Career profiles in Higher Education: a study at the Pedagogical University of Mozambique
Supporting Agencies
- Fundação para a Ciência e Tecnologia
Abstract
In the present study we analyzed the simultaneous relation between the processes of career exploration and academic adjustment, in order to identify career profiles in Higher Education. The sample included 135 undergraduate students from the Pedagogical University in Maputo, Mozambique, enrolled in a Teacher Training program. A Career Exploration Scale and an Academic Adjustment Questionnaire were used as data collection instruments. Through the use of a clustering analysis, three distinct career action and experiential profiles were identified: resilient, constructive and conformist. The results showed that career exploration is related to different modes of academic adjustment and that intervention in higher education should consider inter-individual differences in academic and occupational development. In the present study we analyzed the simultaneous relation between the processes of career exploration and academic adjustment, in order to identify career profiles in Higher Education. The sample included 135 undergraduate students from the Pedagogical University in Maputo, Mozambique, enrolled in a Teacher Training program. A Career Exploration Scale and an Academic Adjustment Questionnaire were used as data collection instruments. Through the use of a clustering analysis, three distinct career action and experiential profiles were identified: resilient, constructive and conformist. The results showed that career exploration is related to different modes of academic adjustment and that intervention in higher education should consider inter-individual differences in academic and occupational development. In the present study we analyzed the simultaneous relation between the processes of career exploration and academic adjustment, in order to identify career profiles in Higher Education. The sample included 135 undergraduate students from the Pedagogical University in Maputo, Mozambique, enrolled in a Teacher Training program. A Career Exploration Scale and an Academic Adjustment Questionnaire were used as data collection instruments. Through the use of a clustering analysis, three distinct career action and experiential profiles were identified: resilient, constructive and conformist. The results showed that career exploration is related to different modes of academic adjustment and that intervention in higher education should consider inter-individual differences in academic and occupational development.Downloads
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