Caring about Tomorrow: the Role of Potency, Socio-Economic Status and Gender in Israeli Adolescents’ Academic Future Orientation

Goldner, Limor; Lev-Weisel, Rachel; Schanan, Yael

doi:10.1007/s12187-018-9587-7

Cited by 8 publications

(6 citation statements)

References 86 publications

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“…Due to the lack of parental objective (e.g., access to professional networks to career and school counseling) and subjective assets (e.g., emotion- and goal-regulation strategies), adolescents with lower SES may have fewer and lower educational and career plans and goals and they often fail to attain them. These relations have been confirmed by some studies (e.g., Seginer, 2008), but have failed to emerge in other research (e.g., Goldner et al, 2019). Hence, parental SES plays a complex role in the personal development of adolescents’ identity and in parent-child communication in this timeframe.…”

Section: Educational Identitymentioning

confidence: 81%

The Role of Parental Socio-Economic Status and Perceived Career-Related Behaviors in Developmental Trajectories of Educational Identity in Adolescence: A Four-Wave Study

2023

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Personal identity formation is a key developmental task of adolescence, with the educational domain being a core life domain. Parents are gatekeepers of adolescent career development but their role in facilitating educational identity formation still needs to be uncovered. The present study investigated developmental trajectories of educational identity processes (commitment, in-depth exploration, and reconsideration of commitment) across two academic years. Educational identity processes, parental socio-economic status, and parental career-related behaviors (support, interference, lack of engagement) were appraised through a four-wave longitudinal study with 5- to 6-month intervals ( N = 744; M age = 15.2 years, 55% girls). Results of the latent class growth analysis revealed five educational identity trajectories (i.e., Undifferentiated, Searching moratorium, Foreclosed, Diffusion, and Achievement). Commitment and in-depth exploration processes were stable for all five trajectories. The undifferentiated trajectory (medium stable levels for all identity processes) was the most prevalent. Parental socio-economic status and perceived parental support correlated positively with achievement and searching moratorium trajectories and negatively with diffused and undifferentiated trajectories. Foreclosed adolescents perceived their parents as the most engaged. Trajectories characterized by high reconsideration of commitment also correlated the most with perceived parental interference. The results bring forward valuable insights into the role parents play in their adolescents’ educational identity development.

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Section: Educational Identitymentioning

confidence: 81%

The Role of Parental Socio-Economic Status and Perceived Career-Related Behaviors in Developmental Trajectories of Educational Identity in Adolescence: A Four-Wave Study

2023

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“…The ability of individuals to achieve specific goals is conditioned by their personal resources, which are defined as traits that enable them to deal with adverse life events and stressful situations [ 40 , 41 , 42 ]. These traits include potency [ 43 ], which is defined as self-control, self-confidence, and as trusting in society and social support.…”

Section: The Framework Of the Proposed Modelmentioning

confidence: 99%

“…These traits include potency [ 43 ], which is defined as self-control, self-confidence, and as trusting in society and social support. Unlike self-efficacy, self-esteem, and resilience, which refer mainly to a person’s intrapersonal resources and are manifested through a sense of mastery, the concept of potency beyond its self-centered focus concerns the individual’s commitment to a social environment that is perceived as basically meaningful, predictable, and moral [ 41 ]. In addition, the concept of moral disengagement explains risk and health risk behaviors as part of the model.…”

Section: The Framework Of the Proposed Modelmentioning

confidence: 99%

“…Individuals with high potency (i.e., high self-confidence, a heightened sense of control, and belief in the existence of a just and supportive society) will be motivated and cognitively tuned to supporting the victim actively. Such support is shaped by their potency [ 41 ], will help them to maintain their future potency, especially in relation to their view of society, and will presumably restore peace, plausibly identified as a resource [ 32 ]. In this regard, especially if individuals have social support, they can actively confront the perpetrator or call for external assistance [ 17 ].…”

Section: The Framework Of the Proposed Modelmentioning

confidence: 99%

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Health and Risk Behaviors of Bystanders: An Integrative Theoretical Model of Bystanders’ Reactions to Mistreatment

Itzkovich¹,

Barhon²,

Lev–Wiesel

2021

IJERPH

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This article constructs a comprehensive theoretical model that outlines bystanders’ emotional and behavioral responses to the mistreatment of adolescent peers. The model captures bystanders’ risk and health risk behaviors, which have been overlooked in the context of their reactions; when addressed at all in connection with bystanders of bullying among adolescents, they have been treated separately. Here, we present bystanders’ emotional and cognitive reactions and their impact on bystanders’ responses including a set of responses that demonstrate risk and health risk behaviors that are directed to the bystander as a victim by proxy. The theoretical framework is the conservation of resources theory, which posits that personal resources (i.e., potency and moral disengagement) and social resources impact the process that leads to bystanders’ reactions. Previous models have overlooked the integrative viewpoint of bystanders, and comprehensive models that explain bystanders’ behavioral and emotional responses have received little attention especially with regards to adolescents. Two recent models overlooked core features embedded in the current model, including the risk and health risk behaviors that it integrates. The proposed model presents a novel and more comprehensive view of bystanders’ reactions and the process underlying these reactions. It integrates existing knowledge embedded in other existing models. At the same time, this perspective indicates the centricity of potency as a key resource that dictates the emotional response and behaviors of bystanders. This potentially allows for new applications in the mitigation of adverse impacts that follow the witnessing of mistreatment. The article discusses these applications, which are based on previous findings, their implications for practice, and directions for future empirical research necessary to validate the model.

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“…These individual resources enable individuals to cope with adverse life events and stressful situations [24,25]. In the framework of teacher mistreatment, gender and EI are considered resources that can help, or prevent, individuals from acquiring additional resources.…”

Section: Introductionmentioning

confidence: 99%

A Gender-Focused Prism on the Long-Term Impact of Teachers’ Emotional Mistreatment on Resilience: Do Men and Women Differ in Their Quest for Social-Emotional Resources in a Masculine Society?

Dolev¹,

Itzkovich²,

Katzman³

2021

Sustainability

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As a personal resource, resilience enables individuals to cope with stressful life events and to adapt to diverse situations. In the framework of Conservation of Resource (COR) theory, the current study investigates whether personal and social resources, namely emotional intelligence (EI) and gender, can contribute to resilience for individuals who experienced teacher mistreatment as adolescents. Our findings show that men and women differ in their baselines concerning mistreatment and emotional intelligence. Individual resources in the form of EI and social resources, and particularly gender, affect resilience. Moreover, gender and the Use of Emotion (UOE) facet of EI interact in their contribution to resilience. These findings provide better insights into the interrelationships between the diverse resources affected by past teacher mistreatment. An enhanced understanding can help us mitigate teacher mistreatment and promote more socially sustainable communities that are just and equitable, and support the emotional and social growth and resilience of its members

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Caring about Tomorrow: the Role of Potency, Socio-Economic Status and Gender in Israeli Adolescents’ Academic Future Orientation

Cited by 8 publications

References 86 publications

The Role of Parental Socio-Economic Status and Perceived Career-Related Behaviors in Developmental Trajectories of Educational Identity in Adolescence: A Four-Wave Study

The Role of Parental Socio-Economic Status and Perceived Career-Related Behaviors in Developmental Trajectories of Educational Identity in Adolescence: A Four-Wave Study

Health and Risk Behaviors of Bystanders: An Integrative Theoretical Model of Bystanders’ Reactions to Mistreatment

A Gender-Focused Prism on the Long-Term Impact of Teachers’ Emotional Mistreatment on Resilience: Do Men and Women Differ in Their Quest for Social-Emotional Resources in a Masculine Society?

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