Abstract:
The study investigated the relationship between self-monitoring and career orientation by comparing Arts- and Science-based students. The study was conducted at Moi University. The sample was drawn from students in the faculties of Health science, education, and Science. Stratified and random sampling techniques were used.
The 18-item Self-Monitoring Scale developed by Snyder (1986) was used to measure the level of self-monitoring in the participants. Their self-monitoring mean scores were compared using t-test at = .05. The results showed that there was significant difference in self-monitoring between participants interested in art based careers (M = 8.39) and those interested in science based careers (M = 7.29) in their first year of study. However, no significant differences in self-monitoring were observed between participants enrolled in Arts-based careers (M = 7.97) and those trained in science-based careers (M =7.31) in their fourth year of study. The results also showed no significant difference in self-monitoring between males (M = 7.99) and females (M = 7.52) participants. The conclusions made from the findings were that self-monitoring could influence career choice. Moreover, it was concluded that career training experiences have no effect on self-monitoring and that sex is not an important determinant factor in self-monitoring. The findings of this study enhance our understanding on the development of self-monitoring. It agrees with Snyder‘s contention that self-monitoring scale can be used in career placement. The study gives insights into education system to tailor make curriculums suitable to different talents and to provide a conducive environment for development of relevant careers equally for both male and female students. The study also casts doubt about Snyder‘s assertions that self-monitoring is not manifested similarly in both males and females. The genes influencing self-monitoring may be distributed equally in both males and females. In light of the findings in this study, it is recommended that longitudinal studies be made to establish how academic environment (science and Art) and mentors/role models would influence self-monitoring from entry level to when they complete their studies.
