Between- and within-person level motivational precursors associated with career exploration

Lee, Bora; Porfeli, Erik J.; Hirschi, Andreas

doi:10.1016/j.jvb.2015.11.009

Cited by 45 publications

(39 citation statements)

References 44 publications

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“…Last, because of the low alphas observed in this study for the Portuguese version of the CES, further analysis is needed to improve its internal validity. Despite these limitations, our study provides an interesting application of SDT to career exploration and career decision making, which is aligned with the work of innovative studies that have explored the role of motivation in career development processes (Cordeiro et al, 2015;Guay, 2005;Guay et al, 2003;Lee et al, 2016).…”

Section: Limitations and Future Researchmentioning

confidence: 68%

“…However, previous studies on career exploration antecedents have not produced consistent results (Blustein, , ; Patton & Porfeli, ) because the variance explained by the predictors is modest (Bartley & Robitschek, ; Blustein, ). Consequently, some authors have raised the hypothesis of the existence of other individual factors that explain career exploration and career decision‐making processes, in particular within the motivational functioning field (Blustein, ; Flum & Blustein, ; Lee, Porfeli, & Hirschi, ; Nauta, ; Porfeli & Lee, ).…”

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confidence: 99%

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Motivational Profiles and Career Decision Making of High School Students

Paixão

Gamboa

2017

The Career Development Quart

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Based on self‐determination theory, this study sought to identify distinct motivational profiles in a sample of high school students (N = 396, mean age = 17.02 years) using a person‐centered approach. Three motivational clusters of students emerged: self‐determined students, non‐self‐determined students, and externally regulated students. Differences between and among these profiles across career exploration and career indecision levels were analyzed. Overall, self‐determination theory appears to offer a conceptual framework for organizing career interventions. The fact that motivational profiles can distinguish students among career exploration and career indecision levels leads the authors to reaffirm the importance of differential career intervention practices. Future research should examine the stability of motivational profiles, their predictive power over career exploration and career decision making, and the differences between highly motivated students regarding the career decision‐making process.

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Section: Limitations and Future Researchmentioning

confidence: 68%

mentioning

confidence: 99%

Motivational Profiles and Career Decision Making of High School Students

Paixão

Gamboa

2017

The Career Development Quart

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“…Promoting career adaptability and avoiding career ambivalence have long been considered as important lifelong pursuits because individuals typically navigate through various career transitions and paths over the life course (Kanten, Kanten, & Yes ßiltas ß, 2016;Zikic & Hall, 2009). Adolescence is a critical stage during which individuals often begin to prepare themselves for the world of work and develop a vocational identity (Lee, Porfeli, & Hirschi, 2016). Both theoretical work (e.g., Lent, Brown, & Hackett, 1994) and empirical findings (e.g., Sawitri & Creed, 2017;Sawitri, Creed, & Zimmer-Gembeck, 2015;Wang & Heppner, 2002;Young et al, 2006) have highlighted the key roles of parents in fostering adolescents' exploration of their educational and career developmental plans to decrease career ambivalence and to promote career adaptability.…”

mentioning

confidence: 99%

Career‐Related Parental Processes and Career Adaptability and Ambivalence Among Chinese Adolescents: A Person‐Centered Approach

Zhou

Cao

Nie

et al. 2019

J of Research on Adolesc

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Using latent profile analyses and based on two‐wave data from 5,388 Chinese adolescents (Mage = 15.79, SD = 0.66; 51.99% females), this study examined the variety of ways in which adolescents’ perceived career‐related parental processes (i.e., parental expectations, support, interference, barriers to engagement, and parent–child congruence) may be configured within families and how such configurations may be associated with adolescents’ career adaptability and ambivalence one year later. Three meaningful profiles were identified: the “Supportive but not Intrusive” (SNI) profile, the “Unsupportive but not Permissive” (UNP) profile, and the “Ambivalent and Controlling” (AC) profile. Adolescents in the UNP profile reported higher levels of career ambivalence and lower levels of career adaptability than did those in either the SNI or the AC profiles. Implications for career development among Chinese adolescents were discussed.

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“…A wide range of works is devoted to identifying psychological aspects of career management (Lee et al, 2016), other scientists pay more attention to the socio-economic factors of professional self-determination (Noga, 2016). In all modern approaches the role of digital technology for the design of the career path is highlighted, it is especially important for our study.…”

Section: Analysis Of Foreign Researchesmentioning

confidence: 99%

Professional Self-Determination Support for Students in the Digital Educational Space

2020

European Journal of Contemporary Education

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The problem that the study is aimed at is due to the need to change forms and methods of professional self-determination support for students in the digital society in order to prepare them for obtaining the specialization that is in demand and for the formation of the ability "to be able to learn" throughout the life. The purpose of the study is to theoretically justify and experimentally verify the effectiveness of the use of digital technologies for professional self-determination support for students in the modern educational space. The research methodology consists of the theoretical analysis of foreign and domestic approaches to career guidance, the comparison of digital resources for navigating professions of the future, the differential diagnostic questionnaire, additional questionnaires, methods of mathematical statistics, and the student self-assessment method. The pedagogical experiment was carried out in two directions: the qualitative assessment of changes in students' professional preferences and the analysis of the results of career guidance activities supported by digital technologies, regarding the development of personal qualities in demand. The results of the study. The necessity of taking into account the organization of career guidance activities in two directions is justified: informing students about the professions in demand, the needs and priorities of the digital society, as well as the formation of the competence of professional self-determination. The potential of digital technologies for each of the selected areas is described.

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Between- and within-person level motivational precursors associated with career exploration

Cited by 45 publications

References 44 publications

Motivational Profiles and Career Decision Making of High School Students

Motivational Profiles and Career Decision Making of High School Students

Career‐Related Parental Processes and Career Adaptability and Ambivalence Among Chinese Adolescents: A Person‐Centered Approach

Professional Self-Determination Support for Students in the Digital Educational Space

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