Reimagining post-COVID distance education support services with achievement motives and career personality (Record no. 134288)

MARC details
000 -LEADER
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022 ## - INTERNATIONAL STANDARD SERIAL NUMBER
International Standard Serial Number 1573-0638
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Anapey, Gideon Mensah
9 (RLIN) 122487
245 #0 - TITLE STATEMENT
Title Reimagining post-COVID distance education support services with achievement motives and career personality
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Name of publisher, distributor, etc. International Review of Education
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Date of publication, distribution, etc. 2024
300 ## - PHYSICAL DESCRIPTION
Extent 87-109
520 ## - SUMMARY, ETC.
Abstract For a successful transition from distance learning to first careers, adolescents' psychosocial and career decision-making will require analytics-driven support services. However, current distance-education support services in Ghana have yet to adopt psychometric techniques for effective career guidance and innovative pedagogy in the post-COVID period. Hence, the study presented here explored distance-education students' career typologies and their need for achievement motives, using a cross-sectional survey design. John HollanD's Self-Directed Search (SDS) inventory, with high reliability coefficients, was administered to 523 first-year distance learners. Data were analysed using multivariate analysis of variance (MANOVA), multiple discriminant analysis (MDA), t-test, and binary logistic regression with relevant assumptions explored. The results indicate a significant relationship between open and distance learning (ODL) students' need for achievement motivation and career personality typologies. Enterprising, Social, and Conventional (ESC) personality typology also emerged as the dominant three-letter career code for students. While gender was not found to be important for categorising career personality styles, significant differences were observed between age and students' job experience. The study concludes that students' achievement motives have a strong impact on their career personality scores, with ESC codes confirming digitally engineered post-COVID job environments that are demanding innovation, critical thinking, humanity and ethical competencies for students. Given that many adolescents are enrolling in ODL programmes, recommendations are offered for curriculum development, guidance and counselling interventions and distance-education administration to adopt psychometrics analysis for psychosocial and career personality-targeted education support services.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Achievement Motives
9 (RLIN) 122488
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Career Personality
9 (RLIN) 122489
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Guidance and Counselling
9 (RLIN) 122490
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Open and Distance Learning (ODL)
9 (RLIN) 122491
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Support Services
9 (RLIN) 105613
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Higher Education
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="https://doi.org/10.1007/s11159-023-10038-6">https://doi.org/10.1007/s11159-023-10038-6</a>
999 ## - SYSTEM CONTROL NUMBERS (KOHA)
Koha biblionumber 134288
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        Dr VKRV Rao Library Dr VKRV Rao Library 08/10/2024 Vol. 70, No. 1   AI572 08/10/2024 08/10/2024 Article Index