Psychosocial Development Factors Associated with Occupational and Vocational Identity Between Infancy and Adolescence

Abstract

The identification with an occupation is a challenge most adolescents face in their transition into adulthood. Psychosocial development theory suggests that adolescents' identification with an occupation develops across the lifespan, making youth work roles, choices, and behaviors products of their integrated psychosocial development experiences. This review examines the existing occupational and vocational identity literature to identify the associations with factors relevant to psychosocial development between infancy and adolescence, and integrates them to provide a more comprehensive understanding of how adolescents identify with an occupation. The review reveals that the factors important to healthy psychosocial development in each of Erikson's five preadult stages largely were predictive of occupational identity status in adolescence. Disagreement was present in the literature, with most of it centered on the role of complex outer and environmental factors. The review highlights gaps in the literature and prioritizes areas for future research based largely on a return to Erikson's intention of treating occupational identity as developmental. The review adds to the current debates and knowledge of youth development and of how adolescents identify with an occupation by providing an integration of the existing empirical evidence not just at the point of adolescence, but also across the entire pre-adult lifespan.

Career Preparedness and School Achievement of Portuguese Children: Longitudinal Trend Articulations

“…The student role is of major importance in childhood (until the 14 years of age), as it sustains the development of work attitudes and routines as well as the awareness of one's abilities and preferences (Super, 1994; Araújo and Taveira, 2009). Their academic path promotes children's development of a sense of industry and identification with teachers who they may perceive as supportive and knowledgeable classroom managers who are concerned with their wellbeing (Erikson, 1963; Di Fabio and Kenny, 2015; Chávez, 2016; Longobardi et al, 2016). In addition, while performing the student role and being subject to its inherent social expectations and formal functioning (Super, 1980), children acquire literacy and numeric skills as well as identify social clues of one's gender, prestige, and capabilities, which are encapsulated in an emerging sense of self (Gottfredson, 1981).…”

“…Evidence has additionally indicated that children's academic achievement is positively related with adult educational level and employment (Ek et al, 2005 ). Still, childhood literacy and numeracy learning difficulties have been shown to contribute, among other factors, to lower self-esteem, weak vocational identity and long-term unemployment (Anyadike-Danes and McVicar, 2005 ; Pasta et al, 2013 ; Chávez, 2016 ). School behavioral problems, weak academic achievement and learning disabilities during childhood seem also to increase the likelihood of school dropout and career indecision in adolescence and long-term unemployment in adulthood (Rojewski, 1996 ; Wiesner et al, 2003 ; Anyadike-Danes and McVicar, 2005 ; Ferreira et al, 2007 ).…”

Process of career identity formation among adolescents: components and factors

“…The importance of career identity for the integrated identity reaches a critical point during adolescence when youth are likely to autonomously project themselves into the future through a feasible occupational path [ 9 ]. In a nutshell without any career identity, integrated identity cannot be achieved, and without an achieved integrated identity, psychosocial transition from adolescence into adulthood is not possible [ 10 ].…”

“…The selection of occupation is necessary to identity achievement during adolescence. The period of adolescence is thus marked by the challenge that adolescents face in regulating their sense of who actually they are and the abilities they have acquired in infancy and childhood [ 10 ].…”

“…The students of the average SEL may experience higher expectations and better career-related exploration [ 21 ]. Chávez reported that peer group membership, integrated self-knowledge, and decision-making abilities play vital roles in the career identity development of individuals [ 10 ].…”