dos cursos tecnológicos e profissionais do ensino secundário

O estágio surge, no processo de formação, como um contacto formal e estruturado com o mundo do trabalho. Vários autores salientam o valor da experiência directa em contexto de trabalho, apontando-a como a modalidade mais realista de exploração vocacional. Porém, o resultado das experiências de trabalho (nomeadamente os estágios) é extremamente variável e depende de vários aspectos. Os estudos empíricos que procuram relacionar a qualidade das experiências de trabalho, estágios incluídos, com o desenvolvimento global e vocacional / carreira dos estudantes não são suficientemente conclusivos, tendo em consideração a expectativa teórica de que a experiência de trabalho afecta claramente o desenvolvimento vocacional dos adolescentes. No corolário desta observação, surge o principal objectivo deste estudo – esclarecer a relação entre as diferentes qualidades do estágio curricular e o comportamento de exploração vocacional. Recorrendo a um desenho longitudinal (pré e pós – estágio), este estudo (N=309) explora a relação entre as qualidades percebidas do estágio (autonomia, variedade e oportunidades de aprendizagem, feedback dos colegas, suporte social e supervisão) e quatro dimensões do processo de exploração vocacional (exploração do meio, exploração de si próprio, exploração sistemática e quantidade de informação). Os resultados sugerem que entre o pré e o pós - estágio, os alunos assinalam um aumento da actividade exploratória, sobretudo naquela que se orientou para o meio. As análises de variância e de covariância com medições repetidas sugerem interacção entre algumas das qualidades do estágio e o comportamento exploratório. São discutidas as implicações destes resultados para a intervenção vocacional e para as futuras investigações neste domínio

Work experience quality and vocational development

The provision of workplace-based experiences (internship/placement) is an important component of the training program of students attending technological and professional courses (VET), in secondary education. Regarding the effect of such experiences in vocational development, research results are not conclusive enough, mostly, if we consider the theoretical expectation that work experiences clearly affects the vocational development of adolescents (e.g., Dawis, 2002, 2005; Lent, Brown & Hackett, 1994; Mitchell & Krumboltz, 1996; Savickas, 2005; Super, 1957; Super, Savickas & Super, 1996; Vondracek, Lerner & Schulenberg, 1986). As a corollary of this observation, the main purpose of this study is to clarify the relationship between work experience quality and students vocational development. Using a longitudinal design (pre and post - internship), we conducted a study (N = 346) that explores the relationship between perceived qualities of the training experience (IQE - autonomy, colleagues feedback, social support, task variety, learning opportunities, instructions clarity, training, supervisor feedback and support ) and career exploration (CES – Stumpf et al., 1983; Taveira, 1997), career decision-making (CDS– Osipow, Carney, Winer, Yanico & Koschier, 1976; Silva, 1997), Decision-Making Self-Efficacy (CDMSE-SF (Betz, Klein & Taylor, 1996; Silva & Paixão, 2005) and career commitment (CCCS Blustein, Ellis & Devenis, 1987; Silva, 1997). The results suggest that the quality of work experience is relevant for the vocational development of students, mainly, in what concerns the process of career exploration

Effectiveness of a career intervention program for career exploration

A exploração vocacional pode constituir um importante facilitador da organização subjetiva da experiência de estágio e do consequente ajustamento e satisfação com esta atividade. Por esta razão, levamos a cabo uma intervenção vocacional, na modalidade programa, que teve como principal objetivo incrementar a atividade exploratória vocacional de um grupo de alunos estagiários do ensino secundário. Para avaliar o impacto do referido programa nas diferentes dimensões da exploração vocacional, recorreu-se a um desenho quasi-experimental, pré-teste/pósteste, com grupos não equivalentes. Globalmente, os resultados parecem-nos relevantes, uma vez que a intervenção vocacional teve um impacto positivo e signifi cativo nas duas principais dimensões da exploração vocacional: o self e o meio.For students attending vocational education courses, career exploration might be considered an important facilitator of the subjective organization of their training experience. For this reason, we implemented a career intervention program, aiming at improving the vocational exploratory activities by a group of high school students. In order to evaluate the impact of that program on the different dimensions of career exploration, a study with a quasiexperimental (pre-test/post-test) design was conducted, with non equivalent groups. Overall, the results seem relevant, since the career intervention had a positive and signifi cant impact relating the two major dimensions of career exploration: environment exploration and self exploration

The quality of the training experience: predictor variables of career exploration

Many young people attending secondary education will do an apprenticeship by the end of their training, which will come as a new context of learning. The quality of this new context can have differentiated impacts on student’s lives and on their vocational development. For many students, it can be their first formal and structured contact with the workplace – experiencing a reality that, until then, has always been mediated by other sources and agents of information. Authors like Ducat (1980), Brooks et al. (1995) and Super (1963) evoke the value of work experience as the most realistic way of vocational exploration. However, the efficiency of work experiences is extremely variable (Ainley, P., 1990; Smith & Harris, 2000) and seems to depend significantly on factors like supervision, feedback, autonomy, learning opportunities and peer support. Several studies suggest that the quality of the work experience and the exploratory behavior associated to this have a considerable influence on the vocational development (e.g. Brooks et al.,1995; Carless & Prodan, 2003; Loughlin & Barling, 1998; Mortimer, 2003; Vondracek, 1997). The present study seeks to highlight which qualities of the apprenticeship are predictors of career exploration in a group of students attending the 12th grade

A theoretical model of projects in motivated behavior

This article introduces a theoretical model of projects in motivated behavior. It begins with the discussion of two theoretical traditions that conceived a project as either an anticipation of action or a set of actions aimed at the same goals. The limitations of both traditions are discussed, and a project is then conceived as an integration of internal processes and actions. Next, a theoretical model of projects is presented, comprising cognitive, motivational, volitional, emotional, and behavioral components. A framework interrelating the different components of the model is presented. Considering the framework introduced, a project is then defined as a process comprising the formation, enactment, and maintenance of intentional structures and actions. The definition is comprehensive because it integrates both the previous theoretical traditions of the project in order to overcome the limitations of both. The applications of the new approach in existential theories and management sciences are discussed

Escala de Autenticidad: Evidencia de Validez y Confiabilidad en una Muestra de Brasil y Portugal

This study introduces distinct types of validity and reliability evidence of the Authenticity Scale (AS) in a sample from Brazil and Portugal. It consists of an online survey with 1,077 Brazilian citizens and 622 Portuguese citizens. The study tested the model with three correlated factors (self-alienation, authentic living, and accepting external influence), the unidimensional model, and the bifactor model. The model with three corre-lated factors was retained, with the three subscales demonstrating moderate to good reliability. Multigroup confirmatory factor analysis suggested scalar invariance across culture, gender, age, education, occupation, and Covid-related concern and impact. The items were assessed by graded re-sponse model (GRM), which suggested that the three subscales are not able to distinguish respondents with high authenticity traits. GRM and de-scriptive statistics indicated that the rating-scale is inappropriate, particular-ly for authentic living subscale, which is affected by ceiling effect. Associa-tions with presence of meaning showed additional validity evidence. De-spite the limitations, the AS is an effective measure to assess authenticity across different groups. Potential modifications for the improvement of the AS are discussed.Este estudio presenta distintos tipos de evidencias de validez y confiabilidad de la Escala de Autenticidad (AS) en una muestra de Brasil y Portugal. El estudio consiste en una encuesta con 1.077 brasileños y 622 portugueses. Se testó el modelo con tres factores correlacionados (autoalienación, vivir auténtico y aceptación de la influencia externa), el modelo unidimensional y el modelo bifactorial. Se retuvo el modelo con tres facto-res correlacionados, con las tres subescalas alcanzando confiabilidad moderada a buena. Análisis factorial confirmatorio multigrupo sugirió invariancia escalar para cultura, género, edad, educación, ocupación y preocupación e impacto relacionados con Covid. Los ítems fueron evaluados por graded res-ponse model(GRM), sugiriendo que las tres subescalas no discriminan las personas con altos rasgos de autenticidad. GRM y estadísticas descriptivas indican que la escala de puntuación es inapropiada, particularmente para la subescala vivir auténtico, que es afectada por efecto techo. Las asociaciones con presencia de sentido mostraron evidencia adicional de validez. A pesar de las limitaciones, la AS es una medida adecuada para evaluar la autenticidad en diferentes grupos. Se discuten posibles modificaciones para el aprimoramiento de la A