Measuring Adolescents’ Perceived Social Competence in Career Education

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Publication Details

Subtitle: A Longitudinal Study with Portuguese Students
Author list: Araújo AM
Publisher: Elsevier: Creative Commons Attribution Non-Commercial No-Derivatives License
Publication year: 2012
Journal: Procedia Social and Behavioral Sciences (1877-0428)
Volume number: 69
Start page: 271
End page: 278
Number of pages: 8
ISSN: 1877-0428
Languages: English-Great Britain (EN-GB)


Social competence is a multidimensional construct with an important role
in adolescents’ career development. It allows the establishment of
positive relations with adults and peers, the acquisition of information
and feedback relevant to career exploration and decision-making, and it
helps to cope with day-to-day challenges, by the adoption of positive
social behaviors. This study aims to present and discuss the Portuguese
adolescents’ perceptions about their social competence to deal with
interpersonal situations in career education situations. Participants
were 880 adolescents, 512 girls (58.2%) and 368 boys (41.8%), aged 11 to
20 years old (μ =14.40±1.49), attending the 8th (N=495), 10th
(N=198), and 11th (N=187) grades, at elementary and secondary schools,
in the northern, central and southern Portugal. Adolescents’ were
administered the Perceived Social Competence in Career Scale (PSC-Car;
Araújo, Teixeira, & Candeias, 2008), as part of a broader
longitudinal project titled “Career and Citizenship: Personal and
contextual conditions for ethical questioning of life-career projects”.
PSC-Car is a self-report instrument which consists of six subscales
related to perceived social competence in each of six hypothetical
career education situations and two other subscales related with
perceived poor or excellent performance and in all of those situations.
PSC-Car was administered in three different assessment moments, with an
intermission of six months each. Results indicate statistical
significant differences in the double date situation subscale, when
comparing the T1 and T2, and in the friend counselor situation, and in
the poor performance subscales, when comparing the T1 and T2, and the T1
and T3 assessment moments. Statistical significant differences were
also found in the double date situation’ subscales considering the 8th, 10th and 11th
grades. No statistical significant differences were found considering
boys and girls. Implications are discussed for the development of
educational and career guidance and counseling interventions within
scholar contexts.


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Last updated on 2019-13-08 at 00:45