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Social Contexts for Career Guidance Throughout the World. Developmental-Contextual Perspectives on Career Across the Lifespan
Abstract
Since its introduction, the meta-theoretical framework of developmental contextualism (Vondracek, Lerner, & Schulenberg, 1986)
has served as a stimulus to researchers and practitioners in career development who care about understanding the developing
person in a multitude of ever-changing contexts. At this point it has become widely accepted in the study of career development
that behaviour is the result of interactions between person and contexts (Chartrand, Strong, & Weitzman, 1995; Shanahan &
Porfeli, 2002). Shanahan and Porfeli (2002, p. 404) pointed out, however, that “the premise that vocational development reflects
both person and context is so established that much of the time it is in fact not empirically studied.” The integration of
both human development and context in career interventions has proved to be no less difficult than it is in the research enterprise.
Nevertheless, progress has been made in theory development, empirical investigations, and the applications of these advances
in career development intervention strategies.
... Studies indicate that students who have forged clear and purposeful career goals are more likely to be successful in their school-to-work transition (Dietrich et al., 2012;Hirschi & Vondracek, 2009;Melvin, 2017). Additionally, given the increased self-directedness of today's career environment, career goals represent, to some extent, the exercise of individual agency (Lent & Brown, 2013); this is particularly true during ecological transitions, which almost always require active regulation of behavior due to the discontinuities that individuals experience when moving from a familiar context (e.g., school) to a less familiar context (e.g., internship) (Nurmi et al., 2002;Vondracek & Porfeli, 2008). However, despite the theoretical expectation and the empirical evidence that career goals are pivotal to vocational behavior and development (e.g., Dietrich et al., 2012;Hirschi & Vondracek, 2009;Kracke & Schmitt-Rodermund, 2001;Nurmi et al., 2002), as far as we know there is a lack of empirical research, based on longitudinal analyses, that addresses how internships quality affect career management behaviors, such as career exploration, considering students' short-term career goals content (e.g., entering the workforce vs. higher education). ...
... On the other hand, in addition to being supportive, learning contexts should be challenging, promote autonomy, present an appropriate degree of structure, and allow for the acquisition of new skills (Ryan & Deci, 2000). Given the above, and in line with the relational (Flum, 2015;Flum & Blustein, 2000) and contextualist career approaches (Vondracek & Porfeli, 2008), it appears that the results of the training experience depend upon the interaction between the learning opportunities afforded by the working context and the individual student's skills and attitudes, namely, in the career exploration domain. Gamboa et al. (2013Gamboa et al. ( , 2014 reported a positive link between the internship quality (e.g., autonomy, colleagues' feedback, social support, learning opportunities, supervisor training, supervisor support) and the career exploration undertaken by high school students participating in a vocational education placement program. ...
... From our point of view, these differences may be due to a stronger need for information among students wishing to enter higher education, since, contrary to what happens with their colleagues who will immediately enter the working world, they are concerned with preparing for the transition into a system (e.g., university or polytechnic higher education) that is not in continuity with their existing system (e.g., school, internship context). This transition, according to developmental-contextualist career theory (e.g., Vondracek & Porfeli, 2008), increases feelings of discontinuity because of the anticipated ecological transition. ...
Given the increased self-directedness of todays’ career environment, career goals represent to some extent the exercise of individual agency, particularly during ecological transitions (e.g., school to work). The main purpose of this study was to analyze the relationship between internship quality and career exploration behavior, considering students’ career goals content (labor market vs. higher education). Using a longitudinal design (pre- and post-internship), we conducted a study (12th grade; N¼191) that explores the relationship between perceived qualities of the internship and the different dimensions of career exploration. Analysis of variance and analysis of covariance, with repeated measures, were used to analyze the data. The results reinforce the importance of career goals, since they seem to have a differentiating effect on how the quality of the internship interacts with students’ career exploration behavior. Finally, the implications of these findings for career interventions and for future research in this area are discussed.
... Career development theories specifically address the decision-making process in choosing a career and highlight the importance of and interaction between individuals' regulation efforts and their identity processes (Hirschi & Läge, 2007;Negru-Subtirica, Pop, & Crocetti, 2015;Porfeli, Lee, Vondracek, & Weigold, 2011;Savickas, 2005;Vondracek & Porfeli, 2008). Porfeli and Lee (2012) have devised a process-oriented model of vocational identity development that combines elements of different modern identity development models (Crocetti et al., 2008;Luyckx et al., 2008), and it particularly elaborates on the career reconsideration process . ...
... A number of scholars have recognized that identity processes are intertwined with the pursuit of goals, career development, and the making of decisions (e.g., Eccles, 2009;Kracke & Heckhausen, 2008;McAdams, 2001;Nurmi, 2004;Oyserman & James, 2011;Schwartz, Côté, & Arnett, 2005;Vondracek & Porfeli, 2008). ...
... Further on, Dietrich, Parker, et al. (2012) elaborated attempts to bring together the research traditions focusing on identity, goal developmental regulation, and career development, suggesting that phase-adequate engagement is a concept that potentially unifies the three traditions with respect to post-school transition-related engagement. They suggested that setting (career) goals (Savickas, 2011) and forming an identity (Vondracek & Porfeli, 2008), pursuing certain goals (Heckhausen et al., 2010;Nurmi, 2004;Salmela-Aro, 2009) and actualizing one's identity (Skorikov & Vondracek, 2011), and, if necessary, reconstructing goals (Heckhausen et al., 2010) and adjusting identity commitments (Crocetti et al., 2013), are all intentional cognitions and behaviors with which young people seek to navigate the transition to adulthood. While earlier research had recognized links between identity and goals, the phaseadequate engagement model went further and proposed that there is just one developmental meta-process of intentional engagement involved in navigating the transition to adulthood but with different behavioral and cognitive manifestations or facets as described in the different research perspectives (Dietrich, Parker, et al., 2012). ...
During the transition to adulthood, young people need to choose their career and overall life pathway and cope successfully with the transitions they face. The theories of personal identity development (Luyckx, Goossens, Soenens, & Beyers, 2006; Luyckx et al., 2008), career development (Savickas, 2005), and goal developmental regulation (Nurmi, 2004; Salmela-Aro, 2009) address the question of how people commit and engage in the changes faced during the transition from adolescence to adulthood, and particularly how they deal with educational and occupational transitions. We reviewed how each of these theories discusses both adaptive and maladaptive processes during the transition to adulthood, including such themes as the feeling of competent, exploring choices, crystallizing and making decision, forming certainty, managing transition, changing direction and rumination. We propose that these theories are in fact presenting different perspectives on the same developmental process of intentional engagement. Finally, suggestions for future research and intervention outcomes are discussed.
... Ce cadre d'analyse a été développé à partir d'assises à la fois théoriques et empiriques. En effet, il est fondé sur la mise en commun de deux corpus théoriques complémentaires: celui de la sociologie des parcours, notamment läpproche du Parcours de vie (Bengt son et a1.,2005 ;Lalive d'Épinay, 2005), et celui des théories systémiques et constructivistes en développement de carrière Peterson, Krumboltz et Garmon, 2005;Savickas et a1.,200912010;Vondracek et Porfeli, 2008;young et Valach, 2008 Ekerdt, 2008, p. 195 (Kohli, 2009 Or, depuis les années 1970, avec l'avènement de la société salariale post-industrielle, et de façon accrue depuis les dernières décennies, on assiste à un mouvement inverse à la standardisation, à savoir une diversification des parcours de vie individuelle, diversification qui apparail de façon saillante dans les vies professionnelles2. Certes, ce processus de diversification (Kohli, 2009) n'affecte pas tous les travailleurs de la même façon: une partie d'entre eux connait encore un parcours de vie professionnelle proche de la < carrière traditionnelle > (Widmer et Ritschard,2013 (Guillaume, 2009 Ainsi, dans un contexte oùr la société salariale et son lot de garanties sociales s'effritent, I'encadrement normatif des institutions sociales comme l'État ou encore des organisations de travail a fortement diminué. ...
... ex. Guillaum e, 2009;Vondracek et Porfeli, 2008). Dans cette optique et dans le but d'analyser comment les travailleurs arrivent à développer une maitrise de leur parcours de vie professionnelle, nos recherches nous amènent à proposer d'examiner spécifiquementles strøtégies qu'ils déploient et surtout leur efficacité selon les différents contextes dans lesquels elles s'incarnent.Un tel examen permet de saisir concrètement les différents processus par lesquels les travailleurs composent avec les changèments multiples et incessants, de même qu'avec les contingences qu'ils doivent affronter, et, selon les cas, parviennent ou non à retrouver un nouvel équilibre maitriser de plus en plus, au fil des ans, la direction que prend leur vie de travail, laquelle répond à leurs aspirations et à leurs objectifs professionnels et de vie. ...
... 2) de quelles manières les trois temporalités biographiques (passé/présent/futur) särticulent-elles concrètement dans les parcours de vie professionnelle (voir p. ex.Heinz et a1.,2009; Sapin ef a!.,2007 ; Savickas et a1.,200912010;Vondracek et Porfeli, 2008) ? Ces questions ont également été en trame de fond de plusieurs de nos recherches.Ainsi, l'analyse de parcours de vie professionnelle de plusieurs catégories de travailleurs nous a permis de nourrir ce double questionnement et de proposer, dans une perspective opératoire, deux dimensions principales qui composent notre quatrième axe dänalyse, soit les temporalités dans le parcours de vie professionnelle.3.4.1 La représentation des possiblesLa première dimension concerne les représentations des possibles des travailleurs. ...
... Por outro lado, no que se refere à inserção no estágio curricular, importa sublinhar que o ajustamento a este novo contexto de aprendizagem não depende apenas das atitudes e competências do estagiário, mas também dos diversos fatores contextuais que este encontra, como o grau de autonomia, a supervisão, a diversidade de tarefas, e as relações sociais (e.g., Blustein, 1997;Blustein, Prezioso, & Schultheiss, 1995;Flum, 2001;Flum & Blustein, 2000;Vondracek & Porfeli, 2008). Efetivamente, os estudos empíricos sustentam, de uma forma geral, a existência de associações positivas entre o suporte social e as diferentes dimensões da adaptabilidade de carreira (e.g., Bartley, & Robitschek, 2000;Blustein, 2001;Creed, Fallon, & Hood, 2009;Hirschi, 2009;Rogers et al., 2008;Yousefi, Abedi, Baghban, & Abedi, 2011). ...
... Neste estudo, tivemos como principal objetivo analisar o impacto da qualidade percebida do estágio nas mudanças observadas na adaptabilidade de carreira, no decurso de uma experiência de estágio. As diferenças observadas entre T1 e T2, nas dimensões Preocupação e Curiosidade, vão, de certa forma, ao encontro da expectativa presente na literatura de que a transição para um novo contexto de aprendizagem pode implicar alterações nos processos vocacionais incluídos na adaptabilidade de carreira (e.g., Cheung & Arnold, 2010;Flum & Blustein, 2000), sustentando ainda a influência dos fatores contextuais proximais no desenvolvimento vocacional (e.g., 2005;Vondracek & Porfeli, 2008). ...
... Globalmente, tendo em conta os principais resultados deste estudo, podemos considerar que a experiência de estágio tem impacto na adaptabilidade da carreira. Estes resultados remetem para as perspetivas desenvolvimentista -contextualista (e.g., Vondracek & Porfeli, 2008) e relacionais do desenvolvimento vocacional (e.g., Blustein, 1997;Flum, 2001), as quais sublinham a importância de relações entre o indivíduo e os contextos mais proximais com os quais ele interage. Em síntese, a presente investigação reenvia para alguns dos aspetos contextuais/ relacionais que influenciam a adaptabilidade da carreira (e.g., Blustein et al., 1995;Flum, 2001;Flum & Blustein, 2000;Gamboa et al., 2013), pois encontrámos mudanças, em termos vocacionais, associadas à experiência de estágio. ...
The impact of the internship on the career adaptability of vocational education students
Vocational literature argues that work experience can impact the career development of young people, although empirical studies are still scarce and inconclusive to support the expectations arising from this theory. Using a longitudinal design (pre and post internship), this study had as its main objective the analysis of the relationship between perceived qualities of the internship experience and student’s career adaptability in a sample of 60 high school students. The results suggest that the quality of the internship is relevant for the dimensions of the career adaptability. Finally, the implications of the findings for the career interventions and for future investigations in this domain are presented.
Keywords: career adaptability, internship quality, vocational education and training
... It is clear that neither a contextual perspective emphasizing the sources outside individuals nor an organismic perspective in terms of individual differences is appropriate to account for the complexity of career development (Vondracek & Porfeli, 2008). The developmental-contextual model of career development, which is a comprehensive approach, combines both organismic and contextual perspectives. ...
... Additionally, the approach highlights the mutual and dynamic interaction between the individual and the contexts that results in individuals' career development. Since the individual and the contexts are mutually embedded, no single level of factors can function alone (Vondracek & Porfeli, 2008). ...
This study examined a proposed model of employment quality among female immigrants after their participation in vocational training in Taiwan, drawing on the developmental-contextual model of career development. It simultaneously tested the relationship between the distal contextual variable (i.e., perceived Taiwanese attitudes toward immigrant women (PTAs)), proximal contextual variables (i.e., vocational training experiences (VTEs) and social support (SS)), the individual-level variable (i.e., self-perceived employability (SPE)), and employment quality (EQ) in the model. A questionnaire survey was conducted among 447 female immigrant trainees who had worked for over 6 months after vocational training in Taiwan. The results supported the proposed model based on the developmental-contextual approach, which explained 56.9% of the variance in EQ. The results further revealed that PTAs positively affected SPE, VTEs and SS. In turn, VTEs and SS positively directly and indirectly affected EQ through their impacts on SPE, and SPE positively influenced EQ. The three most important factors that determined the EQ of immigrant women who participated in vocational training were VTEs, SPE, and PTAs. Keywords: career development, employment quality, immigrant women, vocational training
... The questionnaire's development was informed by integrating systemic (e.g., Patton & McMahon, 2006;Pryor & Bright, 2003;Vondracek & Porfeli, 2008;Young & Valach, 2008) and constructivist (e.g., Guichard, 2004Guichard, , 2009Peavy, 1993Peavy, , 2004Savickas, 2005) theories in career development and life course sociology (e.g., Elder, 2009;Gaudet, 2013;Heinz, Huinink, Swader, & Weymann, 2009;Lalive d'Épinay, 2005;Sapin, Spini, & Widmer, 2007). We also drew inspiration from David Blustein's work on labour (e.g., Blustein, 2006Blustein, , 2011. ...
... People's projects and actions must be evaluated in numerous contexts, including the occupational, social, and cultural contexts in which they occur. If workers are considered to have agency (Elder, Kirkpatrick Johnson, & Crosnoe, 2003;Lent, 2005;Savickas et al., 2009;Vondracek & Porfeli, 2008;Young & Valach, 2004, the construction of their relationship to work takes place within social structures (e.g., organisation of work) and within numerous, diverse contexts (proximal and distal), which convey norms about work. These contexts change and vary in importance throughout one's career path and help to build one's relationship to work (Blustein, 2006;Loriol, 2017;Peterson, Krumboltz, & Garmon, 2005). ...
The paper presents first the theoretical foundations used to develop a pre-experimental version of a questionnaire on relationship to work, and then the four stages of its initial validation leading to an experimental version. These stages included: (1) Defining the dimensions and sub-dimensions of the relationship to work concept; (2) Operationalizing the dimensions and sub-dimensions and creating the items; (3) Verifying the face and content validity and developing the pre-experimental questionnaire; (4) Testing the pre-experimental questionnaire with 550 workers and 538 students, assessing its psychometric properties and elaborating the experimental questionnaire.
... Nonetheless, their actions are limited by social structures (e.g., work organizations) and by different contextual levels (proximal and distal) which change and vi¡y in importance all throughout their work lives. To understand people's career paths, it is important to comprehend their intentions, decisions, and strategies by putting these in the context in which they arise (Bessin el a1.,2010 Savickas et a1.,2009;Settersten & Gannon, 2009;Vondracek & Porfeli, 2008). Jean Guichard's conception of an individual as a plural being who constructs himiherself in dynamic interactions occurring in different contexts which rarely follow the same logic allows us to shed more light on the process by which Contribution of the Self-Construction Model to Our Understanding .. 21 workers adjust, successfully or otherwise, to numerous changes along their career path and life course. ...
... Huinik, Swader, & Weymann,2009;Sapin, Spini, & Widmer, 2007) and recent theories in career development, most notably those following systemic and constructivist paradigms(Guichard, 2009;Peterson, Krumboltz, &. Garmon, 2005;Pryor & Bright, 2007;Savickas, 2005; Savickas et aL,2009;Vondracek & Porfeli, 2008;Young & Valach, 2008). As such, the self-Marcelline Bangali, Jonas ...
This chapter looks at the international prominence of Jean Guichard's work, highlighting the contribution of his self construction model to counseling and guidance, as well as his exceptional influence in a context where American studies dominate. An analysis of work by CRIEVAT researchers presented in this chapter provides a good example. These researchers propose an examination of the contribution of Jean Guichard's work by looking at three concerns of career development in Québec context: school-to-work transition, career paths, and career guidance and counseling. In doing so, they highlight the extremely rich theoretical advances that this model brings to the guidance field, as much for researchers as for the development of emerging practices.
... Fifth, phase-adequate engagement inherently involves the actions of other people (co-regulation principle) including parents, peers, romantic partners, teachers, adult mentors, and other both strong and weak social ties (Nurmi, 2004;Salmela-Aro, 2010;Vondracek, Lerner, & Schulenberg, 1986;Vondracek & Porfeli, 2008;Young et al., 2001). Others not only influence engagement and disengagement, but they can also contribute directly to the outcomes of phase-adequate engagement or outcomes of the transition to work life as such (Baltes & Carstensen, 1999;Nurmi, 2004;Salmela-Aro & Little, 2007;Schoon & Silbereisen, 2009). ...
... Career development theories emphasize the role of intentional regulation efforts and propose that a successful post-school transition requires that vocational behaviors, often defined as identity and regulation processes, are activated (see Dietrich et al., 2012b). Whereas some career development models specifically address the decision-making process when choosing a career (Gadassi, Gati, & Dayan, 2012;Hirschi & Läge, 2007;Savickas, 2005;van Esbroeck, Tibos, & Zaman, 2005), others point to the particular role the context plays in young people's career development (Vondracek & Porfeli, 2008;Young et al., 2001). For example, the theory of career construction introduced the term "career adaptability," consisting of career concern (i.e., career planning), control (i.e., career decision making), curiosity (i.e., career exploration), and confidence (i.e., career self-efficacy) (Savickas, 2011). ...
The transition from education to work is a key developmental task of emerging adulthood. In this chapter, the authors approach this transition from an engagement perspective, presenting a model of phase-adequate engagement that links career development, developmental regulation, and identity development theories in the context of the education-to-work transition. Taking a phase-adequate engagement perspective, they then review the literature on emerging adults' transition from education to work and the role of interpersonal contexts. The authors conclude with suggestions for future research, emphasizing that a holistic view is needed in the study of emerging adults' engagement, one taking more into account the structural, institutional, and cultural contexts that emerging adults are exposed to when transitioning from education to work.
... One approach that can be applied to career counseling is based on motivational systems theory (MST; Ford & Smith, 2007). MST has been used in a growing body of research supporting the notion that mutually reinforcing patterns of goals, personal agency beliefs, and emotions can have a powerful motivating effect that leads individuals to engage in new challenges and opportunities rather than adopt a stagnant or defensive posture (Patton, 2008;Vondracek, Ferreira, & Dos Santos, 2010;Vondracek & Porfeli, 2008). In MST, positive representations of future outcomes, called capability beliefs, reflect judgments about whether one has the knowledge, skills, and biological capabilities needed to attain a goal. ...
... The role of emotions in vocational development has often been minimized. Emotional wisdom represents the ability to invest the right amount of emotional energy in daily activities to achieve core personal goals (Ford & Smith, 2007;Vondracek & Porfeli, 2008). Some emotions encourage exploration and further investment in promising goal options (e.g., interest, satisfaction, and affection). ...
We clarify how individuals actively interact with socio-cultural contexts to attain regular employment in Japan. Based on a large sample (N = 3,512) of part-time employed and unemployed college graduates (23–39 years old), we found that: Career decision making self-efficacy predicted job search; a lack of both hope and fulfillment motivated job search, while having hope promoted it; wishing for perfect vocation and being free from both inclination towards personal interests and passivity motivated job search. Clients’ desire for “a perfect vocation,” should not necessarily be considered as a career barrier but, perhaps, rather as an asset for motivating job search. Counselors should seek to better understand the influence of clients’ socio-cultural contexts on their career attitudes.
... Three major lines of research are useful to address with respect to post-school phaseadequate engagement: developmental regulation theories (Baltes & Baltes, 1990; Brandtstädter & Rothermund, 2002; Heckhausen, Wrosch, & Schulz, 2010; Nurmi, 2004; Salmela-Aro, 2009), career development theories (Hirschi & Läge, 2007; Savickas, 2005; van Esbroeck Tibos, & Zaman, 2005; Vondracek & Porfeli, 2008; Young, Marshall, Domene, et al., 2008) and theories of personal identity development (Crocetti, Rubini, & Meeus, 2008; Luyckx, Goosens, Soenens, & Beyers, 2006; Kunnen, Bosma, & van Geert, 2001; see Schwartz, Donnellan, Ravert, Luyckx, & Zamboanga, 2011, for varying definitions of the term identity). ...
... Filling this gap, the developmental-contextual model was integrated with Ford's (1987) living Phase-adequate engagement systems framework resulting in dynamic systems theory (Ford & Lerner, 1992) and motivational systems theory (Ford, 1992). Vondracek and colleagues state that effective person-in-context functioning is the most important element of successful career development (Vondracek & Porfeli, 2008). According to motivational systems theory, effective functioning is defined as " the attainment of a personally or socially valued goal in a particular context " (Ford, 1992, p. 66) or, more broadly, as " the attainment of relevant goals … using appropriate means and resulting in positive developmental outcomes " (p. ...
The transition from general education (e.g., high school) to vocational and tertiary education (e.g., college, vocational school) or to the labor market presents a number of developmental challenges. These challenges include making career choices and, more broadly, managing the transition. Coping with these challenges depends on the individual, their social network, and wider societal, cultural, and institutional conditions. This article discusses the informative value of developmental regulation, career development, and identity theories, for conceptualizing phase-adequate engagement at the post-school transition. Although previous psychological research has focused on individuals' career and transition-related engagement and its outcomes, we suggest this picture is limited because little is known about how young people's engagement is complemented and affected by the behavior of significant others and shaped by structural constraints and opportunities. Implications for future developmental research are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved).
... For example, individual feedback and contextual adaptability can influence students' engagement, experiences, and attitudes toward STEM subject (Ertl et al., 2017a). (Vondracek & Porfeli, 2008) shared that individual feedback and contextual adaptability of caregiving relate to the available belongings that individuals observe to be supported in the environment in which they find themselves as well as the culture and cultural ideas in which the individual is rooted. It is also correlated with socio-economic ranking and social acquaintance as a signal of a reciprocal relationship with individual feedback. ...
The gender bias that places women as incapable people ultimately reduces their psychological drive to engage with the field of science, especially physics. This is in stark contrast to the prevailing attitudes at universities in Indonesia. This then became the basis for the aim of this research to explore whether women's interest in studying physics education was based on psychological factors in themselves by comparing them with men. The research was conducted using quantitative survey methods, and a sampling process using random sampling was carried out on the population of a university in Indonesia. The sample was divided into two groups based on gender: 77 women and 23 men. The data collection instrument was developed using the grounded theory of planned behavior (TPB) and social cognitive career theory (SCCT), which identified four main psychological factors: identity, interest, self-concept, and self-efficacy. The results of the descriptive and inferential data analysis, conducted using one-way MANOVA, indicate that the psychological factors of identity, interest, the self-concept, and self-efficacy for women are significantly higher than those for men. Furthermore, the Pearson analysis demonstrated a significantly strong positive correlation between the psychological factors tested
... Mau (2000) identified a significant gap between the attitudes of taiwanese and american students. in addition to physical and social factors, students' attitudes towards career choices are influenced by labour market conditions and the economic situation (Vondracek & Porfeli, 2008). ...
The article explores job preferences among business students through the lens of the Big Five personality traits, which have implications for students’ attitudes. This investigation is conducted within the contexts of Norway and Poland, facilitating a comparative analysis of students from these two nations. Empirical evidence comprises responses to questionnaires gathered from 178 Polish students and 147 Norwegian students. By juxtaposing mean values and employing regression models, we scrutinized the link between personality traits and job preferences in both countries. The findings revealed that personality traits exhibit correlations with students’ job preferences, with a particularly notable impact observed in the domain of agreeableness. This trait demonstrates a positive association with job security, work-life balance, teamwork and societal contribution. Moreover, the effect varies between Norwegian and Polish students, with discernible gender discrepancies. Through this comparative examination, the study highlights the mediating influence of society on the relationship between personality traits and job preferences among business students. It emphasizes the imperative for future investigations to integrate cultural and societal factors into their analyses when exploring the impact of personality traits on job preferences.
... It would be remiss if this paper concludes without mentioning the warning of Vondracek and Porfeli (2008) against using 'antiquated theories or narrow adaptations of circumscribed or segmental models from psychology, sociology, or anthropology' (p. 216). ...
The field of career development is grounded in diverse sociological perspectives contributing to addressing the complex interplay between individuals and societal contexts. This paper advocates for the use of a third space theory from cultural sociology traditions to working with marginalised clients and developing culturally sensitive career interventions. Within this theory, the relationship between career counsellor and client is conceptualised as a productive boundary zone of an intercultural dialogue, which occurs in a broader environmental-societal system and supports the use of Systems Theory Framework of career development.
... Another avenue for future research is to explore the dynamic interactions among multiple levels of contextual factors and the development of career maturity across a broader age range. According to the perspective of developmental contextualism, 23 it is necessary to use long-term longitudinal research designs to systematically investigate how multiple levels of contextual factors (eg, cultural values, community factors, and family functions) interact dynamically with individuals' career maturity. ...
Purpose
Family communication quality is an influential factor of career maturity; however, very few studies have investigated the internal mechanisms underlying the relation between family communication quality and career maturity. This study investigated the mediating effect of time perspective on this relation, explored adolescents’ time perspective profiles, and examined the relationships among family communication quality, career maturity, and time perspective profiles.
Methods
In this one-year interval longitudinal study, adolescents (67.19% girls; aged 16.10–24.09 years; n = 442) reported parent-adolescent communication quality and time perspective at Time 1 and career maturity at Time 2.
Results
The results showed that family communication quality positively predicted adolescents’ career maturity, and this relation was mediated by adolescents’ Present Fatalistic and Future time perspectives. Additionally, this study identified four time perspective profiles: balanced, moderate, negative, and risk-taking. We further examined how these time perspective profiles are associated with family communication quality and career maturity. The results showed that adolescents’ perceptions of high-quality communication with their parents promoted them to endorse a balanced time perspective profile and protected them from endorsing a negative time perspective profile. Moreover, adolescents with a balanced time perspective profile exhibited better development in terms of career maturity, whereas those with a negative time perspective profile reported poor development in terms of career maturity.
Conclusion
Present Fatalistic and Future time perspectives mediated the association between parent-adolescent communication quality and career maturity. Additionally, adolescents who engaged in high-quality communication with parents were more likely to endorse the balanced time perspective profile and less likely to adopt the negative time perspective profile; these adolescents were also more likely to achieve higher levels of career maturity. These findings highlight the necessity of improving parent-adolescent communication quality and guiding adolescents to establish a balanced time perspective profile with the goal of promoting adolescents’ career maturity.
... The current study expands upon approaches from vocational and counseling psychology, which emphasize that employment is inherently social (e.g., Blustein, 2011;Lent and Brown, 2013). For example, Social Cognitive Career Theory (Lent et al., 1994), the Relational Theory of Working (Blustein, 2011), and the Developmental-Contextual Approach (Vondracek and Porfeli, 2008) have proposed that the quality of one's social context is related to occupation-related expectations, feelings of self-efficacy, and levels of satisfaction. While social relationships are increasingly identified as important to career development, more research is needed to better understand how specific members in one's social network help or hinder occupational choice and goal pursuit during the transition to adulthood. ...
This study applied a framework of shared and nonshared agency to investigate how social partners can help and hinder young adults’ career development. We also considered the extent to which motivational control could be promoted or burdened when young people seek help and encouragement from others in their careers. Based on the importance of shared agency in life goal pursuit, it was hypothesized that shared agency (i.e., perceived support and collaboration) with mothers, fathers, important adults, and romantic partners would have direct and positive associations with young adults’ career satisfaction and exploration and positive indirect associations on career development via motivational control. We further hypothesized that nonshared agency (i.e., directing and uninvolvement) would have direct and negative effects on career satisfaction and exploration and negative indirect effects on career development via motivational strategies. Results indicated that relationships can facilitate career development but differently depending upon relationship type. We found that support and directing from mothers and VIPs had positive associations with outcomes via individual motivational control whereas a total effect of collaboration with fathers and romantic partners were associated with outcomes without an indirect effect via motivational control. These findings are discussed within the context of previous socialization research and theory.
... An event, here a transition, always occurs at a specific moment in the flow of social time (Perrin-Joly & Kushtanina, 2018). Thus, the socio-economic (e.g., labor shortage), historical (e.g., pandemic), or regional (e.g., closure of the main factory in the region) context in which a professional transition occurs influences the perception of the timing of the transition in the individual's life, either as advantageous or disadvantageous, and also colors the meaning of the transition in relation to their personal development (Elder, 2007;Savickas, 2005;Vondracek & Porfeli, 2008). ...
The specific processes of transitions or turning points have been studied in different fields, notably vocational psychology, career development, sociology, and the life‐course approach. However, little work has brought together these different strands of research. To fill this gap, we explore the issue of temporality, raised to varying degrees by each approach, with the aim of showing its heuristic value in the study of career transitions. After clarifying a number of concepts, we describe research methodologies that can be used to identify temporality and suggest keys of comprehension to understand transitions from a temporal angle. Finally, we describe intervention avenues that take temporality into account to support people in career transition. Covering the past, the present, and the future, they aim to stimulate self‐reflection in order to give meaning to the most significant biographical experiences and, hence, make the present clearer and anticipation of the future easier.
... As the core concept of PWT (Douglass et al., 2020;Duffy et al., 2016), work volition might be constrained by limited backgrounds and resources (Fouad, 2007). Psychology of working theory is a promising and inclusive theory based on Psychology of Working Framework (PWF; Blustein, 2008), comprehensive intersectionality theory, and multicultural psychology (Cole, 2009;Vondracek & Porfeli, 2008). Psychology of working theory is a valuable theory widely accepted in many countries and cultures (Duffy et al., 2020;Kim et al., 2019;McIlveen et al., 2021). ...
The present study aims to validate the Chinese version of the Work Volition Scales (WVS), an instrument that assesses three components of work volition: volition, financial constraint, and construct constraint. In Study 1 ( N = 498), the WVS was translated into Chinese, and an exploratory factor analysis (EFA) was conducted resulting in that three factors were consistent with the original scale. In Study 2 ( N = 442), the confirmatory factor analysis showed that the bifactor model provided the most parsimonious fit to the data. The measurement invariance test then revealed that the WVS is equivalent across gender, age, education level, and job tenure. In addition, convergent and concurrent validity supported the finding that the WVS and three subscales are linked with related variables. The results support significant incremental validity in predicting career satisfaction, meaningful work, and life well-being. The findings suggest that the WVS is a valuable instrument for researchers and career counselors who seek to explore work volition among Chinese working adults.
... Aiemmassa tutkimuksessa on havaittu, että identiteetti määrittelee tavoitteiden asettamista, uran kehitystä sekä päätösten tekoa (esim. Eccles, 2009;McAdams, 2001;Nurmi, 2004;Oyserman & James, 2011;Schwartz, Côté & Arnett, 2005;Vondracek & Porfeli, 2008). Vahvan työelämään ja ammattiin liittyvän identiteetin on osoitettu myös tukevan koulutuksessa pysymistä lisäämällä tyytyväisyyttä uravalintaan ja tukemalla verkostoitumista (Meijers ym., 2013). ...
Tässä tutkimuksessa tarkastelemme toisen asteen opiskelijoiden työhön, uraan ja tulevaisuuden ammattiin liittyvää identiteettipohdintaa ja sitä, kuinka yleisiä koulutuksen keskeyttämiseen liittyvät ajatukset ovat eri identiteettiprofiileja edustavilla opiskelijoilla. Vertailemme saamiamme tuloksia lukio-opiskelijoiden ja ammatillisen koulutuksen opiskelijoiden välillä. Tutkimus on osa laajempaa Koulupolku: Alkuportailta jatko-opintoihin -hanketta (Vasalampi & Aunola, 2016-). Tutkimukseen osallistui 3 135 opiskelijaa, joista lukio-opiskelijoita oli 53 prosenttia. Aineistoa tarkasteltiin klusterianalyysilla, jossa esiin nousi kuusi työelämään ja ammattiin liittyvän identiteetin profiilia: 1) keskimääräinen profiili, 2) huolestunut selkiintymätön profiili, 3) saavutettu identiteetti, 4) huolestunut etsijä -profiili, 5) selkiintymätön profiili ja 6) omaksuttu identiteetti. Tutkimustuloksemme osoittavat, että vain pieni osa opiskelijoista koki toisen asteen ensimmäisenä vuonna varmuutta tulevasta työelämästään: kummassakin koulutusmuodossa vain noin viidesosa opiskelijoista sijoittui saavutetun identiteetin profiiliin. Yli 75 prosentilla opiskelijoista työelämään ja ammattiin liittyvään identiteettikehitykseen kuului huolestumista. Ammatillisessa koulutuksessa olevilla opiskelijoilla huolestuneisuus oli yhteydessä kohonneeseen koulutuksen keskeyttämisriskiin.
In this study, we examined, first, the career identity profiles of Finnish upper secondary students during the first study year, and, second, how prevalent thoughts about discontinuation of the studies were within different identity profiles. Further, we compared the identity status of academic and vocational track students. This study was part of a larger project called the School Path: From First Steps to Secondary and Higher Education (Vasalampi & Aunola, 2016-). The sample consisted of 3 135 students and 53 percent of them were in academic track. We found six career identity status by cluster analysis: 1) undifferentiated; 2) diffused diffusion; 3) achieved identity; 4) ruminative moratorium; 5) carefree diffusion; and 6) foreclosure. The results show that a minority of students felt certain with their career choice during the first year of upper secondary education: in both tracks about 20 percent of student showed achieved identity profile. For more than 75 percent of students career identity development included medium to high level of ruminative exploration, and for the students in the vocational track ruminative exploration was associated with high risk of dropping out of school.
... It takes into account both their subjective experience and the contexts in which these strategies are implemented. The third level is that of people's (re)construction of meaning, which helps them maintain a stable self in the interactions between their past experiences, new situations, and personal projects [104][105][106]. The third level assumes an understanding of the meaning people give to their new position in the labour market, whether it be separated from or continuous with their previous path. ...
In Western countries, the loss of jobs among older workers is a highly worrisome situation, since it can be synonymous with long-term employment precariousness and definitive exclusion from the labour market. This precariousness is occurring while the labour force in these countries is aging, and governments are looking to extend people’s working lives. It is therefore particularly relevant to study different labour market reintegration processes and to understand their sustainability from a psychological perspective. The present article is examining these processes using a longitudinal study over an 18-month period with 61 older Canadian workers. Time 1 and Final Time were documented with semi-structured individual interviews. These data allowed us to qualitatively construct three reintegration processes (blocked, downgrading, and sustainable) that describe a large spectrum of workers’ experiences regarding occupational repositioning. Quantitative analyses likewise suggest moderate statistical links between the reintegration process and changes in subjective variables associated with the relationship to work and identity representations. Altogether, the results underline the importance of returning to the labour market in qualified, decent, sustainable work that allows people to have a decent and meaningful personal life. The results also suggest, in keeping with the psychology of sustainability, that interventions should promote occupational and personal enrichment, both at the individual and organizational levels.
... Furthermore, a developmental contextual perspective (Vondracek, Lerner, & Schulenberg, 1986) has also been suggested to account for the complexity of unfolding careers (e.g., Skorikov & Vondracek, 2007;Skorikov & Patton, 2007;Vondracek & Porfeli, 2008), which would allow the integration of knowledge of children's career development with knowledge about children's development in general. The referred framework is sensible to the historically and ontogenetically changing contexts of life, as well as to the multidimensional nature of the individual's career development. ...
El desarrollo de la orientación vocacional debemos entenderlo como un proceso longitudinal, que se extiende desde la infancia hasta la edad adulta y que está influido por factores personales y contextuales. La literatura existente, ha descrito la infancia como un período clave para este proceso, pues las bases de la exploración profesional, los intereses, los valores, las actitudes y las habilidades vocacionales, se forman en los primeros años de vida. Este estudio, describe los principales enfoques teóricos y las tendencias de la investigación en la actualidad sobre este tema y su relación con la infancia, poniendo especial énfasis en el enfoque contextual, como marco integrador explicativo de la complejidad de los procesos que se ven implicados en el desarrollo vocacional y la importancia que tienen los primeros años de vida. El uso de esa perspectiva, en el estudio de la orientación profesional en la infancia, surge a raíz de las controversias existente en referencia a la naturaleza del cambio en los primeros años de vida, de la idea del niño como regulador del desarrollo y del contexto, así como también, del impacto contextual en los procesos evolutivos. Finalmente, el trabajo presenta las implicaciones -para futuras investigaciones- de la relevancia de la teoría contextual.Palabras clave: Desarrollo, orientación vocacional, infancia, teoría contextual.
... A number of theories in the fields of developmental and vocational psychology aim to understand the role that young people's intentional engagement plays for education and career transitions (for a review, see Dietrich et al. 2012). The research lines of career development (e.g., Savickas 2011; Vondracek and Porfeli 2008) and developmental regulation (e.g. Heckhausen et al. 2010; Nurmi 1992; Salmela-Aro 2009 ) have accumulated significant knowledge on the range of relevant behaviors, their development, and their predictive power for related transition success. ...
This chapter applies sequence analysis—a method rarely applied by
psychologists—to examine the transitional pathways of young people
through the Finnish education system from a developmental
psychologists’ perspective. Our aims were threefold: First, to identify
typical pathways; second, to investigate whether psychological
resources, operationalized as career goal appraisal, predict a certain
educational trajectory; and, third, to examine the extent to which
career goal appraisal shows differential change among young people
on different educational pathways. Data analyses were based on the
FinEdu study, in which N = 611 Finnish students were followed from
age 16 (end of comprehensive school) to age 20, when most
participants had completed school. At age 20, participants provided
life-calendar data which was used to identifying transitional patterns
by sequence analysis. Career goals were assessed at ages 16, 18,
and 20 years. Our results revealed seven transitional patterns: five
related to academic education, one to vocational education, and one
dominated by moratorium activities. The results further showed that
career goal appraisal weakly predicted transition sequences and was
also shaped by the series of educational transitions young people
went through.
... Savickas (2005); see also Gati and Asher 2001) suggests that a critical developmental task of adolescence is to develop a career self-concept by in-breadth exploration of available options and in-depth exploration of the requirements of the preferred options (e.g., is university required to enact a given career self-concept). Vondracek and Porfeli (2008) note that students pursue these career related behaviors within a given developmental context, while Young and colleagues (Young et al. 2001(Young et al. , 2008 noted the role that social capital plays where a young person's career and educational development can be conceptualized as a joint project between the adolescent and those around them. ...
Geography remains a critical factor that shapes the development of aspirations, attainment, and choice in young people. We focus on the role of geography on university entry and aspirations due to the increasing requirement in society for a higher education qualification for access to prestigious positions in society. Using a large representative longitudinal database (N = 11,999; 50 % male; 27 % provincial or rural; 2 % Indigenous) of Australia youth we explore the association between distance to a university campus and the critical attainment outcomes of university entry and enrolment in an elite university as well as critical predictors of these outcomes in access to information resources (i.e., university outreach programs) and university aspirations. In doing so, we provide new insight into distance effects, and the extent that these are due to selection, cost, and community influence. Our findings suggest that distance is significantly associated with both university expectations and entrance, with an especially large impact upon young people from low socioeconomic backgrounds. However, we also find little evidence that distance is related to attending a university led information session. Our conclusion is that distance effects cannot be fully explained by selection in terms of academic achievement and socioeconomic status, and that anticipatory decisions and costs are the most likely drivers of the distance effect.
... CA provides a broad foundation on which to build an indigenized theoretical framework, albeit one 6 that must be layered with local cultural understandings of maturation. This is consistent with Vondracek and Porfeli's (2008) ...
Amartya Sen’s capability approach characterizes an individual’s well-being in terms of what they are able to be, and what they are able to do. This framework for thinking has many commonalities with the core ideas in career guidance. Sen’s approach is abstract and not in itself a complete or explanatory theory, but a case can be made that the capability approach has something to offer career theory when combined with a life-career developmental approach. It may also suggest ways of working that are consistent with educational (human capital) approaches to development in emerging economies.
... De facto, os resultados encontrados sugerem, na linha do pensamento de Tesluk e Jacobs (1998), que o impacto da experiência de aprendizagem em contexto real de trabalho depende das diferentes qualidades do contexto e das múltiplas possibilidades de interação que o mesmo oferece. Estes resultados vêm, do nosso ponto de vista, reforçar a natureza ecológica do desenvolvimento vocacional, pois apontam para a necessidade de, a exemplo do que sugere a perspetiva desenvolvimentista -contextualista (e.g., Vondracek et al., 1986;Vondracek & Porfeli, 2008), se colocar o centro da análise no sistema de relações que se estabelecem entre o sujeito e o seu espaço relacional signifi cativo. Em termos de implicações para a intervenção vocacional, o nosso principal contributo situa-se na rutura com a ideia de que o estágio, enquanto modalidade experiencial de aprendizagem, tem um impacto uniforme e sempre positivo na globalidade dos alunos. ...
A aprendizagem em contexto real de trabalho constitui uma importante componente da formação dos alunos dos cursos tecnológicos. No que se refere ao efeito deste tipo de experiências no desenvolvimento vocacional dos alunos, os resultados das investigações não são muito conclusivos. Por esta razão, recorrendo a um desenho longitudinal (pré e pós-estágio), este estudo teve como principal objetivo analisar a relação entre a qualidade do estágio e o desenvolvimento vocacional dos alunos do ensino tecnológico (N=196). Os resultados obtidos sugerem a relevância da qualidade da experiência de trabalho no desenvolvimento vocacional dos alunos, sobretudo no âmbito do processo de exploração.
Palavras-chave: desenvolvimento vocacional; exploração de carreira; tomada de decisão; compromisso de carreira; qualidade do estágio.
... Moreover, and in agreement with Tesluk and Jacobs' (1998) model of work experience, the impact of training experiences on career exploration seems to depend on the qualities found in the working context, such as social support, learning opportunities and supervisor support. These results, from our point of view, also highlight the ecological and relational nature of the vocational development process (e.g., Vondracek & Porfeli, 2008;Vondracek et al., 1986;Young, Valach, & Collin, 2002) and place the center of the analysis in the complex interactive processes established between the student and his significant learning context. In fact, the evidence produced so far suggests that individuals' main cognitive, emotional and behavioral response patterns are products of these complex interactions, which cause both expected and unexpected behavioral changes that need to be addressed in counseling contexts (e.g., Pryor & Bright, 2011). ...
Abstract
The provision of workplace-based experiences (internship/placement) is an important component of the training program of students attending vocational education courses. Regarding the impact of such experiences on vocational development, research results are not conclusive enough, mainly, if we consider the theoretical expectation that work experiences clearly affect the vocational development of adolescents. The main purpose of this study is to clarify the relationship between work experience quality and students vocational development. Using a longitudinal design (pre - and post internship), we conducted a study that explores the relationship between perceived qualities of the training experience (autonomy, colleagues feedback, social support, learning opportunities, supervisor training, supervisor support) and the different dimensions of career exploration (beliefs, behaviors, and reactions), in a sample of Portuguese high school students (N = 346, twelfth grade). Overall, results suggest that the quality of work experience is relevant for the vocational development of students. With the exception of supervisor training, all other internship qualities were single significant predictors of career exploration over the internship period. Finally, implications for career interventions and for future investigation are offered in light of the results.
... Furthermore, a developmental contextual perspective (Vondracek, Lerner, & Schulenberg, 1986) has also been suggested to account for the complexity of unfolding careers (e.g., Skorikov & Vondracek, 2007;Skorikov & Patton, 2007;Vondracek & Porfeli, 2008), which would allow the integration of knowledge of children's career development with knowledge about children's development in general. The referred framework is sensible to the historically and ontogenetically changing contexts of life, as well as to the multidimensional nature of the individual's career development. ...
Career development is a longitudinal process, from childhood to adulthood, which is influenced by personal and contextual factors. Vocational literature has described childhood as a formative period for career development, as the bases of career exploration and vocational interests, values, attitudes and skills are established in the first years of life. This study starts with an overview of the major theoretical approaches and research trends in the study of children’s career development. A particular focus on the developmental-contextual approach to career development is adopted, as an integrative framework to capture the complexity of career developmental processes and results that occur in the first years of life. The application of such a perspective to the study of children’s career development leads to a discussion of the nature of change in the first years of life, of the child as a shaper of development and context, and of the impact of contexts on children’s development. Finally, we present implications of the adoption of a developmental-contextual approach to the study of children’s career development for future research.
Keywords: Career development, vocational guidance, childhood, contextual theories.
El desarrollo de la orientación vocacional debemos entenderlo como un proceso longitudinal, que se extiende desde la infancia hasta la edad adulta y que está influido por factores personales y contextuales. La literatura existente, ha descrito la infancia como un período clave para este proceso, pues las bases de la exploración profesional, los intereses, los valores, las actitudes y las habilidades vocacionales, se forman en los primeros años de vida. Este estudio, describe los principales enfoques teóricos y las tendencias de la investigación en la actualidad sobre este tema y su relación con la infancia, poniendo especial énfasis en el enfoque contextual, como marco integrador explicativo de la complejidad de los procesos que se ven implicados en el desarrollo vocacional y la importancia que tienen los primeros años de vida. El uso de esa perspectiva, en el estudio de la orientación profesional en la infancia, surge a raíz de las controversias existente en referencia a la naturaleza del cambio en los primeros años de vida, de la idea del niño como regulador del desarrollo y del contexto, así como también, del impacto contextual en los procesos evolutivos. Finalmente, el trabajo presenta las implicaciones -para futuras investigaciones- de la relevancia de la teoría contextual.
Palabras clave: Desarrollo, orientación vocacional, infancia, teoría contextual.
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... Furthermore, a developmental contextual perspective (Vondracek, Lerner, & Schulenberg, 1986) has also been suggested to account for the complexity of unfolding careers (e.g., Skorikov & Vondracek, 2007;Skorikov & Patton, 2007;Vondracek & Porfeli, 2008), which would allow the integration of knowledge of children's career development with knowledge about children's development in general. The referred framework is sensible to the historically and ontogenetically changing contexts of life, as well as to the multidimensional nature of the individual's career development. ...
Career development is a longitudinal process, from childhood to adulthood, which is influenced by personal and contextual factors. Vocational literature has described childhood as a formative period, as the bases of exploration and vocational interests, values, attitudes and skills are established in the first years of life. This study starts with an overview of the major theoretical approaches and research trends in the study of children�s careers. A particular focus on the developmental-contextual approach is adopted, as an integrative framework to capture the complexity of processes and results that occur in the first years of life in that domain. The application of such a perspective to the study of the evolution of children�s vocational behaviour leads to a discussion of the nature of change in the first years of life, of the child as a shaper of development and context, and of the impact of contexts on children�s. Finally, we present implications of the adoption of the referred contextual approach for future research. El desarrollo de la orientación vocacional debemos entenderlo como un proceso longitudinal, que se extiende desde la infancia hasta la edad adulta y que está influido por factores personales y contextuales. La literatura existente, ha descrito la infancia como un período clave para este proceso, pues las bases de la exploración profesional, los intereses, los valores, las actitudes y las habilidades vocacionales, se forman en los primeros años de vida. Este estudio, describe los principales enfoques teóricos y las tendencias de la investigación en la actualidad sobre este tema y su relación con la infancia, poniendo especial énfasis en el enfoque contextual, como marco integrador explicativo de la complejidad de los procesos que se ven implicados en el desarrollo vocacional y la importancia que tienen los primeros años de vida. El uso de esa perspectiva, en el estudio de la orientación profesional en la infancia, surge a raíz de las controversias existente en referencia a la naturaleza del cambio en los primeros años de vida, de la idea del niño como regulador del desarrollo y del contexto, así como también, del impacto contextual en los procesos evolutivos. Finalmente, el trabajo presenta las implicaciones -para futuras investigaciones- de la relevancia de la teoría contextual.
Resumo A Perspetiva Temporal surge como um constructo útil para compreender o processo de transição de estudantes do ensino secundário. O estudo teve como objetivo avaliar as diferenças na Perspetiva Temporal de 490 estudantes, em função do tipo de ensino e do sexo. Utilizando o Modelo Multidimensional da Temporalidade Subjetiva para o Ensino Secundário, comparam-se as médias nas dimensões da Perspetiva Temporal através de uma MANOVA mista 2x2x2 com medidas repetidas num fator. Os resultados apontam para diferenças significativas em algumas dimensões da Perspetiva Temporal em função dos contextos estudados. São apresentadas as limitações do estudo e discutidas as suas implicações para a intervenção em orientação vocacional na transição do ensino secundário para o ensino superior e/ou mercado de trabalho. Palavras-chave: perspetiva temporal, estudantes, orientação vocacional. Abstract: Time Perspective in secondary education: Effects of type of education and gender Time Perspective appears as a construct that might facilitate or hinder the transition process of secondary education. The study had as its objective the evaluation of the differences in the Time Perspective of 490 students, taking simultaneously into account the type of education attended and their gender. Using the Multidimensional Model of Subjective Temporality for Secondary Education, the averages in the dimensions are compared using a mixed MANOVA 2x2x2. The results point out to significant differences in some dimensions of Time Perspective. The limitations of the study are presented and their implications for the intervention vocational guidance in the transition of the secondary education to higher education and/or to the world of work are discussed. Resumen: Perspectiva Temporal en educación secundaria: Efectos del tipo de encino y sexo La Perspectiva Temporal aparece como uno constructo útil para comprender lo proceso de transición de los estudiantes de educación secundaria. El estudio tuve como objetivo evaluar las diferencias en la Perspectiva Temporal de 490 estudiantes, según el tipo de educación asistida y el sexo. Utilizando el Modelo Multidimensional de la Temporalidad Subjetiva para la Educación Secundaria, se comparan los promedios en las dimensiones da la Perspectiva Temporal utilizando un MANOVA mixto 2x2x2 con medidas repetidas en un fator. Los resultados apuntan a diferencias significativas en algunas dimensiones de la Perspectiva Temporal en función de los contex-tos estudiados. Se presentan las limitaciones del estudio y se discuten sus implicaciones para la intervención en la orientación vocacional en la transición de la educación secundaria para lo enseño superior y/o al mercado laboral. Palabras clave: perspectiva temporal, estudiantes, orientación vocacional.
El objetivo del presente trabajo fue identificar si existen diferencias significativas en los motivos de elección de carrera universitaria entre hombres y mujeres estudiantes de bachillerato de la Región Altos Sur de Jalisco, México. La muestra se conformó por 3,152 estudiantes inscritos en 8 planteles educativos, de los cuales 58% fueron mujeres y 42% hombres, quienes contestaron un cuestionario ad hoc que permitió identificar su grado de interés por estudiar una carrera universitaria y los motivos que las y los impulsan a ello. Los resultados indican la presencia de diferencias significativas en los motivos de elección de la carrera universitaria, mientras ellas se decantan por la vocación en ellos influyen más los aspectos económicos y de reconocimiento social. Se concluye que los estereotipos de género aún influyen en la elección de la carrera universitaria entre el estudiantado de bachillerato por lo que se recomienda fomentar actividades de asesoría y orientación vocacional con perspectiva de género que permitan superar las creencias que limitan las decisiones de las y los jóvenes estudiantes.
The objective of this study was to analyse if male and female high school students present different motives for choosing academic careers. The study comprises a sample of 3,152 students, from Altos Sur Region of Jalisco, in Mexico, belonging to eight different schools. 58% of the sample were women and 42% men. The survey included questions concerning the interest in pursuing an academic career, and the reasons for that. University degree and the reasons that drive their choice were identified. The results indicate there are significant differences between man and women as regards the reasons for choosing a university degree. While women say that vocation was the most important motive leading them to higher education, men presented economic reasons and social recognition as the main justifications for that. It is concluded that gender stereotypes still influence the choice for a university career among high school students. Therefore, it is recommended to promote counseling and vocational guidance activities that integrate a gender perspective for overcoming the cultural beliefs that prevent women from having an academic career.
The objective of this study was to analyse if male and female high school students present different motives for choosing academic careers. The study comprises a sample of 3,152 students, from Altos Sur Region of Jalisco, in Mexico, belonging to eight different schools. 58% of the sample were women and 42% men. The survey included questions concerning the interest in pursuing an academic career, and the reasons for that. University degree and the reasons that drive their choice were identified. The results indicate there are significant differences between man and women as regards the reasons for choosing a university degree. While women say that vocation was the most important motive leading them to higher education, men presented economic reasons and social recognition as the main justifications for that. It is concluded that gender stereotypes still influence the choice for a university career among high school students. Therefore, it is recommended to promote counseling and vocational guidance activities that integrate a gender perspective for overcoming the cultural beliefs that prevent women from having an academic career.
This study aimed to validate a Korean-language version of the Work Volition Scale (WVS). Participants were 453 South Korean adults recruited through a survey panel website. In Phase 1 ( n = 230), the original WVS was translated into Korean. Exploratory factor analysis revealed a three-factor solution (volition, financial constraints, and structural constraints), consistent with the original WVS. In Phase 2 ( n = 223), confirmatory factor analysis supported the goodness of fit of the three-factor structure. Convergent validity tests demonstrated that the Korean WVS was positively correlated ( p < .01) with core self-evaluation and work locus of control and negatively correlated ( p < .01) with the intention to quit employment. In a hierarchical regression analysis, controlling for core self-evaluation and work locus of control, work volition positively predicted job satisfaction ( p < .001). The Korean WVS is a valid assessment tool that can be used by career counselors and researchers working with South Korean adults.
El objetivo del trabajo es identificar las áreas de estudio y los factores que toman en cuenta los infantes al registrar sus aspiraciones de carrera u ocupación. La investigación se fundamenta en las teorías contextuales y evolutivas del ciclo de vida de las personas e integra las profesiones tradicionales por género; además implementa un proyecto de investigación-acción en grupos de nivel primaria de dos escuelas de Tepatitlán, Jalisco (México). Los resultados develan que los campos del saber continúan eligiéndose de acuerdo con el género y que los más frecuentes son: ciencias de la salud, biotecnología y ciencias agrícolas, humanidades e ingenierías. Los factores de interacción con mayores registros son de nivel macro-medio y micro (entorno inmediato y próximo), donde se encuentran la familia y la escuela. La infancia es un periodo de logros vocacionales; los programas de orientación vocacional en educación básica ampliarían el panorama informativo y generarían condiciones favorables para los infantes
Career development in childhood has attracted minimal focus in the field as most attention has been placed on key transition points, such as entry to college or workforce. However, a number of theoretical developments has changed this position. This chapter will present discussion on why these changes have occurred and will focus on three key constructs in the early school years: career adaptability, employability and resilience. Proposals for interventions with this age group will be discussed.
Today's society, shaped by demographic changes and a global economy, has created different employment trends and work lives that result in adults' engaging in postretirement second careers. This phenomenon is a common occurrence in rapidly aging societies like Korea. This qualitative study examined the postretirement career transition process of Korean middle-aged adults. In-depth interviews were held with nine individuals ranging from 48 to 65 years identified as postretirement workers following voluntary retirement from private and public sectors. Data analysis revealed four phases in the career transition process: experiencing disequilibrium in a previous career, reflecting on self and context, making new professional connections and changes, and committing to new careers. The career transition was also a process involving different modes of learning, leading to the conclusion that the career transition process is essentially a learning process in which individuals acquire new perspectives and meaning in a new role. © 2013 American Association for Adult and Continuing Education.
In late modernity societies where pursuit of career in an unstable and rapidly changing occupational structure is so difficult, motivation fueling vocational constructing behaviors appears to be a prerequisite of success. However, motivational processes are only half of the story. In order to overcome internal or external obstacles to a confident and peaceful reflection on their career development, individuals need more than ever to bring into play volition, that is, the capacity to regulate psychological functions such as cognition, motivation, and emotion in order to determine which motivational tendencies are implemented, when, and how. The first aim of this contribution is to present some aspects of this overarching concept originating in experimental and social psychology, and recently also considered by cognitive neurosciences. Taking the psychology of action control as a lens of analysis, the chapter outlines (1) action versus state orientation affect-regulatory competences embedded in Personality Systems Interactions theory (Kuhl, 2000a, 2000b), which proposes an explanation of functional relationships between cognitive and affective systems underlying action; (2) implementation intentions (Gollwitzer, 1993, 1999), that is, a kind of specific plans which differs from goal intentions and may be activated in the post-decisional pre-action phase of the Rubicon Model of Action Phases. As a second aim of the chapter, some applications of these volitional constructs to the vocational domain, until now largely or completely unexplored, are proposed in order to suggest how leading theories in the field can enrich concrete practices to help students and clients, faced to an unsecured world, volitionally construct the future of their career.
The provision of workplace-based experiences (internship) is an important component of the training program of students attending vocational education courses. The purpose of this study is to clarify the relationship between internship quality and students vocational development, considering students’ vocational profiles, in a sample of 346 twelfth grade students from southern Portugal, using a longitudinal design. Results have shown that the internship quality is associated with career development of students, mainly in what concerns the process of career exploration, and has an effect that appears to be more pronounced for some of the clusters. Implications for career intervention will be discussed.
Cross-sectional research implies a close relation of vocation interests, goals, and traits, yet little is known about their reciprocal development over time. This longitudinal study examined development of Things/People (T/P) and Data/Ideas (D/I) vocational interests and career goals in relation to Big Five personality traits among 292 Swiss adolescents with a cross-lagged panel design with two measurement points over 1 year from seventh to eighth grade. Interests and goals were significantly related within time and showed significant interactions across time. Traits related significantly and equally to interests and goals within time and predicted their development across time except for T/P goals. Goals and interests possessed incremental validity above traits in affecting each other. Implications include the need to account for dynamic processes in the development of goals and interests and their systematic relation to traits in theory and practice.
Objectives
This study examined how dispositional optimism, health vulnerability, and time perspective were related to adolescent and young adult (AYA) cancer survivors' career decision-making (CDM) and quality of life (QOL). Secondarily, how cultural factors relate to CDM and QOL among Israeli-Jewish and Israeli-Arab cancer survivors was explored.Methods
Fifty-one cancer survivors (68.6% females, 80.4% Israeli-Jewish, 19.6% Israeli-Arab, Mage = 21.45 years), at least 6 months post-active treatment (Mtime = 5.75 years) completed self-report questionnaires.ResultsMultiple regression analyses indicated that optimism, vulnerability, and past negative, present fatalistic, and future time perspective were significantly associated with QOL (F(6, 47) = 6.80, P < 0.001) and CDM (F(6, 47) = 2.46, P < 0.04). Perceived vulnerability explained the main portion of QOL variance with greater vulnerability associated with lowered QOL (β = 0.33, P < 0.001). Optimism was positively associated with QOL (β = 0.55, P < 0.02). Greater present fatalistic time perspective was associated with greater CDM difficulties (β = 0.32, P < 0.05). Multivariate analyses indicated greater past negative time perceptions (F(1, 46) = 8.92, P < 0.005) and fatalism about the future (F(1, 46) = 5.90, P < 0.02) among Israeli-Arabs as compared to Israeli-Jewish survivors. Israeli-Jewish survivors were more optimistic than Israeli-Arab survivors (F(1, 46) = 3.48, P < 0.065).Conclusions
Vulnerability, optimism, and time perspective were significantly associated with QOL and CDM among Israeli AYA cancer survivors. Israeli-Arabs viewed their pasts and futures more negatively and reported lower optimism than Israeli-Jews. Implications for future research and interventions were considered. Pediatr Blood Cancer. 2010;55:708–713. © 2010 Wiley-Liss, Inc.
A review of new and emerging conceptions of work and career is complemented by a description of a comprehensive systems framework that avoids many of the dichotomies found in current accounts of career development and intervention. This is followed by a description of Ford and Smith's (Educational Psychologist 42(3):153-171, 2007) "thriving with social purpose" framework, which is offered as a potentially more inclusive approach to intervention than that based on the meta-theoretical framework of social constructivism.
Development of career goals that are adapted to self and opportunities is a central component of adolescent career preparation. The present longitudinal study (conducted throughout the eighth grade with three assessment points) investigated how 330 Swiss adolescents simultaneously adapt career goals to interests, scholastic achievement and environmental opportunities. Results demonstrated that students increasingly adapt their goals to the environment. Mean adaptation to environment related positively to degree of adaption to interests and achievement. Increased adaptation to environment over time related to increased adaptation to achievement but to decreased adaptation to interests. Gender, attended school type and nationality moderated adaptation processes. Structurally disadvantaged students (girls, lower requirements school track, immigrant students) reported more conflict in aligning adaptation to environment with adaptation to interests.
Despite an increased awareness concerning the role of values in psychology, psychologists lack clear guidelines to appraise the moral implications of their work. To address this discrepancy, the author proposes a framework for examining the moral dimensions of psychological discourse and practice. The framework contains 3 central elements: values, assumptions, and practices. These components may be used to articulate and to challenge the ethical, social, and political implications of theories and practices. To illustrate its applicability, the framework is used to evaluate the moral propositions of traditional, empowering, postmodern, and emancipatory communitarian approaches. The author concludes with a vision for addressing the shortcomings of predominant models by proposing for psychology an emancipatory communitarian approach that promotes the emancipation of vulnerable individuals and that fosters a balance among the values of self-determination, caring and compassion, collaboration and democratic participation, human diversity, and distributive justice.
The authors administered inventories of vocational and recreational interests and talents to 924 pairs of twins who had been reared together and to 92 pairs separated in infancy and reared apart. Factor analysis of all 291 items yielded 39 identifiable factors and 11 superfactors. The data indicated that about 50% of interests variance (about two thirds of the stable variance) was associated with genetic variation. The authors show that heritability can be conservatively estimated from the within-pair correlations of adult monozygotic twins reared together. Evidence for nonadditive genetic effects on interests may explain why heritability estimates based on family studies are so much lower. The authors propose a model in which precursor traits of aptitude and personality, in part genetically determined, guide the development of interests through the mechanisms of gene–environment correlation and interaction.
Chapter 1: Vocational Behavior and Career Development: An
Introduction
Chapter 2: The Concept of Development
Chapter 3: The Context of Career Development
Chapter 4: A Life-Span Developmental Approach to Career
Development
Chapter 5 Career Development: The Sample Case of Adolescence
Chapter 6 Toward a Methodological Agenda for the Study of
Vocational Behavior and Career Development
Chapter 7 The Career Development of Woman
Chapter 8 Career Development and Health
Chapter 9 Intervention in Vocational Behavior & Career Development
Building on recent calls for a more explicit and intentional endorsement of social justice goals within counseling psychology and vocational psychology, this article proposes Prilleltensky’s (1997) emancipatory communitarian approach to psychological practice as a useful framework for vocational theory, practice, and research. Such a framework emphasizes the distinction between the concepts of work and career and illuminates the extent to which traditional vocational psychology has attended to the needs of the people who experience little, if any, volition in their choices of career or line of work. We present a rationale for integrating an emancipatory communitarian approach into vocational psychology theory and the implications of this approach for future research and practice.
The relative influence of interest and self-efficacy beliefs on each other over 1 year was examined in 2 longitudinal samples of students, 1 of elementary school students (Grade 5, N = 126) and 1 of middle school students (Grade 7, N = 221). Interest and competence ratings on the Realistic, Investigative, Artistic, Social, Enterprising, and Conventional scales (J. L. Holland, 1997) were assessed using the Inventory of Children's Activities—Revised (T. J. G. Tracey & C. C. Ward, 1998). Responses were examined using structural equation modeling, and the results demonstrated that there were changes both in the structure and level of interest and competence ratings over time. The circumplex structure was found to become more prominent over time, especially by 8th grade, and overall mean levels of interest and competence ratings decreased over time. Interest and competence ratings were found to predict each other equally over time. Finally, there were significant grade, gender, time, Time × Grade, and Time × Gender effects on the scale score means. Results are discussed with respect to implications for interest development and assessment.
Lifespan developmental psychology is an overarching framework, which considers the study of individual development (ontogenesis) from conception into old age. Efforts are made to highlight the uniqueness in developmental theory that emanates from a lifespan developmental framework. Models and definitions of successful (effective) development, which highlight individual and cultural variations, are a main focus of researchers in this field. The concept of lifespan developmental psychology was previously advanced to incorporate two approaches (i.e., wholistic person-centered and function-centered) to lifespan ontogenesis. Historical and societal contexts of theoretical arguments are discussed to embed the current issues surrounding lifespan psychology and its location in the larger field of developmental psychology. Five sequential but interrelated steps are presented to examine psychological theories of lifespan development. Two areas of human development are emphasized, intellectual functioning and personality, to illustrate lifespan research and theory. Work from these fields is presented to provide a theoretical umbrella under which lifespan research can be examined. The integrative role of lifespan theory in organizing and stimulating the study of personality development is offered.Keywords:five levels of analysis;intellectual functioning;lifespan development;personality
Social cognitive career theory proposes that contextual supports and barriers play key roles in the career choice process, yet little research has examined hypotheses involving these variables. Participants (111 college students) completed measures of math/science-related course self-efficacy, coping efficacy, outcome expectations, interests, goals, and perceived contextual supports and barriers. Findings indicate that self-efficacy and outcome expectations were jointly predictive of interests and choice intentions. Support and barrier percepts produced only weak direct relations to choice, though barrier percepts were found to moderate interest-choice relations. A model portraying barriers and supports as linked to choice indirectly (via their impact on self-efficacy) produced better fit to the data than did a model specifying barriers and supports as directly linked to choice. Implications for future research and counseling are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Mirroring a worldwide phenomenon in industrialized nations, the U.S. is experiencing a change in its demographic structure known as population aging. Concern about the aging population tends to focus on the adequacy of Medicare and Social Security, retirement of older Americans, and the need to identify policies, programs, and strategies that address the health and safety needs of older workers. Older workers differ from their younger counterparts in a variety of physical, psychological, and social factors. Evaluating the extent, causes, and effects of these factors and improving the research and data systems necessary to address the health and safety needs of older workers may significantly impact both their ability to remain in the workforce and their well being in retirement. Health and Safety Needs of Older Workers provides an image of what is currently known about the health and safety needs of older workers and the research needed to encourage social polices that guarantee older workers a meaningful share of the nation's work opportunities. © 2004 by the National Academy of Sciences. All rights reserved.
In this original and major new work, David Blustein places working at the same level of attention for social and behavioral scientists and psychotherapists as other major life concerns, such as intimate relationships, physical and mental health, and socio-economic inequities. He also provides readers with an expanded conceptual framework within which to think about working in human development and human experience. As a result, this creative new synthesis enriches the discourse on working across the broad spectrum of psychology's concerns and agendas, and especially for those readers in career development, counseling, and policy-related fields. This textbook is ideal for use in graduate courses on counseling and work or vocational counseling. © 2006 by Lawrence Erlbaum Associates, Inc. All rights reserved.
The four segments in the life-span, life-space approach to comprehending and intervening in careers (individual differences, development, self, and context), constitute four perspectives on adaptation to life roles. Adaptation serves as a bridging construct to integrate the complexity engendered by viewing vocational behavior from four distinct vantage points. To correspond to adaptation as the core construct, career adaptability should replace career maturity as the critical construct in the developmental perspective on adaptation. Moreover, adaptability could be conceptualized using developmental dimensions similar to those used to describe career maturity, namely planning, exploring, and deciding.
Through twin studies, research in behavioral genetics has demonstrated significant genetic components in many personality traits. Less research has been done on inheritance of vocational interest preferences, partially because of the lack of a wholistic conceptual model for understanding the relationships among diverse occupational interests. With the development of scales for the Strong Vocational Interest Blank (SVIB) to measure the six cognitive interest styles propounded by Holland, a parsimonious and comprehensive mapping of the occupational world was available and lent itself to the study of measuring inheritance of vocational preferences among twins. Median intraclass correlations for 409 pairs of monozygotic males, tested with the SVIB, was r = .50; for 570 pairs of monozygotic females, r = .55; for 237 pairs of dizygotic males, r = .27; and for 370 pairs of dizygotic females, r= .27.
The critical role of the timing of person-context interactions, a central notion of developmental contextualism, is recognised as important in the conceptualisation of the school-to-work transition. As a result, an expanded framework for understanding this transition is employed in the present study. A stratified sample of young adults from former East and from West Germany participated in a 1991 national survey of youth. Retrospective data concerning life events during childhood and adolescence, and progress through school and occupational training, as well as extensive current information regarding attitudes, values, and occupational status, were analysed through the use of survival analyses. Findings revealed important differences in how individual differences and contextual factors contributed to the school-to-work transition in the contrasting environments of former East and West Germany.
This study investigates the relationship between postsecondary aspirations and vocational/educational self-efficacy beliefs, outcome expectations, perceived educational barriers, and sources of support among a sample of rural Appalachian high school students. Using Social Cognitive Career Theory as the theoretical framework, vocational/educational aspirations are examined in terms of four specific postsecondary pathways common to rural Appalachian students (work, vocational technical, bachelor’s only, and professional). Results indicated vocational/educational self-efficacy beliefs, college outcome expectations, likelihood of encountering barriers to postsecondary education, and socioeconomic status contribute significantly to the discriminant function predicting the post-secondary pathways. This research extends previous work in this area by examining an understudied group, rural Appalachian adolescents. Implications of the results and suggestions for future research are provided.
Social cognitive career theory (SCCT) is a complex and extensively researched theory of career choice and performance. Relationships among several key variables of SCCT, including self-efficacy, outcome expectations, and perceived barriers, and their relationships to career choice were investigated. Contrary to prediction, outcome expectations for careers in several Holland themes were positively related to perceived career and educational barriers for women. Self-efficacy for careers in various Holland themes was more strongly associated with beliefs about coping with barriers for men than for women. In support of one of the major predictions of SCCT, high rates of correspondence were found between participants’ career choices and their highest self-efficacy and outcome expectation scores. Explanations for unexpected findings and suggestions for future research are discussed.
The timing of early vocational preferences was compared in a sample of young adolescents from former East Germany and from West Germany. Because of German unification in 1990, and the attendant massive sociocultural changes, such a sample offers a unique opportunity to examine the joint influence of development and context on key transitions and on the accomplishment of developmental tasks. Results suggested that, as the memory of the restrictive Communist system fades and as younger adolescents have had less exposure to it in the first place, differences between East and West tend to disappear. Separately, the present findings, obtained through the use of survival analysis, indicated that the formation of early vocational preferences among the 10- to 13-year-old respondents appeared to be associated with more advanced identity development. Moreover, these young adolescents appeared to be remarkably “tuned in” to the world of occupations, suggesting greater realism than might be predicted on the basis of conventional career development theory.
Career choices and their relation to personal and family background variables were studied in a sample of 148 children (68 females and 80 males) at two points in time: when the participants were between 8 and 13 years of age (Phase 1) and approximately S years later, when they were between 13 and 18 years of age (Phase 2). Male andfemale respondents during both phases chose largely nonoverlapping careers. Boys' choices were heavily gender-stereotyped during both developmental periods. In contrast over one quarter of the females during Phase 1 and close to one half during Phase 2 chose male-dominated occupations. Boys' ideal and realistic career choices did not differ in the degree to which they were gender-typed. Girls'realistic career nominations, however, included a significantly higher percentage of female incumbents in the labor force than did their ideal choices. Gender differences in career choices were not accompanied by differences in several family background and personal variables except for the desire to parent a child and pursue a full-time career.
This paper introduces some findings about the vocational behavior of the late adult Japanese who are in a process of transition. The first part of the paper emphasizes the need for research on Japanese vocational behavior in late adulthood from a developmental–contextual frame of reference. In the second part, discussion is focused on circumstances of late adult workers in Japan who have been affected most by the current socioeconomic changes and who have been caught in the middle of changes in employment management systems and policies. A brief summary of the findings from two ongoing research projects which emphasize the need for psychological–interventional assistance in order for retiring persons to maintain their well-being in a period of personal and social transition is presented.
An approach to the conceptualization and facilitation of women's career development based on and , 84, 191–215) self-efficacy theory is presented. The model presented postulates that largely as a result of socialization experiences, women lack strong expectations of personal efficacy in relationship to many career-related behaviors and, thus, fail to fully realize their capabilities and talents in career pursuits. Sex differences in the access to and availability of four sources of information important to the development of strong expectations of personal efficacy are reviewed and discussed in relationship to women's career decisions and achievements. The utility of the proposed model for integrating existing knowledge of women's career development, for generating productive avenues of inquiry, and for guiding intervention efforts is discussed. The conceptual framework provided is seen as having implications for the career development of men as well as women, but the focus herein is on its potential for contributing to knowledge of the career development of women.
One of the consequences of living in the industrialised world at the end of the 20th century is that for many individuals the meaning of work has moved well beyond its original focus of providing for the basic human needs of food and shelter. Today, individuals can choose the type of work they pursue, the relative priority they give to work as opposed to other activities, and the conditions of work. The type of work that individuals choose orients and controls their behaviours well beyond the work setting. It influences the goals they set for themselves and the rewards they hope to gain by achieving them (Havighurst, 1982).
The transition to adulthood has become a thriving area of research in life course studies. This review is organized around two of the field's emerging themes. The first theme is the increasing variability in pathways to adult roles through historical time. The second theme is a heightened sensitivity to transition behaviors as developmental processes. Accounts of such processes typically examine the active efforts of young people to shape their biographies or the socially structured opportunities and limitations that define pathways into adulthood. By joining these concepts, I suggest new lines of inquiry that focus on the interplay between agency and social structures in the shaping of lives.
This synthesis of articles in the special issue highlights the influence of context and psychological mechanisms on school-to-work transition, especially the effects of sociohistorical changes, gender, occupational aspiration, and parental socioeconomic status. Concludes that forming occupational aspirations and entering a career are complex interactions between person and context. (SK)
Rationale for Motivational Systems Theory Theoretical Foundation for Motivational Systems Theory The Living Systems Framework Defining Motivation and Its Role in Effective Human Functioning Personal Goals Directing and Organizing Behavior Through Cognitive Representations of Desired and Undesired Outcomes Personal Agency Beliefs and Emotional Arousal Processes Regulating Behavior Through the Integration of Cognition and Affect Integration of Historical and Contemporary Theories of Motivation Goals, Emotions, and Personal Agency Beliefs How to 'Motivate' People General Principles and Specific Applications to Enduring Problems in Child and Adolescent Development, Education, Business, and Counseling and Everyday Living Summary of Motivational Systems Theory
Estimated the genetic and environmental influences contributing to vocational interests. A comprehensive behavioral genetics research design was employed, using previously collected data from twins reared together, twins reared apart, adoptive families, and biological families. Data consisted of item responses from the Strong Vocational Interest Blank/Strong Interest Inventory (SVIB/SII). All of the data were scored using the Hansen Combined Form Scales for the SVIB/SII. Correlations were computed, and model fitting analyses were run to estimate additive genetic, nonadditive genetic, shared environmental, and nonshared environmental effects. Results suggest that, on average, the variance in a wide range of vocational interests can be attributed to 12% additive genetic and 24% nonadditive genetic effects and to 9% shared environmental and 55% nonshared environmental effects and measurement error. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
"A developmental task is a task which arises at or about a certain period of life of the individual, successful achievement of which leads to his happiness and to success with later tasks, while failure leads to unhappiness in the individual, disapproval by the society, and difficulty with later tasks." Developmental tasks may arise from physical maturation, from pressures of cultural processes, or from the emerging personality, usually from the interaction of these factors. Understanding of these tasks is useful in defining educational objectives and timing educational efforts. The developmental tasks of infancy and early childhood, of middle childhood, of adolescence, early adulthood, of middle age, and of later maturity are discussed in terms of their nature, their biological, psychological, and cultural basis, and their educational implications. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The central objective of this book is to assemble diverse, specialized pieces of knowledge in such a way as to tell a "coherent story" about the nature of individual human development and functioning, and to provide a framework for integrating professionally and scientifically derived knowledge. The goal is to develop a conceptual framework that has two types of utility (Manicas & Secord, 1983): (a) a framework for understanding persons in general (nomothetic knowledge), and (b) to serve as a tool for understanding a particular person, as many professionals seek to do (idiographic knowledge). The material is divided into two parts, each of which is divided into several chapters. Part I develops the general conceptual framework. Part II organizes and synthesizes existing evidence and theory about humans within that conceptual framework.
This volume has been used as a base for teaching in several different ways over the past 6 years. Because it provides the only available conceptualization of development intentionally designed to be relevant to adults as well as children, and because it combines examination of development of response processes with development of persons, this book provides a solid base of information for a course in life-span development or developmental theory. Because it provides a thorough examination of the structural-functional content, the organization, and the development of individual behavior patterns, it has been useful as a base for seminars on personality development. It has also proven useful to anchor the study of particular topics in this larger framework. Examples include a seminar on motivation, another on cognition, and another on emotional development and functioning. It could also be useful for seminars examining communication or motor behavior as influenced by other aspects of human functioning. Finally, I have found it useful as a framework for helping students with professional strategies in terms of the part(s) of the system on which they focus and the assumptions about change underlying them. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The impact of the social system of a mid-western community on its adolescents' social behavior is analyzed through a description of the relationships of 735 boys and girls both in and out of high school. The major areas examined are school, job, church, recreation, cliques, dates, and sex as seen through field study in 1941-42. Statistical and verbatim materials are interwoven in presenting the results of interview and observation methods. Major findings are (1) an affirmation of the hypothesis that social behavior is functionally related to position in the stratafied social structure, and (2) that there results a surprisingly marked diversity of behavior by adolescents by different social classes. Hollingshead stresses the departures in actuality from the "American dream" and directs his book to the intelligent general reader as well as to specialists. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In this chapter, the authors argue that the study of adolescence is one of the key products and producers of the emergence of developmental systems theories as models at the cutting edge of developmental science. In addition, the authors explain that the developmental systems approach to adolescence is advanced because it serves as an excellent sample case of action theoretical approaches to human development, as exemplified in the scholarship of Jochen Brandtstädter. Indeed, the opportunity to study intentional self-development, and the self-reflective and self-regulative bases of personal development, become particularly focal in adolescence. Youth make choices and experiment with a wide variety of behaviors and experiences as they deal with the unique developmental challenges, opportunities, and risks associated with this period of life. For instance, identity development, a central construct in adolescence, involves the regulation of relations between the person and the social/cultural context. Here, as the authors explain, the two process model of accommodative and assimilative developmental regulations, presented by Brandtstädter is of great value for understanding the role of identity development in the maturation in adolescence of goals that serve both the youth and the developmental regulatory system within which he or she is embedded. (PsycINFO Database Record (c) 2012 APA, all rights reserved)