European Journal of <strong>Educational</strong> Studies 2(2), 2010Table 4. T test results related to difference of CDMSEQ Making Realist Plans dimension’s difference scores*p
European Journal of <strong>Educational</strong> Studies 2(2), 2010education) have been used in this research to enhance the self efficacy in career in decision making but alsoexpansion of educational options, targeting a specific career, identifying career barriers to be succesful,analysis of those barriers, group guidances on providing family and social support have also been included.The most important difference of this study’s results is helping individuals depending on evaluations whichbase on the real performance of individual, individuals’ evaluating themselves from a more realistic point ofview and motivating them to make more realistic career research. The students’, who have participatedcomputer assisted career group guidance, development of realistic self conception, encouragement ofgathering information especially from internet, development of independent and rational decision makingmechanism are important criteria for occupational maturity. Therefore, supporting students to participate theactivites given above not only enhance their self efficacy in career decision making but also effect theiroccupational maturity in the first hand. Occupational maturity and occupational efficacy are terms handled intwo different theories however they are similar in many ways. To be able to make a plausible career choice,one should complete the occupational development tasks of that period and i.e. s/he should reach theoccupational maturity of that period. However in the realization process of occupational development tasks,individual’s self efficacy related to that development task plays a crucial role. Namely, students who are atthe end of elementary period are expected to have development tasks like knowing their personal traits, skills,interest and etc. and drawing comparisons between those features and their desired school or occupation.However for individuals to fulfill this task alone is not enough (Bozgeyikli, 2005). Even knowing therequirements of an occupation and his/her features, and individual may avoid from focusing on it. The reasonbehind this behavior is that individual cannot trust fully himself/herself. For instance: An individual saying “Ican be succesful, if I go to this school or choose that job.” Ġndicates that s/he has reached occupationalmaturity. However if individual has a low level of self efficacy, s/he does not act in expected way because ofvarious reasons (economic conditions, difficulty of entry requirements, etc.). The individuals who havehigher level of self efficacy concentrate on that specific behavior and even if their possibility of admission isvery low, they insist on it. In this research, the importance of striving hopefully to reach a desiredphenomenon and its necessity have been expressed and it has been achieved in some extent.REFERENCEAnderson. S. ve Brown, C. (1997). Self-efficacy as a determinant of career maturity in urban and rural highschool seniors. Journal of Career Assessment. 5. 305- 315.Baldwin, N. (1998). The effect of a Career Development Course on the career self efficacy and vocationalidentity of community College Students, YayınlanmamıĢ doktora tezi, The George WashingtonUniversity.Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioural change. Psychological Review.84, 19 1-215.Bandura, A. (1986). Social Foundation of Thought and Action: A Social Cognitive Theory. EnglewoodCliffs, NJ: Prentice-Hall.Bandura, A., (1997). Self-Efficacy: The Exercise of Control. New York:Freeman.Bergeron, L. M. ve Romano, J. L. (1994). The relationships among CDMSE, educational indecision,vocational indecision, and gender. Journal of College Student Development, 35, 19-24.Betz, N. E., Klein, K. ve Taylor, K. (1996). Evaluation of a short form of the CDMSE Scale. Journal ofCareer Assessment. 4, 47-57.Betz; N. E. ve Schifano, S.R. (2000). Evaluation Of An Intervention To Increase Realistic Self-Efficacy AndInterests in College Women. Journal of Vocational Behavior. 56, 35-52.Blustein, D. L. (1989). The role of goal instability and career self-efficacy in the career exploration process.Journal of Vocational Behavior. 35, 194-203.Bozgeyikli, H. (2004). Meslek Kararı Verme Yetkinlik Ölçeğinin GeliĢtirilmesi. Selçuk Üniversitesi SosyalBilimler Enstitüsü Dergisi, 11, 221-23483
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