The Role of Career Self-Efficacy on the Effect of Parental Career Behaviors on Career Exploration: A Study on School of Tourism and Hotel Management’ Students

Abstract

This study aims to investigate the impact of parental career behaviors on undergraduate student’s career exploration and the mediating role of career self-efficacy. In the literature it is suggested that some social and individual factors facilitate students’ career exploration. Therefore, parental career behaviors and career self-efficacy is considered as predictors of student’s career exploration attitudes within the scope of the study. In this respect, data which are collected from 405 undergraduate students having an education on tourism and hotel management field by the survey method are analyzed by using the structural equation modeling. The results of the study indicate that parental career behaviors which are addressed support; interference and lack of engagement have a significant effect on student’s career exploration behaviors such as intended-systematic exploration, environment exploration and self-exploration. In addition, it has been found that one of the dimensions of parental career behaviors addressed as a lack of engagement has a significant effect on career self-efficacy levels of students. However, research results indicate that student’s career self-efficacy has a significant effect on only the self-exploration dimension. On the other hand, career self-efficacy has a partial mediating role between lack of engagement attitudes of parents and career exploration behaviors of students.

Career‐Related Parental Processes and Career Adaptability and Ambivalence Among Chinese Adolescents: A Person‐Centered Approach

“…Career‐related parenting practices typically include career‐related support, interference, and barriers to engagement (Dietrich & Kracke, ). Appropriate forms of and an adequate amount of career‐related support from parents (e.g., expressions of interests and concerns, encouragement, instrumental assistance, emotional backing) promote adolescents’ exploring available career options, pursuing career goals, and developing career identities (Kanten et al., ; Li & Kerpelman, ; Sawitri et al., ). In contrast, parental career‐related interference (i.e., parents’ imposing their personal ideas on children's career directions and choices) and internal or external barriers to engagement (i.e., parents’ disinterest in or attributing low importance to children's career developmental issues or parents’ strains in other life domains that may hinder their engagement in children's career development) have been shown to contribute to adolescents’ career ambivalence and/or indecision (Marcionetti & Rossier, ).…”

“…To our knowledge, studies in this field have predominantly used variable‐centered approaches in analyses and examined the unique associations between different parental processes and child career developmental outcomes at the average level (i.e., examining the associations among variables at the entire sample level rather than further classify the entire sample into subgroups ) (e.g., Kanten et al., ; Leung et al., ; Li & Kerpelman, ; Meece et al., ; Sawitri et al., ; Sawitri et al., ; Sawitri et al., ). Although a number of important findings have been obtained from prior research, some questions cannot be addressed by utilizing variable‐centered approaches.…”

“…Promoting career adaptability and avoiding career ambivalence have long been considered as important lifelong pursuits because individuals typically navigate through various career transitions and paths over the life course (Kanten, Kanten, & Yes ßiltas ß, 2016;Zikic & Hall, 2009). Adolescence is a critical stage during which individuals often begin to prepare themselves for the world of work and develop a vocational identity (Lee, Porfeli, & Hirschi, 2016).…”

Measurement of Career-specific Parental Behaviors Perceived by Czech Adolescents

“…Perceived parental support, supportive parental behavior, and the parent-adolescent relationship are important sources and predictors of career decision-making self-efficacy (Garcia, Restubog, Bordia, Bordia, & Roxas, 2015), vocational identity (Tracey, Lent, Brown, Soresi, & Nota, 2006), vocational self-concept (Savickas, 2005), career interests (Turner, Steward, & Lapman, 2004), and career aspirations (Cheng & Yuen, 2011). They are also positively associated with career self-exploration (Kanten, Kanten, & Yeşiltaş, 2016), active career exploration (Noack, Kracke, Gniewosz, & Dietrich, 2010;Neuenschwander, 2008), shaping of career goals (Dietrich & Salmela-Aro, 2013), and selfconfidence and motivation to achieve goals (Ginevra, Nota, & Ferrari, 2015;Garcia, Restubog, Toledano, Tolentino, & Rafferty, 2011). In addition, many studies have found a positive relationship between parental support and career adaptability (Guan et al, 2016(Guan et al, , 2015Hirschi, 2009).…”

Kontribusi Planned Happenstance Skills terhadap Perilaku Eksplorasi Karier Siswa Sekolah Menengah Kejuruan: Peran Mediasi Career Decision Self-Efficacy

“…Siswa SMK yang masih tergolong pada kategori remaja mempunyai tugas perkembangan yang berkenaan dengan identitas karier, seperti melakukan perencanaan ataupun eksplorasi terhadap berbagai kemungkinan karier yang akan dikerjakannya (Erikson, 1963). Seorang siswa harus memulai mengeksplorasi kariernya sedini mungkin ketika mereka berada di sekolah menengah (Knight, 2015), tujuannya adalah agar ia bisa menyiapkan diri, mengetahui kemungkinan dan kesempatan serta agar dapat beradaptasi pada keadaan yang tidak terduga (Kanten et al, 2016).…”