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Vocational Interest Measures across Africa: A Scoping Review

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Title: Vocational Interest Measures across Africa: A Scoping Review
Language: English
Authors: Salomé Elizabeth Scholtz
Source: British Journal of Guidance & Counselling. 2024 52(2):318-333.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Information Analyses
Education Level: High Schools
Secondary Education
Descriptors: Foreign Countries, Adolescents, Vocational Interests, Careers, Measures (Individuals), Interest Inventories, High School Students, Research Needs, Cultural Context
Geographic Terms: Africa
DOI: 10.1080/03069885.2023.2227335
ISSN: 0306-9885
1469-3534
Abstract: A scoping review of peer-reviewed academic literature on career interest measures for the African adolescents was conducted. The aim was to determine current knowledge and future research. Measuring learners' career interests during high school is imperative to promote a positive start to their career trajectory. A sample of 10 articles (2012-2022) from four databases was analysed. The results indicate that research is lacking and conducted mainly by one author utilising the Career Interest Profile, Maree Career Matrix and Career Adapt-Abilities Scale -- South African Form. Integrative approaches, mixing methodologies and referencing the unique African context in measurement were common characteristics of studies. It is concluded that more research should be conducted on African adolescents to develop context-sensitive career interest measures.
Abstractor: As Provided
Notes: https://doi.org/10.6084/m9.figshare.22116659.v1
Entry Date: 2024
Accession Number: EJ1419669
Database: ERIC
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  Value: <anid>AN0176395867;bjg01apr.24;2024Apr04.07:59;v2.2.500</anid> <title id="AN0176395867-1">Vocational interest measures across Africa: a scoping review </title> <p>A scoping review of peer-reviewed academic literature on career interest measures for the African adolescents was conducted. The aim was to determine current knowledge and future research. Measuring learners' career interests during high school is imperative to promote a positive start to their career trajectory. A sample of 10 articles (2012–2022) from four databases was analysed. The results indicate that research is lacking and conducted mainly by one author utilising the Career Interest Profile, Maree Career Matrix and Career Adapt-Abilities Scale – South African Form. Integrative approaches, mixing methodologies and referencing the unique African context in measurement were common characteristics of studies. It is concluded that more research should be conducted on African adolescents to develop context-sensitive career interest measures.</p> <p>Keywords: Africa; African samples; career counselling; career interest; vocational interest</p> <hd id="AN0176395867-2">Introduction</hd> <p>Vocational research has been a central topic of interest in various disciplines for the past few decades, leading to tremendous advancements in vocational interest methodology (Etzel et al., [<reflink idref="bib17" id="ref1">17</reflink>]). Measures designed to determine vocational interests and predict suitable occupations generally include items to assess respondents' probability of liking different occupations, school subjects, leisure and work activities (Ashton, [<reflink idref="bib7" id="ref2">7</reflink>]). Consequently, stakeholders such as parents, teachers and counsellors are encouraged to consider a learner's abilities and interests when providing career guidance (Mukembo et al., [<reflink idref="bib59" id="ref3">59</reflink>]). Insight into these interests is imperative for educational, occupational and goal-oriented behaviour in specific life domains (Stoll & Trautwein, [<reflink idref="bib82" id="ref4">82</reflink>]). Career interest can be mitigated by a career counsellor's field recommendations and tests (Maree, [<reflink idref="bib45" id="ref5">45</reflink>]). Adolescence is an appropriate age to determine vocational interests as it can motivate learners to participate in career development activities and refine vocational interests and their identity (Blustein, [<reflink idref="bib9" id="ref6">9</reflink>]). Additionally, career counselling in adolescence can assist young people in forming dimensions like optimism, hope (Santisi et al., [<reflink idref="bib71" id="ref7">71</reflink>]), self-efficacy, career adaptability and general ideas about work (Zammitti et al., [<reflink idref="bib96" id="ref8">96</reflink>]). Therefore, instruments are administered to students at a young age, during which study or subject adjustments can be made (Maree, [<reflink idref="bib41" id="ref9">41</reflink>]), and the youth's contribution to the global and national economy can be promoted (Maree, [<reflink idref="bib42" id="ref10">42</reflink>]).</p> <p>Today African youth is better educated and want better employment than their parents (Fox & Gandhi, [<reflink idref="bib18" id="ref11">18</reflink>]). However, they are faced with various challenges to realise their career aspirations, such as a lack of skills (forcing them to return to school) and high job competition as the number of job seekers often outweighs the available opportunities prompting youth to start businesses of their own (Fox & Gandhi, [<reflink idref="bib18" id="ref12">18</reflink>]). Skills mismatch is becoming a greater problem as African countries grow their economies, and students are often disappointed to find their education cannot allow them to reach their career goals (OECD, [<reflink idref="bib63" id="ref13">63</reflink>]). Fox and Gandhi ([<reflink idref="bib18" id="ref14">18</reflink>]) highlight the imperative role of improving the African youth's cognitive skills and preparedness for entering the labour market to combat these difficulties. Currently, it is estimated that a quarter of the global population will be from the African continent in 2030 (United Nations, [<reflink idref="bib89" id="ref15">89</reflink>]), this along with the rising worldwide underemployment and unemployment highlights the lack of and need for new career counselling advancements (International Labour Organization, [<reflink idref="bib30" id="ref16">30</reflink>]).</p> <p>In African countries such as South Africa, career counselling traditionally consists of psychometric instruments that match a person's values, personality and abilities to a specific career (Human & Human, [<reflink idref="bib29" id="ref17">29</reflink>]), personal goals and interests (Zopiatis et al., [<reflink idref="bib98" id="ref18">98</reflink>]). However, very few African youths, receive proper career counselling, leading to students at university without clarity on what their studies will entail or what their future employment may look like leading to student dropouts (Maree, [<reflink idref="bib41" id="ref19">41</reflink>]). The lack of career counselling is especially evident in previously disadvantaged groups, for which intervention programmes that focus on the person and the context they find themselves are lacking (Human & Human, [<reflink idref="bib29" id="ref20">29</reflink>]; Maree, [<reflink idref="bib41" id="ref21">41</reflink>]). Using Western measures for career counselling in non-standardised, non-white and non-Western populations has been widely criticised (Hobololo, [<reflink idref="bib26" id="ref22">26</reflink>]; Watson, [<reflink idref="bib93" id="ref23">93</reflink>]), and only a handful of career interest measures apply to the African population (Maree, [<reflink idref="bib43" id="ref24">43</reflink>]). Consequently, efforts are encouraged to consider participants' context, such as their culture's role in career assessment (Leong & Pearce, [<reflink idref="bib39" id="ref25">39</reflink>]; Stead & Watson, [<reflink idref="bib80" id="ref26">80</reflink>]; Watson & McMahon, [<reflink idref="bib94" id="ref27">94</reflink>]).</p> <p>To address cultural differences, researchers have argued for using both qualitative and quantitative measures (De Bruin & De Bruin, [<reflink idref="bib13" id="ref28">13</reflink>]; Maree, [<reflink idref="bib42" id="ref29">42</reflink>]). Quantitative career measures can consist of standardised tests and scores, for example, the widely used South African Directed Search (SDS). Alternatively, quantitative measures can also be unstandardised surveys, such as the career interests determined in an Uganda sample by Mukembo et al. ([<reflink idref="bib59" id="ref30">59</reflink>]). For qualitative measures, clients play a more active role in career assessment, which can reflect factors like cultural and societal environmental barriers, such as in the case of the My System of Career Influences (MSCI) (McMahon et al., [<reflink idref="bib51" id="ref31">51</reflink>]; Watson & McMahon, [<reflink idref="bib94" id="ref32">94</reflink>]). Various career theories and measures have been designed or adapted specifically for the African context. For example, Menon et al. ([<reflink idref="bib53" id="ref33">53</reflink>]) assessed the career interests of Zambian adolescents by creating a career interest survey from the Strong Interest Inventory and Guidance Division Survey (Oklahoma Department of Career Education, [<reflink idref="bib64" id="ref34">64</reflink>]). Morgan e al. ([<reflink idref="bib55" id="ref35">55</reflink>]) tested Holland's circumplex in geographic regions East – South and Western Africa, found some cross-cultural applications, and encouraged further research. Rabie and Naidoo ([<reflink idref="bib68" id="ref36">68</reflink>]) proved the validity of an isiXhosa version of the South African Career Interest Inventory, also grounded in Holland's theory (Holland, [<reflink idref="bib27" id="ref37">27</reflink>]), in a sample of secondary school learners. The Career Interest Profile (CIP) consists of numeric and narrative measures to assist in career choices tested by Maree and Sommerville ([<reflink idref="bib49" id="ref38">49</reflink>]) and deemed relevant for South African samples. Measures can also follow emic or etic approaches to assessment. The emic approach is seen as the most appropriate approach to diverse populations and is rare in the African context, according to Laher and Cockroft ([<reflink idref="bib37" id="ref39">37</reflink>]). The South African Personality Inventory (SAPI) is an example of such a measure. On the other hand, Etic measures are widely used international measures such as the NEO Personality Inventory (Laher & Cockcroft, [<reflink idref="bib36" id="ref40">36</reflink>]). Researchers have argued for and against using emic and etic measures in Africa. However, Shuttleworth-Jordan ([<reflink idref="bib79" id="ref41">79</reflink>]) warns against "reinventing the wheel" and encourages researchers to instead adapt or standardise existing measures to different contexts (Laher & Cockcroft, [<reflink idref="bib36" id="ref42">36</reflink>]).</p> <p>Currently, the scope of applying career interest measures in African research has not been reported. However, previous reviews on somewhat similar topics have been conducted. Bemath ([<reflink idref="bib8" id="ref43">8</reflink>]) conducted a narrative review of person-centred career interest approaches and found that there were various challenges in the use thereof for the context of South Africa. Challenges were highlighted for measures such as the SAPI (Van Eeden & Mantsha, [<reflink idref="bib91" id="ref44">91</reflink>]), Maree Career Matrix and the South African Career Interest Inventory (Morgan et al., [<reflink idref="bib56" id="ref45">56</reflink>]) that were criticised as having bias, small, unrepresentative, homogenous samples and lacked further exploration (Bemath, [<reflink idref="bib8" id="ref46">8</reflink>]). The Health Professions Council of South Africa (HPCSA) also provides a list of various classified and reviewed psychometric tests for career counselling that may be used within South Africa specifically (HPCSA, [<reflink idref="bib25" id="ref47">25</reflink>]). Schreuder and Coetzee ([<reflink idref="bib78" id="ref48">78</reflink>]) reviewed South African organisational research trends from 1970 to 2011. They found career assessment to be one of the proportionally dominant trends in South African scientific journals that require more research. Despite the contributions of these studies, they do not provide insight into the application and sample construction of research utilising career interest measures in Africa as a whole. Thus, a review to determine the scope of the available literature on career interest measures developed over the past ten years is therefore merited to determine if more can be done to increase employability and limit skills mismatch in Africa.</p> <p>Choosing a career is an essential life choice a person can make and is often made early in life, thereby determining a person's life trajectory (Rabie et al., [<reflink idref="bib69" id="ref49">69</reflink>]), university course enrolment and career outcomes (Hulleman et al., [<reflink idref="bib28" id="ref50">28</reflink>]; Nugent et al., [<reflink idref="bib62" id="ref51">62</reflink>]). Currently, African youth are experiencing a skills mismatch between their education, skills and available jobs whilst facing rising unemployment and underemployment (Worldbank, [<reflink idref="bib95" id="ref52">95</reflink>]). Therefore, research has encouraged attention to aspects of career development for adolescents (Coetzee & Beukes, [<reflink idref="bib12" id="ref53">12</reflink>]) to inform them of careers they would like to pursue (Zunker, [<reflink idref="bib100" id="ref54">100</reflink>]) while they can still change career trajectories. Having insight into these aspects can promote career resilience, adaptability, and employability and assist in finding decent work (Hartung & Santilli, [<reflink idref="bib24" id="ref55">24</reflink>]). Researchers have designed and adapted Western career interest measures to the unique African context. These measures have been widely criticised and debated by researchers such as Hobololo ([<reflink idref="bib26" id="ref56">26</reflink>]), who still argue that African-rooted career theories are needed. However, despite previously conducted reviews (see Bemath, [<reflink idref="bib8" id="ref57">8</reflink>]), insight into the scope of these types of career interest measures used to provide counselling to adolescents in the African context is lacking. Thus, amid one of the fastest-growing populations globally, unemployment issues and debates on the use of career measures in African samples, a view of current research may help identify the way forward. A review of the literature can also identify research gaps which may further the applicability and norming of these measures in the African context.</p> <hd id="AN0176395867-3">Aims of the study</hd> <p>This scoping review aimed to map the available evidence and identify gaps in research on career interest measures used in African adolescent populations (Arksey & O'Malley, [<reflink idref="bib5" id="ref58">5</reflink>]; Tricco et al., [<reflink idref="bib87" id="ref59">87</reflink>]; Munn et al., [<reflink idref="bib60" id="ref60">60</reflink>]). To achieve this aim, the following research question was addressed: <emph>What types of measures have been used to determine the career interests in African adolescents?</emph></p> <p>Based on the posed research question and general objective, the following specific objectives were explored:</p> <p></p> <ulist> <item> Identify measures used to determine career interest in Africa.</item> <p></p> <item> Report the population characteristics of career interest measures.</item> <p></p> <item> Identify measure characteristics.</item> <p></p> <item> Identify research gaps in the application of career interest measures for the African context.</item> </ulist> <hd id="AN0176395867-4">Methodology</hd> <p>A review method was followed in this study. Reviews are considered essential as they take stock of what research has been conducted and determine the position of future work (Sutton et al., [<reflink idref="bib83" id="ref61">83</reflink>]).</p> <hd id="AN0176395867-5">Method</hd> <p>This study utilised a scoping review design following the Joanna Briggs Institute (JBI) Manual for evidence synthesis methodology and the Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for scoping review (PRISMA-ScR). Thus, this proposal served as the review protocol (Peters et al., [<reflink idref="bib66" id="ref62">66</reflink>]). Scoping reviews identify new and specific research questions by searching the available and emerging research (Peters et al., [<reflink idref="bib66" id="ref63">66</reflink>]). This research design is applicable to the identified aim as it allows for mapping available evidence and identifying research gaps. The philosophical assumption that was followed in this study was pragmatism. Pragmatism focuses on using the best method for a specific research question (Patton & McMahon, [<reflink idref="bib65" id="ref64">65</reflink>]) and creates shared meaning and joint action (Moseholm & Fetters, [<reflink idref="bib58" id="ref65">58</reflink>]). By following this philosophical assumption, the researcher aimed to solve a practical problem in the real world (Kaushik & Walsh, [<reflink idref="bib32" id="ref66">32</reflink>]), namely gaining insight into career interest measures used for the African population.</p> <hd id="AN0176395867-6">Participants</hd> <p>Based on the research objective's PCC (Population, Concept and Context), the following eligibility criteria were followed to identify relevant articles. Only measures applied in the African adolescent <emph>population,</emph> with their main focus (<emph>concept</emph>) being the design, use or validation of a career or vocational interest measure were included. Studies were also only included if they had been conducted in the African continent/geographical location (<emph>context</emph>). Lastly, this scoping review considered articles utilising any research method (e.g. review, quantitative or qualitative research methods) published in English within the time frame of 2012-2022. The types of evidence sources were academic articles published in peer-reviewed journals as this study aimed to show research gaps for academic interest and are therefore appropriate for the study aim (Peters et al., [<reflink idref="bib66" id="ref67">66</reflink>]). No limits were placed on the methods or designs used in articles in order to include all types of career interest measures (qualitative and quantitative).</p> <hd id="AN0176395867-7">Data collection</hd> <p>The following large bibliographic databases were consulted for data collection: EbscoHost, ScienceDirect, Scopus and Google Scholar. Search terms were: "career" OR "vocational" AND/ OR "Africa", "choice", "counselling", "guidance", "interest learners", "interest", "interest measures", "interest testing", "Holland's theory", "high school". Additionally, in order to ensure an inclusive search of all African countries the following search terms were also used in conjunction with each African country (e.g. "Zimbabwe" AND/OR) in Google Scholar, the largest database of academic resources (Gusenbauer, [<reflink idref="bib22" id="ref68">22</reflink>]): "job", "interest", "career", "adolescent", "vocational", "learner", "student".</p> <p>All identified citations were logged into the citation manager Zotero and duplicates were removed following the search (Zotero, [<reflink idref="bib99" id="ref69">99</reflink>]). The full text of Zotero logged articles were assessed in detail against the inclusion criteria. Those articles that did not meet the inclusion criteria were listed, and reasons for their exclusion were documented. Two reviewers collected articles as per the scoping review design (Peters et al., [<reflink idref="bib66" id="ref70">66</reflink>]). Disagreements between reviewers were recorded and resolved through discussion or the assistance of a third reviewer. The search strategy was presented in the PRISMA-ScR flow diagram (Tricco et al., [<reflink idref="bib88" id="ref71">88</reflink>]). Data were extracted from the included articles by the researchers using a data extraction or "charting sheet" (Appendix 1, Table A1) (Peters et al., [<reflink idref="bib66" id="ref72">66</reflink>]), which included specific details regarding the PCC and findings relevant to the review objectives. The reviewers piloted the data extraction sheet during the initial stages of the search strategy (Arksey & O'Malley, [<reflink idref="bib5" id="ref73">5</reflink>]; Armstrong et al., [<reflink idref="bib6" id="ref74">6</reflink>]; Valaitis et al., [<reflink idref="bib90" id="ref75">90</reflink>]). Modifications were made if necessary to the draft extraction sheet and iterated throughout the review process. Any changes were documented (Figure A1).</p> <hd id="AN0176395867-8">Data analysis</hd> <p>The extracted data were analysed through content analysis and coding of data to form categories and frequency counts (Peters et al., [<reflink idref="bib66" id="ref76">66</reflink>]). Content analysis aims to create content categories in a systematic and replicable manner (Stemler, [<reflink idref="bib81" id="ref77">81</reflink>]) to describe aspects such as people, places, actions and events (Nieuwenhuis, [<reflink idref="bib61" id="ref78">61</reflink>]). Four stages of content analysis for review studies were followed (Gaur & Kumar, [<reflink idref="bib19" id="ref79">19</reflink>]): data collection, coding, analysis and interpretation of codes (Duriau et al., [<reflink idref="bib15" id="ref80">15</reflink>]).</p> <hd id="AN0176395867-9">Research procedure</hd> <p>After receiving ethical clearance, the researchers applied the scoping review framework designed by Arksey and O'Malley ([<reflink idref="bib5" id="ref81">5</reflink>]) and enhanced by Peters et al. ([<reflink idref="bib66" id="ref82">66</reflink>]). The <emph>search strategy</emph> consisted of a three-step process, as Peters et al. ([<reflink idref="bib66" id="ref83">66</reflink>]) identified. First, the researcher conducted a relevant limited search regarding the research topic of at least two online databases. The identified titles, abstracts, and text terms used to describe relevant articles were analysed from this initial search. A second search was then conducted using these identified terms across all databases. Lastly, the reference lists of identified reports, those selected by full text, were checked for more relevant sources.</p> <hd id="AN0176395867-10">Rigour</hd> <p>The recommendations to perform a quality scoping review identified by Khalil et al. ([<reflink idref="bib33" id="ref84">33</reflink>]) was followed in this study. <emph>First</emph>, the scoping review was performed by trained researchers. Two reviewers conducted the review; Dr Scholtz is a registered research psychologist with the HPCSA with a certificate in undertaking scoping reviews from The University of Adelaide and various published reviews (first reviewer). The second reviewer Prof de Beer is an experienced published researcher and registered industrial and research psychologist with the HPCSA. <emph>Secondly</emph>, the reviewers carefully considered if the aim of the study fits within the objective of a scoping review. This study aimed to identify gaps for further research within career interest measures for Africa, which is one of the six reasons for conducting a scoping review (Munn et al., [<reflink idref="bib60" id="ref85">60</reflink>]). Furthermore, the reviewers also read extensively on the scoping review method to ensure it is suitable for the study objective (Khalil et al., [<reflink idref="bib33" id="ref86">33</reflink>]).</p> <p>Additionally, the online tool by Munn et al. ([<reflink idref="bib60" id="ref87">60</reflink>]) (https://whatreviewisrightforyou.knowledgetranslation.net/) was used to discern if a scoping review is an appropriate review for the study aim. <emph>Thirdly</emph>, as reviewers can experience difficulty in selecting studies to include in their analysis, clear guidelines provided by the JBI for scoping reviews were followed. The <emph>fourth</emph> recommendation by Khalil et al. ([<reflink idref="bib33" id="ref88">33</reflink>]) is for researchers to plan their presentation of data for their audience carefully. This scoping review has presented data through tables and a narrative description of these tables. Khalil et al. ([<reflink idref="bib33" id="ref89">33</reflink>]) also recommend reviewers follow transparent and replicable methodologies to ensure quality, for which the chosen reporting system (PRISMA-ScR) was used. <emph>Lastly</emph>, the reviewers stayed true to the aim of the scoping review by being cognizant of its limitations of not providing enough depth and critical appraisal to inform policy to the same extent as systematic reviews (Khalil et al., [<reflink idref="bib33" id="ref90">33</reflink>]).</p> <hd id="AN0176395867-11">Results</hd> <p>A final sample of 10 articles were included for data analysis, and the characteristics of measures used to determine African adolescents' career interests are presented in Tables A2 to A4. The following findings are evident from the collected sample:</p> <p>Table A2. Measure characteristics.</p> <p> <ephtml> <table><thead valign="bottom"><tr><td>Authors</td><td>Name</td><td>Focus</td><td>Language</td><td>Theory</td></tr></thead><tbody><tr><td>Ajayi et al., <xref ref-type="bibr" rid="bibr2">2022</xref></td><td>Career interest and career decision-making scales</td><td>Career interests and career decision-making</td><td>ns</td><td>Super (1957) and Holland's theory</td></tr><tr><td>Alika & Egbochuku, <xref ref-type="bibr" rid="bibr4">2012</xref></td><td>Bakare's vocational interest inventory</td><td>Career interest, SES of parents and school re-entry</td><td>ns</td><td>Holland's theory</td></tr><tr><td>Ekore, <xref ref-type="bibr" rid="bibr16">2014</xref></td><td>ns</td><td>Career interest and reasons for interest</td><td>ns</td><td>ns</td></tr><tr><td>Maree & Taylor, <xref ref-type="bibr" rid="bibr50">2016</xref></td><td>MCM, CIP</td><td>Measure development</td><td>English and Afrikaans</td><td>Holland's Theory, South African Vocational Interest Inventory (SAVII), Kuder's (<xref ref-type="bibr" rid="bibr35">1977</xref>) 10-fold conceptualisation of distinguishable stereotype career interest categories, and Rothwell and Miller's conceptualisation of 12 stereotypical career preferences were also considered.</td></tr><tr><td>Maree, <xref ref-type="bibr" rid="bibr44">2018</xref></td><td>SAT-L, JPQ, RMIB, SSHA, SAVII, CIP</td><td>Career interest and life design</td><td>English</td><td>ns</td></tr><tr><td>Maree, <xref ref-type="bibr" rid="bibr46">2020a</xref></td><td>MCM, CIP, CAAS-South Africa</td><td>Self – and career construction</td><td>English</td><td>Trait-and-factor theory, developmental theory, and social learning theory. Differential, developmental, and storied approaches.</td></tr><tr><td>Maree, <xref ref-type="bibr" rid="bibr47">2020b</xref></td><td>MCM, CIP</td><td>Self – and career construction</td><td>Afrikaans</td><td>Savickas (<xref ref-type="bibr" rid="bibr73">2019a</xref>, <xref ref-type="bibr" rid="bibr74">2019b</xref>), Guichard (<xref ref-type="bibr" rid="bibr21">2009</xref>), Adler (<xref ref-type="bibr" rid="bibr1">1958</xref>), Cochran (<xref ref-type="bibr" rid="bibr11">1992</xref>, <xref ref-type="bibr" rid="bibr10">2011</xref>), Jung (<xref ref-type="bibr" rid="bibr31">1977</xref>), Tiedeman (<xref ref-type="bibr" rid="bibr86">1964</xref>), Tiedeman and Miller-Tiedeman (<xref ref-type="bibr" rid="bibr85">1985</xref>).</td></tr><tr><td>Maree</td><td>MCM, CIP</td><td>Career interest and career reflection/self</td><td>English</td><td>Holland's theory, Adler (<xref ref-type="bibr" rid="bibr1">1958</xref>), Jung (<xref ref-type="bibr" rid="bibr31">1977</xref>), Savickas (<xref ref-type="bibr" rid="bibr72">2005</xref>), and other scholars' views on qualitative/narrative/storied (career) counselling</td></tr><tr><td>Rabie et al., <xref ref-type="bibr" rid="bibr69">2021</xref></td><td>SACII, CMI-C</td><td>Career interest and career maturity</td><td>English and Afrikaans (available in isiXhosa)</td><td>Holland, Savickas and Porfeli (<xref ref-type="bibr" rid="bibr76">2012</xref>)</td></tr><tr><td>Ruiters & Maree, <xref ref-type="bibr" rid="bibr70">2022</xref></td><td>CAAS, The life-design counselling process, Lifeline, Career Construction Interview (CCI), Early Recollections Technique (ERT), The Career Interest Profile (Ver 6).</td><td>Career adaptability and career decision-making process</td><td>English</td><td>Self, life and career construction theory (Savickas, <xref ref-type="bibr" rid="bibr73">2019a</xref>)</td></tr></tbody></table> </ephtml> </p> <p>1 *ns = Not stated</p> <p>2 *Information presented as reported in articles</p> <p>Table A4. Article characteristics.</p> <p> <ephtml> <table><thead valign="bottom"><tr><td>Authors</td><td>Journal</td><td>Method</td><td>Design</td><td>Data collection</td></tr></thead><tbody><tr><td>Ajayi et al., <xref ref-type="bibr" rid="bibr2">2022</xref></td><td>Athens Journal of Education</td><td>Quantitative</td><td>Correlational survey research design</td><td>Questionnaires</td></tr><tr><td>Alika & Egbochuku, <xref ref-type="bibr" rid="bibr4">2012</xref></td><td>Research in Education</td><td>Quantitative</td><td>descriptive survey</td><td>Questionnaires</td></tr><tr><td>Ekore, <xref ref-type="bibr" rid="bibr16">2014</xref></td><td>Journal of Sociology and Education in Africa</td><td>Quantitative and qualitative</td><td>survey research design</td><td>Questionnaires</td></tr><tr><td>Maree & Taylor, <xref ref-type="bibr" rid="bibr50">2016</xref></td><td>South African Journal of Psychology</td><td>ns</td><td>ns</td><td>Questionnaires</td></tr><tr><td>Maree, <xref ref-type="bibr" rid="bibr44">2018</xref></td><td>Early Child Development and Care</td><td>Qualitative and quantitative</td><td>Single-case study design</td><td>Questionnaires and autobiography</td></tr><tr><td>Maree, <xref ref-type="bibr" rid="bibr46">2020</xref></td><td>Journal of Psychology in Africa</td><td>Mixed-method</td><td>QUAL + quant design: explorative, descriptive, instrumental, single-case study approach</td><td>Questionnaires, autobiography and reports</td></tr><tr><td>Maree, <xref ref-type="bibr" rid="bibr46">2020</xref></td><td>British Journal of Guidance & Counselling</td><td>Quantitative and qualitative</td><td>Explorative, descriptive, instrumental, single case-study approach</td><td>Questionnaires, autobiography and reports</td></tr><tr><td>Maree, <xref ref-type="bibr" rid="bibr47">2020b</xref></td><td>Journal of Psychology in Africa</td><td>Mixed-method</td><td>QUAL + quant</td><td>Questionnaires, autobiography and reports</td></tr><tr><td>Rabie et al., <xref ref-type="bibr" rid="bibr69">2021</xref></td><td>The Journal for Specialists in Group Work</td><td>Quantitative and qualitative</td><td>ns</td><td>Questionnaires and workshop with standardised booklet</td></tr><tr><td>Ruiters & Maree, <xref ref-type="bibr" rid="bibr70">2022</xref></td><td>South African Journal of Higher Education</td><td>Mixed-method</td><td>Qual + quan mixed-methods</td><td>Interview, visual aid, genogram and questionnaire</td></tr></tbody></table> </ephtml> </p> <ulist> <item>3 *ns = Not stated</item> <item>4 *Information presented as reported in articles</item> </ulist> <p> <bold> <emph>Measure characteristics</emph>.</bold> The most commonly published career interest measures for African adolescents are the Career Interest Profile (CIP), Maree Career Matrix (MCM) and Career Adapt-Abilities Scale – South African Form (CAAS) (See Table A2). Holland's Theory and a combination of Savickas and Porfeli ([<reflink idref="bib75" id="ref91">75</reflink>], [<reflink idref="bib76" id="ref92">76</reflink>]) or Savickas ([<reflink idref="bib72" id="ref93">72</reflink>]; [<reflink idref="bib73" id="ref94">73</reflink>], [<reflink idref="bib74" id="ref95">74</reflink>]), were the career interest theories cited by most authors. More than half of the articles were authored or co-authored by the same author (e.g. Maree, [<reflink idref="bib46" id="ref96">46</reflink>]; Maree & Taylor, [<reflink idref="bib50" id="ref97">50</reflink>]). Overall, studies reported favourable results for measures and career interventions. For example, Rabie et al. ([<reflink idref="bib69" id="ref98">69</reflink>]) found that their group-based career measure and workshop significantly improved learners' career adaptability and decision-making. Maree ([<reflink idref="bib46" id="ref99">46</reflink>], [<reflink idref="bib47" id="ref100">47</reflink>]) supported and recommended using an integrative measure in career counselling to enhance learners' narratability and reflexivity. Articles on measure validity and psychometric properties reported their positive outcomes and applicability to large African samples (e.g. Maree & Taylor, [<reflink idref="bib50" id="ref101">50</reflink>]; Ruiters & Maree, [<reflink idref="bib70" id="ref102">70</reflink>]). Measures focused on various aspects in addition to measuring career interest, for example, self-construction, career maturation, career decision (e.g. Rabie et al., [<reflink idref="bib69" id="ref103">69</reflink>]) or factors that could influence career choice (Alika & Egbochuku, [<reflink idref="bib4" id="ref104">4</reflink>]; Ekore, [<reflink idref="bib16" id="ref105">16</reflink>]). Two articles explicitly reported on the validation and development of measures, namely the MCM and CAAS (Maree & Taylor, [<reflink idref="bib50" id="ref106">50</reflink>]; Rabie et al., [<reflink idref="bib69" id="ref107">69</reflink>]), whereas other studies shortly described the validity and reliability of measures for their aims and sample groups.</p> <p> <bold> <emph>Sample characteristics</emph> </bold> <emph>.</emph> With regards to other sample characteristics (Table A3), the reviewed sample indicated that African adolescents were mainly sampled using convenience or purposive sampling with the exception of Ajayi et al. ([<reflink idref="bib2" id="ref108">2</reflink>]), Alika and Egbochuku ([<reflink idref="bib4" id="ref109">4</reflink>]) and Ekore ([<reflink idref="bib16" id="ref110">16</reflink>]) that utilised techniques such as snowball or random sampling. Most of the articles sampled from public schools (e.g. Ekore, [<reflink idref="bib16" id="ref111">16</reflink>]), while the remainder of the articles used samples from authors' private practice (Maree, [<reflink idref="bib46" id="ref112">46</reflink>]). Sample sizes ranged from one participant (e.g. Maree, [<reflink idref="bib46" id="ref113">46</reflink>]) to 1106 participants (e.g. Maree & Taylor, [<reflink idref="bib50" id="ref114">50</reflink>]).</p> <p>Table A3. Sample characteristics.</p> <p> <ephtml> <table><thead valign="bottom"><tr><td>Authors</td><td>Sample language</td><td>Age range</td><td>Race</td><td>Male</td><td>Female</td><td>Missing</td><td>Sample size</td><td>Sampling method</td><td>Geographic</td></tr></thead><tbody><tr><td>Ajayi et al., <xref ref-type="bibr" rid="bibr2">2022</xref></td><td>ns</td><td>ns</td><td>ns</td><td>ns</td><td>ns</td><td /><td char=".">204</td><td>Stratified random sampling</td><td>Cape Winelands</td></tr><tr><td>Alika & Egbochuku, <xref ref-type="bibr" rid="bibr4">2012</xref></td><td>ns</td><td>12 to 16</td><td>ns</td><td char=".">0</td><td char=".">100%</td><td char=".">0</td><td char=".">360</td><td>Simple random sampling</td><td>ns</td></tr><tr><td>Ekore, <xref ref-type="bibr" rid="bibr16">2014</xref></td><td>ns</td><td char=".">16.03</td><td>ns</td><td char=".">49.1</td><td char=".">50.9</td><td char=".">0</td><td char=".">860</td><td>Snowball and purposive sampling</td><td>ns</td></tr><tr><td>Maree & Taylor, <xref ref-type="bibr" rid="bibr50">2016</xref></td><td>Afr:12.2%, Eng: 15.1%, Ndebele: 5.5%, Sepedi: 12.2%, Sesostho: 2.6%, Swati: 3.0%, Tsonga: 2.7%, Tswana: 19.8%, Venda: 1.2%, Xhosa: 2.9%, Zulu: 8.4%, Other:3.1%, Missing: 11.3%</td><td>ns</td><td>ns</td><td char=".">39.90%</td><td char=".">48.80%</td><td char=".">11.30%</td><td char=".">1106</td><td>Purposive</td><td>Mpumalanga and North-West</td></tr><tr><td>Maree, <xref ref-type="bibr" rid="bibr44">2018</xref></td><td>Afrikaans</td><td char=".">14</td><td>ns</td><td char=".">100%</td><td char=".">0</td><td /><td char=".">1</td><td>Purposive</td><td>ns</td></tr><tr><td>Maree, <xref ref-type="bibr" rid="bibr46">2020</xref></td><td>English</td><td char=".">17</td><td>ns</td><td char=".">100%</td><td char=".">0</td><td /><td char=".">1</td><td>Convenience</td><td>ns</td></tr><tr><td>Maree, <xref ref-type="bibr" rid="bibr46">2020a</xref></td><td>English</td><td char=".">14</td><td>ns</td><td char=".">0</td><td char=".">100%</td><td char=".">0</td><td char=".">1</td><td>Purposive</td><td>Gauteng</td></tr><tr><td>Maree, <xref ref-type="bibr" rid="bibr47">2020b</xref></td><td>Afrikaans</td><td char=".">17</td><td>ns</td><td char=".">100%</td><td char=".">0</td><td /><td char=".">1</td><td>Purposive</td><td>Gauteng</td></tr><tr><td>Rabie et al., <xref ref-type="bibr" rid="bibr69">2021</xref></td><td>Afrikaans: 52.0%, isiXhosa: 38.0%, English: 6.7%. Remaining sample comprised of isiZulu, isiNdebele, Northern – and Southern Sesotho, Setswana, and Tshivenda.</td><td>13–19</td><td>Mixed-Race: 54.6%, Black African: 43.7%, White: 0.6%; Indian/Asian: 0.6%.</td><td char=".">43.00%</td><td char=".">56.90%</td><td char=".">0%</td><td char=".">1229</td><td>Convenience</td><td>Edo State, South-South geopolitical zone</td></tr><tr><td>Ruiters & Maree, <xref ref-type="bibr" rid="bibr70">2022</xref></td><td>ns</td><td char=".">18</td><td>ns</td><td char=".">100%</td><td char=".">0</td><td /><td char=".">1</td><td>Purposive</td><td>Niger-Delta region</td></tr></tbody></table> </ephtml> </p> <p>South Africa contributed the most career interest studies with adolescents from mostly North-West and Gauteng provinces. Despite searching for each African country specifically, only two studies were included from another country, Nigeria (Alika & Egbochuku, [<reflink idref="bib4" id="ref115">4</reflink>]; Ekore, [<reflink idref="bib16" id="ref116">16</reflink>]). Age was an important excluding factor as many studies combined adolescents with other age groups or included high school samples where learners were older than 19 years (e.g. Morgan et al., [<reflink idref="bib57" id="ref117">57</reflink>]; Rabie & Naidoo, [<reflink idref="bib68" id="ref118">68</reflink>]). Furthermore, larger samples generally consisted of female learners, and male learners were more prevalent in individual participant studies. The study aims to determine the sample sizes; for example, Rabie et al. ([<reflink idref="bib69" id="ref119">69</reflink>]) specifically addressed the need for mass career guidance due to the severe lack of resources and, consequently, a large number of career-uninformed South African learners. On the other hand, Maree ([<reflink idref="bib46" id="ref120">46</reflink>]; [<reflink idref="bib47" id="ref121">47</reflink>]) conducted an intensive one-on-one personal career assessment to address career interest in specific or unique case studies.</p> <p>Individual measures were prevalent in private practice, whereas group-based measures were used within the public or school context. Those participants from private practice received more integrated intensive career guidance, whereas groups mostly received quantitative measures to determine their career interests and to validate career measures (e.g. Ajayi et al., [<reflink idref="bib2" id="ref122">2</reflink>]). Participants were aged 13–19 years, and fourteen different home languages were identified in the learner samples, of which Afrikaans, English and isiXhosa were the most common, whereas some studies (e.g. Alika & Egbochuku, [<reflink idref="bib4" id="ref123">4</reflink>]; Ekore, [<reflink idref="bib16" id="ref124">16</reflink>]) omitted information on language entirely. Despite the diversity of home languages, most measures were only available in English, with three in Afrikaans and one in isiXhosa.</p> <p> <bold> <emph>Integrated research methods.</emph> </bold> The research methods applied for conducting the included studies are presented in Table A4. The sample indicates that a more holistic and integrative approach is followed using career interest measures, as most studies applied qualitative and quantitative research methods or mixed-method designs. For example, Maree ([<reflink idref="bib46" id="ref125">46</reflink>]) and Maree ([<reflink idref="bib47" id="ref126">47</reflink>]) combined focus groups or autobiographies with questionnaires and Ekore ([<reflink idref="bib16" id="ref127">16</reflink>]) included qualitative and quantitative questions in their survey. Five studies focused on integrating various measures and techniques to provide holistic career guidance or to explore reasons for specific career decisions. Rabie et al. ([<reflink idref="bib69" id="ref128">69</reflink>]) combined qualitative and quantitative measures by administering a questionnaire to learners and following that questionnaire with a focus group.</p> <p>Integrative career measurement or guidance was seen as a way of staying relevant for young people and children (Maree, [<reflink idref="bib46" id="ref129">46</reflink>]). The diverse African context of the sampled population was also identified as a reason to utilise measures that cater to individuals' unique context and development (Maree & Che, [<reflink idref="bib48" id="ref130">48</reflink>] as cited in Ruiters & Maree, [<reflink idref="bib70" id="ref131">70</reflink>]). Authors' weight and consideration of cultural aspects unique to the African context regarding measures varied. For example, studies discussed participants' Socio-Economic Status, health and environment (Alika & Egbochuku, [<reflink idref="bib4" id="ref132">4</reflink>]; Ekore, [<reflink idref="bib16" id="ref133">16</reflink>]). Rabie et al. ([<reflink idref="bib69" id="ref134">69</reflink>]) adapted their measure to an African language. They implemented the measure in a group format to address the tremendous need for career guidance in resource-constricted communities in South Africa. Rabie et al. ([<reflink idref="bib69" id="ref135">69</reflink>]) also cited the need to move away from Eurocentric views of adolescent development to explore African adolescents' career interests. Ruiters and Maree ([<reflink idref="bib70" id="ref136">70</reflink>]) focused on the African adolescent context and supported their focus by reporting racial, economic and social differences similar to previous Apartheid for Black learners. Authors further highlighted the importance of career studies for Africa by referring to the unique South African context and challenges learners face due to unemployment, career exposure and knowledge and illiteracy (see Rabie et al., [<reflink idref="bib69" id="ref137">69</reflink>]).</p> <p>Regarding one-on-one or private practice studies, participants' health and unique personal individual contexts were discussed and integrated into the interpretation of results (e.g. Maree, [<reflink idref="bib46" id="ref138">46</reflink>]; [<reflink idref="bib47" id="ref139">47</reflink>]). The Nigerian study called for vocational counsellors to provide more attention to the vocational interests of female learners as they may be hindered from re-entering schools due to religious and cultural contexts. Studies on African adolescent career interest measures were also primarily published in education and psychology journals.</p> <hd id="AN0176395867-12">Discussion</hd> <p>The current study aimed to explore the extent of research on career interest measures for adolescents in Africa. The findings indicate that studies in the last ten years were predominantly published on South African samples and single or co-authored by Jacobus G. Maree (See Table A2). Consequently, many articles reported using the same measures, such as the CIP or MCM. According to Maree ([<reflink idref="bib40" id="ref140">40</reflink>]) and Hartung ([<reflink idref="bib23" id="ref141">23</reflink>]), research on South African career decisions is limited. This study shows that research on adolescent career interests remains scant in South Africa and that the situation is even direr in the remainder of Africa (see Alika & Egbochuku, [<reflink idref="bib4" id="ref142">4</reflink>]; Ekore, [<reflink idref="bib16" id="ref143">16</reflink>]). The lack of research from other African countries may be due to Africa only contributing 1% to the global knowledge economy, while South Africa is among the countries that contribute the bulk of publications (Deumeijer et al., [<reflink idref="bib14" id="ref144">14</reflink>]). Research in Africa is called to be more active in the global knowledge economy, considering the continent's population growth and cultural variability (George, [<reflink idref="bib20" id="ref145">20</reflink>]; Kolk & Rivera-Santos, [<reflink idref="bib34" id="ref146">34</reflink>]).</p> <p>Career counselling within an individuals' unique context and development is ideal for African countries such as South Africa (Maree & Che, [<reflink idref="bib48" id="ref147">48</reflink>]). Researchers of the current sample acknowledged participants' unique African context by referring to, for example, the country's past, economic and disadvantaged situation (Rabie et al., [<reflink idref="bib69" id="ref148">69</reflink>]), education system and gender views (Alika & Egbochuku, [<reflink idref="bib4" id="ref149">4</reflink>]). Assisting African adolescents in identifying career interests was not only seen as an economic intervention but also an intervention to help adolescents in their specific cultural or environmental contexts, for example, to hinder adolescents in Nigeria against anti-social behaviour in certain regions (Ekore, [<reflink idref="bib16" id="ref150">16</reflink>]) and school dropout due to gender norms (Alika & Egbochuku, [<reflink idref="bib4" id="ref151">4</reflink>]). According to Kolk and Rivera-Santos ([<reflink idref="bib34" id="ref152">34</reflink>]), highlighting the context in African countries is in stark contrast to Western research, where the context is often omitted.</p> <p>According to Kolk and Rivera-Santos ([<reflink idref="bib34" id="ref153">34</reflink>]), the unique African context can also play a determining role in utilising an adapted method for data collection (Kolk & Rivera-Santos, [<reflink idref="bib34" id="ref154">34</reflink>]). This study concurs with Kolk and Rivera-Santos ([<reflink idref="bib34" id="ref155">34</reflink>]), as researchers in this sample often identified the African context and other individual contexts as a reason for utilising integrative research methods. The combination of qualitative and quantitative research methodologies for career interest research also contrasts this research to industrial and organisational psychology (I-O psychology), favouring quantitative methodology (Pratt & Bonaccio, [<reflink idref="bib67" id="ref156">67</reflink>]). Moreover, this widespread use of mixed and qualitative methods contrasts I-O psychology research in South Africa (Scholtz et al., [<reflink idref="bib77" id="ref157">77</reflink>]). Utilising qualitative research for African studies is seen as appropriate for qualitative research as a flexible method that can more effectively present African thinking and being (Landman & Yates, [<reflink idref="bib38" id="ref158">38</reflink>]). The sampled articles concluded that integrating qualitative and quantitative methods were more effective for career counselling. This integration also aligns with global trends in career counselling that utilise integrative research (McMahon & Watson, [<reflink idref="bib52" id="ref159">52</reflink>]). Integrative career counselling also provided researchers with additional tools to discover other factors influencing career interest within the African context, such as parents and the environment (e.g. Ekore, [<reflink idref="bib16" id="ref160">16</reflink>]).</p> <p>Despite the diversity of home languages across Africa, measures in this sample were mainly administered in English. Career interest measurement in a speech outside a participants' home language can cause frustration, for which more measures in African languages are needed (Albien & Naidoo, [<reflink idref="bib3" id="ref161">3</reflink>]). However, most African countries have little to no formal education in their home languages (van Pinxteren, [<reflink idref="bib92" id="ref162">92</reflink>]). Thus, African learners may be more inclined to answer measures in their second-educated language, such as English, the most common second language in South African schools (Taylor & von Fintel, [<reflink idref="bib84" id="ref163">84</reflink>]). Rabie et al. ([<reflink idref="bib69" id="ref164">69</reflink>]) provide some insight into the measurement language of African adolescents. Despite the isiXhosa versions of their career measure, all learners opted to complete the measure in English. This article, therefore, supports Ziegler and Bensch ([<reflink idref="bib97" id="ref165">97</reflink>]) on the importance of thoroughly considering the intended user of a translated measure. Researchers and career counsellors thus seem to be in a difficult situation of needing to adapt measures to the African context whilst also considering African adolescents' language abilities. This difficulty highlights the gap for more research on career interest measures that concur with African adolescents' lived experiences.</p> <p>Despite the importance of context for these studies, it is important to note that transparency on participants' demographic information was lacking. Providing limited information on participant demographics may be due to logistical load or protecting participant identity (Moravcsik, [<reflink idref="bib54" id="ref166">54</reflink>]). However, transparency of basic demographics and contextual factors in African studies is imperative as this shows the unique context of African samples for further research, interventions and practice. Transparency will allow other researchers the opportunity to extend and confirm results (Moravcsik, [<reflink idref="bib54" id="ref167">54</reflink>]), which is sorely needed on the current topic.</p> <p>The following limitations should be considered when interpreting the presented results. <emph>Firstly</emph>, only peer-reviewed academic articles from three databases were included in this study in accordance with the study's aim. Future research could consider including grey literature or other resources. <emph>Secondly</emph>, the inclusion criteria of the sample age excluded various articles that may provide additional insight into career counselling during high school. Future research may broaden their search to include all individuals in a particular high school grade regardless of age. Only one of the three databases, Google Scholar, was used to search the identified terms for each African country. Despite Google Scholar being the most comprehensive academic database, a similar search in other databases may deliver additional sources. Lastly, this study aimed to provide a broad view of available academic literature as per the aim of a scoping review; a systematic review may provide more in-depth insights. However, based on the results of this scoping review, a systematic review of the available literature is only feasible if a broader range of data sources could be used.</p> <hd id="AN0176395867-13">Conclusion</hd> <p>As per the scoping review design, the current study shows a severe gap in the available literature on African adolescents' career interests. Maree ([<reflink idref="bib41" id="ref168">41</reflink>]) called for more involvement from academia in addressing African high school learners' career selection needs. The presented review indicates that Maree seems to be on a solo voyage in increasing research on the subject. Consequently, the available research is relatively homogeneous, where the same measure and theories are continuously followed in academic research. There is also a lack of evidence to measure adaptability regarding context and language or an attempt to explore the lived experiences of the African adolescent group to cater to their needs. Therefore, experts in career counselling are called to contribute to academic research on career interests for African adolescents.</p> <hd id="AN0176395867-14">Ethical approval</hd> <p>Ethical approval to conduct this study was obtained from the North-West University, South Africa (NWU-00551-21-A4).</p> <hd id="AN0176395867-15">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <hd id="AN0176395867-16">Data availability</hd> <p>The data that support the findings of this study are available at https://doi.org/10.6084/m9.figshare.22116659.v1.</p> <hd id="AN0176395867-17">Appendix 1</hd> <p>Graph: Figure A1. PRISMA flow diagram.</p> <p>Table A1. Draft charting items.</p> <p> <ephtml> <table><thead valign="bottom"><tr><td>Charting item</td></tr></thead><tbody><tr><td>1. Author/s</td></tr><tr><td>2. Publication year</td></tr><tr><td>3. Country of publication</td></tr><tr><td>4. Measure name</td></tr><tr><td>5. Aim/purpose</td></tr><tr><td>6. Sample size and demographics</td></tr><tr><td>7. Measure methodology</td></tr><tr><td>8. Measure type</td></tr><tr><td>9. Study method and design</td></tr><tr><td>10. Measure outcomes</td></tr><tr><td>11. Measure theory</td></tr><tr><td>12. Cultural considerations</td></tr><tr><td>13. Measure validity</td></tr></tbody></table> </ephtml> </p> <ref id="AN0176395867-18"> <title> References </title> <blist> <bibl id="bib1" type="bt">1</bibl> <bibtext> Adler, A. (1958). What life should mean to you. Capricorn Books.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref108" type="bt">2</bibl> <bibtext> Ajayi, O. B., Moosa, M., & Aloka, P. J. (2022). Relationship between career interest and career decision-making of grade 12 learners in township secondary schools in South Africa. Athens Journal of Education, 9, 1 – 16. https://doi.org/10.30958/aje.10-2-7</bibtext> </blist> <blist> <bibl id="bib3" idref="ref161" type="bt">3</bibl> <bibtext> Albien, A., & Naidoo, A. V. (2016). 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Thomson Brooks/Cole Publishing Company.</bibtext> </blist> </ref> <aug> <p>By Salomé Elizabeth Scholtz</p> <p>Reported by Author</p> <p></p> <p>Dr Salomé Elizabeth Scholtz is a registered research psychologist with the Health Professions Council of South Africa. She holds a PhD in Psychology from the North-West University (NWU), Potchefstroom Campus, South Africa and is currently working as a postdoctoral fellow at the WorkWell Research Unit, NWU, South Africa. She has published various national and international research articles on topics of work and research methodology. 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Header DbId: eric
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An: EJ1419669
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Vocational Interest Measures across Africa: A Scoping Review
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Salomé+Elizabeth+Scholtz%22">Salomé Elizabeth Scholtz</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Guidance+%26+Counselling%22"><i>British Journal of Guidance & Counselling</i></searchLink>. 2024 52(2):318-333.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+Interests%22">Vocational Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Careers%22">Careers</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Interest+Inventories%22">Interest Inventories</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Needs%22">Research Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Context%22">Cultural Context</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Africa%22">Africa</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/03069885.2023.2227335
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0306-9885<br />1469-3534
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A scoping review of peer-reviewed academic literature on career interest measures for the African adolescents was conducted. The aim was to determine current knowledge and future research. Measuring learners' career interests during high school is imperative to promote a positive start to their career trajectory. A sample of 10 articles (2012-2022) from four databases was analysed. The results indicate that research is lacking and conducted mainly by one author utilising the Career Interest Profile, Maree Career Matrix and Career Adapt-Abilities Scale -- South African Form. Integrative approaches, mixing methodologies and referencing the unique African context in measurement were common characteristics of studies. It is concluded that more research should be conducted on African adolescents to develop context-sensitive career interest measures.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Note
  Label: Notes
  Group: Note
  Data: https://doi.org/10.6084/m9.figshare.22116659.v1
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1419669
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    Identifiers:
      – Type: doi
        Value: 10.1080/03069885.2023.2227335
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 318
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Vocational Interests
        Type: general
      – SubjectFull: Careers
        Type: general
      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Interest Inventories
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Research Needs
        Type: general
      – SubjectFull: Cultural Context
        Type: general
      – SubjectFull: Africa
        Type: general
    Titles:
      – TitleFull: Vocational Interest Measures across Africa: A Scoping Review
        Type: main
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          Name:
            NameFull: Salomé Elizabeth Scholtz
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          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 0306-9885
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              Value: 1469-3534
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              Value: 52
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              Value: 2
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            – TitleFull: British Journal of Guidance & Counselling
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