[[alternative]]A Research on the Career Construct of the Gifted Students in the Senior High School

Abstract

[[abstract]]The purposes of this research were to investigate senior high school gifted students for the contents (career value , occupational preference ) and the indicators (differentiation, integration, conflict , evaluative accord) of the career construct , by a variant of G. Kelly’s grid methodology. 126 male and 111 female senior high school gifted students and 98 male and 133 female senior high school majored in mathematical-logic courses were selected as samples. ‘ The Career Construct Grid ’, ‘ My Career Value ’ , ‘ The Occupational Choice List ’ , ‘The Career Construct Calculating Program’ were used to collected data. Statistical methods such as frequency distribution, two-way ANOVA were applied to analyze the Grid. The main findings of this research are as follows: 1. value ’ Work interest’ and ‘ the feeling of the work ‘ are two important values for the gifted and normal student. When making career decisions, ’ work interest’ and ‘ the feeling of the work ‘ are also important standards for these senior high school students in this research. 2. occupational preference (1) The gifted and normal students are all in favor of being a ‘ doctor ’ or ‘ teacher ’ in the future. (2) The gifted and normal students dislike to be a ‘ religious worker ’ or ‘ lawyer ’. 3. the relationship between the value and the occupational preference (1) The reasons why gifted and normal senior high school students like to be a doctor are ‘ stable job’, ‘ high income’ and ‘ to have a stable salary’; the reason why they like to be a teacher is primarily ‘ to have a stable salary’. (2) The reasons why those students in this research dislike to be a religious worker or a lawyer are ‘ work interest ’; ‘ the feeling of the work ’ and ‘ not to match with one’s ability’. 4. the career construct indicator (1) Gender and group have no significant interaction effect (p >.o5) on any career construct indicator – differentiation, integration, conflict and evaluative accord. (2) The group difference is at significant level (p< .o5) on career construct indicators except the differentiation. The gifted group is significantly higher than the normal group on the integration, conflict, or evaluative accord index. (3) Only on the differentiation score does the gender differ at significant level (p< .o5) . The male’s score in the differentiation is significantly higher than the female. Based on the results of this research, suggestions are generated for the career counseling practice in senior high school and for future research.