Compromises in Adolescents' Occupational Aspirations and Expectations from Grades 8 to 10

Armstrong, Patrick Ian; Crombie, Gail

doi:10.1006/jvbe.1999.1709

Cited by 112 publications

(81 citation statements)

References 17 publications

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“…Expectations of goal realization are found to remain stable between early to mid adolescence (Malmberg, Ehrman & Lithén, 2005), while confidence in goal attainability increases from mid-adolescence onwards (Nurmi, 1994). Finally, in one study over the course of a year, occupational aspirations were shown to be brought in line with (more realistic) expectations (Armstrong & Crombie, 2000). This suggests that with age, adolescents may adjust their goals, increasing realistic chances of goal attainment within the context of current opportunities and limitations.…”

Section: Processesmentioning

confidence: 83%

Adolescent goal content and pursuit: A review of the literature from the past 16 years

Massey

Gebhardt

Garnefski

2008

Developmental Review

213

219

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a b s t r a c tThe aim of this article is to provide an overview and discussion of the literature from various areas of psychology on adolescent goal content and pursuit since the publication of Nurmi's review in 1991. Ninety-four studies were identified which incorporated a measure of adolescent goal content/processes. We explore and discuss the theories employed in these studies, methods of goal measurement, and the findings presented in the studies. Adolescent goal content and pursuit appear to be influenced by various sociodemographic and psychological factors. In turn, goal content, goal pursuit and (un)successful goal attainment are related to adolescent behavior, health and well-being. Limitations and suggestions for further research are discussed.

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Section: Processesmentioning

confidence: 83%

Adolescent goal content and pursuit: A review of the literature from the past 16 years

Massey

Gebhardt

Garnefski

2008

Developmental Review

213

219

View full text Add to dashboard Cite

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“…Finally, in adolescence, occupational aspirations represent the joint product of an individual's assessment of job compatibility and accessibility. Evidence for the circumscription and compromise model is substantial, both in longitudinal studies spanning 10 years or more (e.g., Helwig 2008;Lee and Rojewski 2009) and in shorter longitudinal studies (e.g., Armstrong and Crombie 2000). Some stages, however, seem more prolonged than depicted by Gottfredson, especially for boys (Helwig 1998a), and the evidence for children to think more gender-stereotypical with age is inconsistent (Helwig 1998b).…”

Section: Life-span and Developmental Approachesmentioning

confidence: 96%

Study choice and career development in STEM fields: an overview and integration of the research

Tuijl

Molen

2015

Int J Technol Des Educ

128

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Although science, technology, engineering and mathematics (STEM) study paths and STEM work fields may be relatively difficult and therefore not appropriate for everyone, too many children prematurely exclude STEM-related study and work options, based on negative images of the field or negative ability beliefs. In the present article, we provide an overview of the literature from different research perspectives that shows that study choice and career decisions made by young adults have their roots in earlier in childhood. In our view, the literature reviewed points to three interrelated factors that are important in the study choice and career development of children aged 8-16: knowledge, affective value, and ability beliefs and self-efficacy building. Based on this review, we argue that knowledge of the STEM field, and of the self in STEM activities, and parents' and teachers' knowledge of the early circumscription processes of children aged 8-16 needs to be broadened. Also, negative and often-stereotypical affective values adhered to STEM study choices or careers among parents and teachers need to be countered. With regard to ability beliefs, we argue that we should focus more attention on turning pupils' entity beliefs into incremental ones.

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“…Entrepreneurship education is believed to raise interest in entrepreneurial careers by transferring basic entrepreneurial knowledge and motivation (Huber et al, 2014;Peterman and Kennedy, 2003;Sánchez, 2013), by shaping critical aspects of an individual's occupational self-concept (Armstrong and Crombie, 2000), and by boosting post-school entrepreneurial learning (Cunha and Heckman, 2007;Huber et al, 2014). (Baker et al, 2005;Douglas and Shepherd, 2002;Eisenhauer, 1995;Lévesque et al, 2002).…”

Section: Theory Developmentmentioning

confidence: 99%

Outcomes of entrepreneurship education: An institutional perspective

Walter

Block

2016

Journal of Business Venturing

313

226

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Drawing on institutional theory and the model of entrepreneurial action, we build and test a multilevel model on the outcomes of entrepreneurship education. Essentially, we suggest that entrepreneurship education has stronger relationships with subsequent entrepreneurial activity in seemingly entrepreneurship-hostile institutional environments. Findings from 11,230 individuals in 32 countries support this notion. The results have implications for researchers and practitioners in the field of entrepreneurship education.

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Compromises in Adolescents' Occupational Aspirations and Expectations from Grades 8 to 10

Cited by 112 publications

References 17 publications

Adolescent goal content and pursuit: A review of the literature from the past 16 years

Adolescent goal content and pursuit: A review of the literature from the past 16 years

Study choice and career development in STEM fields: an overview and integration of the research

Outcomes of entrepreneurship education: An institutional perspective

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