Parent and Adolescent Perceptions of Adolescent Career Development Tasks and Vocational Identity

Abstract

We tested differences and overlap in adolescent and parent perceptions of adolescent career development tasks (career planning, exploration, certainty, and world-of-work knowledge) and vocational identity. We found that, for adolescents (N = 415), career development tasks (not career exploration) explained 48% of the variance in vocational identity; for parents (N = 415) this was 38% (not world-of-work knowledge). Parent perceptions of career development tasks did not explain additional variance in adolescent vocational identity. There were moderate correlations between adolescent and parent perceptions of career development tasks and vocational identity, suggesting meaningful, but not substantial, congruence of perceptions. The findings provide useful insights into the understanding of, and relationship between, parent and adolescent perceptions of adolescent career development tasks and vocational identity, which suggest avenues for interventions with adolescents and parents.

Aspirations held by young adults with intellectual disabilities and their mothers

“…Career development is a lifelong process of constructing a future that begins in early childhood when children look to their parents as role models and for guidance (Rogers et al., 2018; Super, 1990; Watson & McMahon, 2017). Careers are constructed over time and in context and comprise many roles including paid and unpaid work, learning, familial, and leisure roles (Patton & McMahon, 2014).…”

“…Conversations about what young people will do when they leave school begin in childhood (Watson & McMahon, 2017), with, for example, the question “what do you want to do when you grow up?”. Through these conversations and other mechanisms, parents are an important influence on the career decisions of young people (Rogers et al., 2018; Young et al., 2007), and this is also likely to be the case for individuals with intellectual disability, given the ongoing roles families play in decision-making (Curryer et al., 2015).…”

The Difference of KTSP and Kurikulum 2013 Implementation, Family Environment Toward Career Choosing Readiness

“…A negative tcount score means that the average value of the less supportive family environment is less than the average value of the supportive family environment. This difference is Rogers, Creed, and Praskova (2016) research which states that it needs for interaction between parents and students in determining career choices. Parents who have higher education, higher expectations, greater involvement in their lives, will influence the development of a child's career (Hou & Leung, 2011).…”

TheMy Children’s Future Scale: Construct validity, measurement invariance, and reliability in a Turkish sample

“…Several studies have highlighted the importance of examining parent and adolescents’ perceptions simultaneously (Ginevra et al., 2015; Rogers et al., 2018), although researchers in Turkey have mostly examined adolescent perceptions of their parents’ support (Hamamcı et al., 2013; Karacan-Özdemir & Yerin Güneri, 2017; Öztemel, 2012). No studies have been conducted examining parental support and approaches towards their children’ career development.…”