The relation of cultural context and social relationships to career development in middle school

Howard, Kimberly A. S.; Ferrari, Lea; Nota, Laura; Solberg, V. Scott; Soresi, Salvatore

doi:10.1016/j.jvb.2009.06.013

Cited by 50 publications

(70 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It was estimated that approximately 20% of children around the world have mental health problems (World Health Organization, 2003) and several studies have shown increase in the prevalence of depression, anxiety and stress over the years (Center for Epidemiology and Research, NSW, 2004;Newman et al, 1998). Depression in childhood and adolescence should not be underestimated, as it is associated with severe outcomes such as severe behavioral disorders and substance misuse (Howard et al, 2009). Studies also have shown that teenage depression often persists, recurs and continues into adulthood if left untreated (Kovacs, 1989;Fombonne et al, 2001), and psychiatric diagnoses such as mood disorder are one of the primary risk factors of suicide (Cavanagh et al, 2003).…”

Section: Introductionmentioning

confidence: 99%

Stressors in secondary boarding school students: Association with stress, anxiety and depressive symptoms

Wahab

Rahman

Hasan

et al. 2013

Asia-Pacific Psychiatry

View full text Add to dashboard Cite

Introduction: Chronic stress in adolescents may cause physical, mental and emotional health issues which lead to poor outcomes if left untreated. The present study aimed to determine the prevalence of depression, anxiety and stress, and their association with stressors. Methods: A cross-sectional study was conducted among 350 students in a selected boarding school. Two validated Malay version questionnaires were used as instruments, which comprised the 21-item Depression, Anxiety and Stress Scale to assess depression, anxiety and stress level, and Soalselidik Stressor Sekolah Menengah to assess stressors. Results: The prevalence of depression, anxiety and stress were 39.7%, 67.1% and 44.9%, respectively. The highest mean score was 2.3 (Ϯ0.80) for the academic-related stressor. All stressors (academic, interpersonal, intrapersonal, teacher, learning/teaching and social group) had significant association with depression, anxiety and stress (P < 0.001). Multiple regression showed that both the intrapersonal-related stressor and learning/teachingrelated stressor were 2.8-and 2.0-times more likely (adjusted odds ratio [OR] = 2.8 [P < 0.001] and OR = 2.0 [P = 0.002], respectively) to cause depressive symptoms. On the other hand, the interpersonal-related stressor was 2.9-times more likely (adjusted OR = 2.9, P < 0.001) to cause anxiety. The learning/teaching-related and intrapersonal-related stressors were 2.7-and 2.5-times more likely to develop stress (adjusted OR = 2.7 [P < 0.001] and OR = 2.5 [P = 0.001], respectively). Discussion: The possibility of introducing screening for mental health problems among boarding school students needs to be considered and investigated. Addressing the possible stressors and employing healthy coping may help in reducing negative emotional outcomes in these students.

show abstract

Section: Introductionmentioning

confidence: 99%

Stressors in secondary boarding school students: Association with stress, anxiety and depressive symptoms

Wahab

Rahman

Hasan

et al. 2013

Asia-Pacific Psychiatry

View full text Add to dashboard Cite

show abstract

“…Also within the high school they have chosen, after the first two or three years, they may find that they have to make other choices as regards more specific educational courses. This could be related both to higher levels of decision-making but also to greater use of their 'decisional abilities' for important issues (Howard, Ferrari, Nota, Solberg, & Soresi, 2009). Some sort of insecurity about the future and a negative attitude towards the chances of work inclusion, which is becoming widespread in the Italian context (Crespi, 2005), may underlie the idea that the desired occupation is not as likely to be attained.…”

Section: Summary Of the Findingsmentioning

confidence: 99%

A cross-cultural comparison of the self-determination construct in Italian and American adolescents

Ginevra

Nota

Soresi

et al. 2013

International Journal of Adolescence and Youth

Self Cite

View full text Add to dashboard Cite

The functional theory of self-determination ( fSDT) defines and operationalises selfdetermination within a human agentic context. It emerged from research on adolescents with disabilities, however has been increasingly applied to youth without disabilities. While comparability has been evaluated in youth with and without disabilities, it has not been explored across cultures. The purpose of this study was to explore the crosscultural comparability of the fSDT in a sample of Italian and American adolescents. We were specifically interested in examining the universal aspects of the self-determination construct, as well as specific differences in the operationalisation of self-determination across cultures. The findings tentatively suggest that the construct of self-determination is comparable across Italian and American adolescents; however, there are specific differences in the measurement and operationalisation of self-determination across cultures. Directions for future research are discussed.

show abstract

“…Our ILP research found that access to quality career development was associated with the development of a number of important social-emotional learning skills (i.e., resiliency skills) such as goal setting, motivation, and self-efficacy which led to better academic outcomes and stress and health management (Solberg, Howard et al, 2012;). This concept was described in the ASIP monograph , which focused on college persistence as the key outcome and was subsequently applied to college and career readiness among youth populations (Howard, Ferrari, Nota, et al, 2009;Solberg, Carlstrom, Howard, & Jones, 2007;Solberg et al, 2001;Solberg, Howard, Blustein, & Close, 2002Solberg, Phelps, et al, 2012. The empirical foundation for designing career development programs and services is supported by efforts to delineate the key ingredients associated with career development program efficacy (Brown & Ryan-Krane, 2000;Howard, Solberg, Kantamneni, & Smothers, 2008;Whiston, Rossier, & Barón, 2017).…”

Section: Introduce Ideas That Are Responsive To Practitioner Needsmentioning

confidence: 99%

Personal Reflections on a Career Spent Creating and Sustaining Researcher-Practitioner Collaborations

Solberg

2017

Integrating Theory, Research, and Practice in Vocational Psychology: Current Status and Future Directions

View full text Add to dashboard Cite

The relation of cultural context and social relationships to career development in middle school

Cited by 50 publications

References 24 publications

Stressors in secondary boarding school students: Association with stress, anxiety and depressive symptoms

Stressors in secondary boarding school students: Association with stress, anxiety and depressive symptoms

A cross-cultural comparison of the self-determination construct in Italian and American adolescents

Personal Reflections on a Career Spent Creating and Sustaining Researcher-Practitioner Collaborations

Contact Info

Product

Resources

About