Adolescents’ Family Socioeconomic Status, Teacher–Student Interactions, and Career Ambivalence/Adaptability: A Three-Wave Longitudinal Study

Abstract

Using three-wave longitudinal data, this study tested the potential mediating roles of teacher–student relationship quality and teachers’ career support efficacy in the association between Chinese adolescents’ family socioeconomic status (SES) and career development ( N = 1410). Results showed that adolescents’ family SES at Wave 1 was negatively associated with their career ambivalence at Wave 3 via positive associations with both teacher–student relationship quality and teachers’ career support efficacy at Wave 2. Moreover, adolescents’ family SES at Wave 1 was positively related to career adaptability at Wave 3 via its positive association with teachers’ career support efficacy at Wave 2. This study highlighted the important role of teacher–student interaction in adolescents’ career development.

Parental Career Expectation Predicts Adolescent Career Development Through Career-Related Parenting Practice: Transactional Dynamics Across High School Years

“…Results of confirmatory factor analyses for all the constructs to support their construct validity were displayed in Table 1. Also, in previous research, all the currently used scales have demonstrated good reliability and validity in Chinese middle school samples (e.g., Zheng et al, 2022;Zhou et al, 2020).…”

“…First, as the developmental inequality in economic and associated resources for career development across different regions of China, parents' expectations may be different due to different (infra)structure and western influences resulted from the globalization (Zheng et al, 2022). Although we have sought to recruit parents from both urban and rural areas and increase the diversity of the sample in terms of regions and educational attainment, the findings need to be replicated using a representative national sample in future and possible region differences may be explored.…”

“…As a result, Chinese adolescents and parents receive more systematic and extensive career education services provided by schools, especially in the economically developed regions (Wang & Wang, 2020). Thus, as compared to the previous generations, Chinese parents in contemporary China become much more aware of the importance of their children’s career development for future adaptations, pay greater attention to their kids’ adaptability and ambivalence in the career domain, and are more willing to devote efforts in adjust their career-related expectation toward children and their parenting practices in response to children’s developmental needs (Zheng et al, 2022).…”

Teacher–student relationships and peer victimization among Chinese children: The roles of peer status and gender

“…Higher scores on the closeness subscale represented closer relationships with the teacher, and higher scores on the conflict subscale represented more conflictual relationships with the teacher. The Chinese version of the STRS has been shown to have high internal consistency in previous studies (above 0.8), as well as adequate test–retest reliability and good validity (Guan et al, 2020; Zheng et al, 2023). In the present study, Cronbach's α reliabilities of the closeness and conflict subscales were .90 and .89, respectively.…”

Effect of Teacher Support on Adolescents’ Positive Academic Emotion in China: Mediating Role of Psychological Suzhi and General Self-Efficacy

“…Teachers are important people for adolescents at school, and their behaviors have an important influence on adolescents’ academic achievement and mental health [ 9 , 10 ]. As a positive factor in the teacher–student interaction, previous studies have confirmed that teacher support not only predicts adolescents’ smartphone addiction and mental well-being [ 11 , 12 ], but also influences their career ambivalence and adaptability [ 13 ]. Indirect research has shown that teacher support helps students create a favorable class atmosphere and establish an amicable teacher–student relationship [ 14 , 15 ].…”