Investigation of the effectiveness of career intervention program based on career construction theory

The main purpose of this study is to examine the effect of career intervention program based on Career Construction Theory (CCT) on career adapt-abilities and career adapting responses. This research is a quasi-experimental study examining the effectiveness of CCT-based career intervention study for developing high school students' career adapt-abilities. A quasi-experimental model with pretest-posttest control group, one of the quasi-experimental models, was used. The study group consists of students attending the ninth and tenth grade in two different Anatolian High Schools with similar characteristics in the city center of Karaman in the 2020-2021 academic year. Participants of the study group consist of 54 students (27 students experimental group, 27 students control group) who want to participate in the research voluntarily. The ages of the students in the experimental group range between 13-16. Their average age is 14.89 (Sd = .85). The ages of the students in the control group range between 13-16. Their average age is 14.93 (Sd = .87). The Career Adaptabilities Scale-New Form, which was developed within the scope of the research to measure the career adaptabilities, The Student Career Construction Inventory, which was adapted to Turkish to measure career adapting responses and Evaluation at the End of The Group By Members, which was adapted within the scope of the study in order to obtain the students' views about the group process was used in the research. In the study, a seven-session career intervention program was applied to the experimental group students. There was no intervention in the control group. Independent samples t-test was conducted in order to analyze the significance of the difference between experimental and control groups in terms of career adapt-abilities and career adapting responses, and the pretest-posttest average scores of the subscales. In order to test the permanence of the experimental intervention, the career adaptabilities and career adapting responses of the students in the experimental group were measured again four weeks after the intervention. The significance of the difference between the posttest and follow-up test mean scores was analyzed with the dependent samples t-test. The qualitative data collected in order to reveal the opinions of the participants about the group process was analyzed with content analysis. As a result of the research, it has been revealed that the career intervention program developed based on CCT improves the career adapt-abilities and career adapting responses of the ninth and tenth grade high school students.