Ormita, Luzelle Anne G-L. 4 0
The development and validation of a career achievement scale for young adults (CASYA) / 6 6 Luzelle Anne G-L Ormita. - - - xvi, 98 pages 28 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2003.;A thesis presented to the faculty of the Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Master of Arts in Psychology.
5
ABSTRACT: The primary purpose of this study was to develop and validate a Career Achievement Scale for Young Adults. Specifically, the researcher determined if the Career Achievement Scale for Young Adults is a valid and reliable instrument for measuring young adults' need for success in their chosen profession. Likewise, differences in the career achievement of the respondents were also determined to serve as a basis for the standardization of the scale in the future. The Demographic Data Sheet, the Job Satisfaction Survey (JSS), and the Career Achievement Scale for Young Adults were the instruments utilized in gathering the important data for this study. All of the data obtained were statistically treated using the Statistical Procedures and Social Solutions (SPSS) Version 10.0. As for the findings of this study, the Career Achievement Scale for Young Adults has content validity and face validity that were established during the first two steps in the process of developing the scale. The scale also has construct validity, which was established by using the contrasted group method and by correlating the career achievement dimensions with one another and with the total scale. However, the concurrent validity of the CASYA was not established. Furthermore, the CASYA is a reliable instrument in general, but two of its dimensions, namely, failures at work and success at work did not yield high reliability coefficients compared to other dimensions of the scale. Finally, there are significant differences in the career achievement of the respondent with regard to occupation, but not with age, gender and civil status. There is a significant difference in the career achievement of administrative, executive, and managerial workers, and the service workers. The former had higher need for career achievement than the latter. On the basis of the results of the study, the researcher recommends that the concurrent validity of the CASYA have to be established in order for the scale to completely possess all the four types of validity that an instrument should have. Furthermore, the CASYA in general is a reliable instrument. However, since the failure and success dimensions did not yield high reliability coefficients as the other dimensions did, efforts should be exerted to improve on the alpha values of these two dimensions. A local translation of the CASYA could be constructed for the use of workers who are not adept with the English language and its standardization and its standardization may be done nationwide to establish norms as well as to make the test suitable to workers even in the regional areas. Considering that this study found significant differences in the need for career achievement of administrative, executive and managerial workers, and service workers, the CASYA in its standardization process, should be administered to a more proportioned number of workers that adequately represent each of the occupational groups, as stated in the 1997 Philippine Standard Occupational Classification. Lastly, the CASYA may be administered to another age group, such as the middle-aged workers and those workers who are not college graduates so that they may also utilize the scale. After the CASYA has been standardized in the future, researchers can utilize it in their respective research endeavors and thus help gather data which may be used to continually update its norms, as well as to accumulate information regarding the effectiveness of the CASYA as a tool used side by side with Human Resource activities such as training, employee counseling, and recruitment.
5
2 = =
2
2 --0------
6 --0-- 2 --------
0 2 --
--20------
--------20--
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----2
/ 2
/ 2
/
/
The development and validation of a career achievement scale for young adults (CASYA) / 6 6 Luzelle Anne G-L Ormita. - - - xvi, 98 pages 28 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2003.;A thesis presented to the faculty of the Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Master of Arts in Psychology.
5
ABSTRACT: The primary purpose of this study was to develop and validate a Career Achievement Scale for Young Adults. Specifically, the researcher determined if the Career Achievement Scale for Young Adults is a valid and reliable instrument for measuring young adults' need for success in their chosen profession. Likewise, differences in the career achievement of the respondents were also determined to serve as a basis for the standardization of the scale in the future. The Demographic Data Sheet, the Job Satisfaction Survey (JSS), and the Career Achievement Scale for Young Adults were the instruments utilized in gathering the important data for this study. All of the data obtained were statistically treated using the Statistical Procedures and Social Solutions (SPSS) Version 10.0. As for the findings of this study, the Career Achievement Scale for Young Adults has content validity and face validity that were established during the first two steps in the process of developing the scale. The scale also has construct validity, which was established by using the contrasted group method and by correlating the career achievement dimensions with one another and with the total scale. However, the concurrent validity of the CASYA was not established. Furthermore, the CASYA is a reliable instrument in general, but two of its dimensions, namely, failures at work and success at work did not yield high reliability coefficients compared to other dimensions of the scale. Finally, there are significant differences in the career achievement of the respondent with regard to occupation, but not with age, gender and civil status. There is a significant difference in the career achievement of administrative, executive, and managerial workers, and the service workers. The former had higher need for career achievement than the latter. On the basis of the results of the study, the researcher recommends that the concurrent validity of the CASYA have to be established in order for the scale to completely possess all the four types of validity that an instrument should have. Furthermore, the CASYA in general is a reliable instrument. However, since the failure and success dimensions did not yield high reliability coefficients as the other dimensions did, efforts should be exerted to improve on the alpha values of these two dimensions. A local translation of the CASYA could be constructed for the use of workers who are not adept with the English language and its standardization and its standardization may be done nationwide to establish norms as well as to make the test suitable to workers even in the regional areas. Considering that this study found significant differences in the need for career achievement of administrative, executive and managerial workers, and service workers, the CASYA in its standardization process, should be administered to a more proportioned number of workers that adequately represent each of the occupational groups, as stated in the 1997 Philippine Standard Occupational Classification. Lastly, the CASYA may be administered to another age group, such as the middle-aged workers and those workers who are not college graduates so that they may also utilize the scale. After the CASYA has been standardized in the future, researchers can utilize it in their respective research endeavors and thus help gather data which may be used to continually update its norms, as well as to accumulate information regarding the effectiveness of the CASYA as a tool used side by side with Human Resource activities such as training, employee counseling, and recruitment.
5
2 = =
2
2 --0------
6 --0-- 2 --------
0 2 --
--20------
--------20--
--------20--
----2
/ 2
/ 2
/
/