000			02647nam a2200217Ia 4500
008			241008s9999||||xx |||||||||||||| ||und||
022			_a1573-0638
100			_aAnapey, Gideon Mensah _9122487
245		0	_aReimagining post-COVID distance education support services with achievement motives and career personality
260			_bInternational Review of Education
260			_c2024
300			_a87-109
520			_aFor 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			_a Achievement Motives _9122488
650			_a Career Personality _9122489
650			_a Guidance and Counselling _9122490
650			_a Open and Distance Learning (ODL) _9122491
650			_a Support Services _9105613
650			_aHigher Education
856			_uhttps://doi.org/10.1007/s11159-023-10038-6
999			_c134288 _d134288