title: Factors Affecting Students' Career Choice in New Zealand

authors: Pang, Natalia Grace May Hong

subjects: New Zealand

abstract: The aim of this study was to identify the factors influencing career decisions of tertiary students in New Zealand. The relationship between the factors and cultural values held by students was also ascertained. In addition, the career decision self-efficacy (CDSE) was used to assess if perceived significant others’ influence increased their degree of belief as to whether they are able to successfully complete tasks necessary to make career decisions. Finally, the relatedness between students’ career choice and fields of study were examined.
	Participants of this study were full-time students, who were in the final academic year of their qualification. They were recruited, via e-mail invitations, to complete an online questionnaire, measuring four constructs – factors affecting career decision, cultural/personal values, perceived significant others’ influence, and CDSE. The final sample consisted of 151 respondents.
	Results showed that collectivistic values correlated significantly with extrinsic and altruistic factors while individualistic values correlated significantly with intrinsic values. Cultural values had no significant impact on perceived significant others’ influence. There were no gender differences in relation to perceiving the influence of significant others and both genders preferred seeking career advice from their mothers/stepmothers compared to their fathers/stepfathers. Only supportive relationships (a form of perceived significant others’ influence) correlated significantly with CDSE. Finally, relatedness between career decision and field of study increased with age and was higher in students enrolled in a field of study developing specific skills and in students pursuing post-graduate qualifications.
	Although no causal inferences may be drawn from the results of this study, this research has further contributed to the limited number of studies focusing on career decision making among students in New Zealand. It is hoped that the findings are able to provide some critical information to tertiary institutions, organisations, and career counsellors.

text: Factors Affecting Students' Career Choice in New Zealand The aim of this study was to identify the factors influencing career decisions of tertiary students in New Zealand. The relationship between the factors and cultural values held by students was also ascertained. In addition, the career decision self-efficacy (CDSE) was used to assess if perceived significant others’ influence increased their degree of belief as to whether they are able to successfully complete tasks necessary to make career decisions. Finally, the relatedness between students’ career choice and fields of study were examined.
	Participants of this study were full-time students, who were in the final academic year of their qualification. They were recruited, via e-mail invitations, to complete an online questionnaire, measuring four constructs – factors affecting career decision, cultural/personal values, perceived significant others’ influence, and CDSE. The final sample consisted of 151 respondents.
	Results showed that collectivistic values correlated significantly with extrinsic and altruistic factors while individualistic values correlated significantly with intrinsic values. Cultural values had no significant impact on perceived significant others’ influence. There were no gender differences in relation to perceiving the influence of significant others and both genders preferred seeking career advice from their mothers/stepmothers compared to their fathers/stepfathers. Only supportive relationships (a form of perceived significant others’ influence) correlated significantly with CDSE. Finally, relatedness between career decision and field of study increased with age and was higher in students enrolled in a field of study developing specific skills and in students pursuing post-graduate qualifications.
	Although no causal inferences may be drawn from the results of this study, this research has further contributed to the limited number of studies focusing on career decision making among students in New Zealand. It is hoped that the findings are able to provide some critical information to tertiary institutions, organisations, and career counsellors.

year: 2014

title: Investigating the effectiveness of teaching methods based on a four-step constructivist strategy

authors: Calik, Muammer

subjects: alternative conception

abstract: This paper reports on an investigation of the effectiveness an intervention using several different methods for teaching solution chemistry. The teaching strategy comprised a four-step approach derived from a constructivist view of learning. A sample consisting of 44 students (18 boys and 26 girls) was selected purposively from two different Grade 9 classes in the city of Trabzon, Turkey. Data collection employed a purpose-designed ‘solution chemistry concept test’, consisting of 17 items, with the quantitative data from the survey supported by qualitative interview data. The findings suggest that using different methods embedded within the four-step constructivist-based teaching strategy enables students to refute some alternative conceptions, but does not completely eliminate student alternative conceptions for solution chemistry.

text: Investigating the effectiveness of teaching methods based on a four-step constructivist strategy This paper reports on an investigation of the effectiveness an intervention using several different methods for teaching solution chemistry. The teaching strategy comprised a four-step approach derived from a constructivist view of learning. A sample consisting of 44 students (18 boys and 26 girls) was selected purposively from two different Grade 9 classes in the city of Trabzon, Turkey. Data collection employed a purpose-designed ‘solution chemistry concept test’, consisting of 17 items, with the quantitative data from the survey supported by qualitative interview data. The findings suggest that using different methods embedded within the four-step constructivist-based teaching strategy enables students to refute some alternative conceptions, but does not completely eliminate student alternative conceptions for solution chemistry.

year: 2010

title: Waiwharangi

authors: Maxwell, Te Kahautu

abstract: Haka. Lyrics/Musical score composed by Te Kahautu Maxwell. Performed by Ōpōtiki Mai Tawhiti (Kapa Haka group) (4mins)

Waiata: Tira Aroha
Whakaeke: Haere mai rā
Mōteatea: Te Pātere a Te Turuki
Poi: Iarararararī
Waiata ā ringa: Taku Mana Māori Motuhake
Haka: Waiwharangi
Whakawātea: Āio

text: Waiwharangi Haka. Lyrics/Musical score composed by Te Kahautu Maxwell. Performed by Ōpōtiki Mai Tawhiti (Kapa Haka group) (4mins)

Waiata: Tira Aroha
Whakaeke: Haere mai rā
Mōteatea: Te Pātere a Te Turuki
Poi: Iarararararī
Waiata ā ringa: Taku Mana Māori Motuhake
Haka: Waiwharangi
Whakawātea: Āio

year: 2020-02-06