High school students' vocational maturity and perceived social support level

ABSTRACT The purpose of this study was to examine relationships between high school students' career maturity and perceived social support from general, family, friend and teacher and to examine the main effects and interactions of gender and socio economic status (SES) on their career maturity and perceived social support. In this study, survey method was used to describe current situation. The study group consists of 455 female and 434 male total 889 students, attending 9th, 10th, and 1 1th grade in Kanuni Lisesi, Aydınlık Evler Lisesi, Abidinpaşa Lisesi, Başkent Lisesi, Ayrancı Lisesi, Deneme Lisesi and Cumhuriyet Lisesi in Keçiören, Çankaya and Mamak in Ankara. In this research, Career Maturity Inventory, MOÖ (Kuzgun and Bacanh 2005), Perceived Social Support Scale, ASDÖ (Yıldırım, 1997), and Socio- Economic Status Scale, SEDÖ (Bacanh, 1997) were used to gather data. Research data was analyzed by using Pearson Moments Correlation Coefficients Technique and two way ANOVA procedures. Following results were found in this study. 1. The results of this study indicated that there were positive and significant relationship between career maturity scores and general perceived social support scores of students (r.35, p<.001). Besides, there were positive and significant relationship between career maturity scores and perceived social support scores from family (r.28, p<.001), friend (r.22, p<.001) and teacher (r.26, p<.001). 2. The main effect and interaction of gender and SES on career maturity scores of high school students are not statistically significant. The fifth hypothesis of this study is not supported by these results.3. The main effect and interaction of gender and SES on perceived social support scores from family of high school students are not statistically significant. The sixth hypothesis of this study is not supported by these results. 4. The main effect and interaction of gender and SES on perceived social support scores from friends of high school students are not statistically significant. The seventh hypothesis of this study is not supported by these results. 5. The main effect and interaction of gender and SES on perceived teacher social support from of high school students are not statistically significant. The eighth hypothesis of this study is not supported by these results. 6. The main effect and interaction of gender and SES on general perceived social support scores of high school students was not statistically significant. The ninth hypothesis of this study is not supported by these results. Results are discussed in terms of career guidance and counseling literature. Based on these findings, implications were made for school guidance services, families and for future researches to help high school students choose an appropriate career and profession. VI