The role of perceived barriers and relational support in the educational and vocational lives of urban high school students.

Kenny, Maureen E.; Blustein, David L.; Chaves, Anna P.; Grossman, Jennifer M.; Gallagher, Laura A.

doi:10.1037/0022-0167.50.2.142

Cited by 212 publications

(250 citation statements)

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“…En este sentido, una posible explicación a esta influencia es que los amigos son modelos de rol muy accesibles porque se comparten similares intereses y valores. Además, pueden ser mejores fuentes de información académica que los progenitores y juegan un papel importante proporcionando apoyo emocional y reforzando sentimientos de confianza y seguridad (Ali, McWhirter y Chronister, 2005;Dietrich y Kracke, 2009;Kenny et al, 2003;Ma y Yeh, 2010;McWhirter, Torres, Salgado y Valdez, 2007;Schultheiss et al, 2001). Igualmente, en la investigación de Otto (2000) el 80% de los adolescentes indican que hablan seriamente con sus amigos sobre sus planes académicos y el 57% lo hacen respecto a la formación académica necesaria para acceder a la ocupación deseada.…”

Section: Revista Complutense De Educaciónunclassified

“…A diferencia de otros estudios (Ali, McWhirter y Chronister, 2005;Dietrich y Kracke, 2009;Kenny et al, 2003;Ma y Yeh, 2010;McWhirter et al, 2007;Otto, 2000;Schultheiss et al, 2001) los estudiantes afirman sentirse apoyados por sus amigos y amigas en sus decisiones pero indican que no han influido en una decisión que, se vuelve a insistir, es adoptada de forma individual. No obstante, los discursos de los progenitores manifiestan más dudas respecto a la posible influencia del grupo de iguales en la toma de decisiones vocacional.…”

Section: Conclusionesunclassified

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“Esto es lo que me gusta y lo que voy a estudiar”: Un estudio cualitativo sobre la toma de decisiones académicas en bachillerato

Menéndez¹,

Calvo²,

Inda‐Caro³

2016

Rev. Complut. Educ

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"Esto es lo que me gusta y lo que voy a estudiar": Un estudio cualitativo sobre la toma de decisiones académicas en bachillerato ResumenDurante la educación secundaria los estudiantes comienzan a explorar las ocupaciones y expectativas profesionales, forman sus creencias de autoeficacia y consolidan sus intereses académicos. En este contexto, el artículo presenta los resultados de una investigación realizada en el Principado de Asturias para conocer las percepciones y opiniones que tienen los estudiantes de bachillerato y sus progenitores sobre las elecciones académicas realizadas en la educación secundaria, haciendo especial hincapié en los factores contextuales que pueden ayudar u obstaculizar el desarrollo de la carrera. Se ha usado una metodología cualitativa fundamentada en el uso de la técnica del grupo de discusión. Se han organizado cinco grupos de discusión con estudiantes y dos grupos con progenitores. El total de personas que participó en las entrevistas focales fue de 51 estudiantes y de 14 padres/madres. Los resultados obtenidos nos permiten concluir que el bachillerato sigue siendo considerado la puerta de acceso a la universidad y no a la formación profesional de grado superior. También se concluye que los estudiantes fundamentan sus decisiones académicas sobre la base de la preferencia y gusto personal por determinada opciones y esta razón prevalece sobre otras como las salidas profesionales o el rendimiento académico previo. Respecto a la influencia de distintos agentes sociales en el proceso de decisión académica, los resultados son concluyentes al afirmar que el principal apoyo de los estudiantes son sus progenitores, por encima del que perciben encontrar de docentes y grupo de iguales. El artículo finaliza con algunas sugerencias para mejorar la práctica de la orientación educativa en las instituciones de educación secundaria. Palabras clave: educación secundaria, orientación educativa, elección de estudios, análisis de contenido. Mª del Carmen Rodríguez Menéndez et al. Esto es lo que me gusta y lo que voy a estudiar"… 1352 Revista Complutense de EducaciónVol. 27 Núm. 3 (2016) 1351-1368 AbstractDuring high school students begin to explore occupations and professional expectations, form their self-efficacy beliefs and strengthen their academic interests. In this context, the paper presents the results of a research conducted in the Principality of Asturias to know high school students' and their parents' perceptions and opinions about academic choices made in secondary education, with particular emphasis on contextual factors that may help or hinder vocational development. We have used a qualitative methodology based on the use of the focus group. We have organized five focus groups with students and two focus groups with parents. The total number of people who participated in the focus group was 51 students and 14 fathers / mothers. The results obtained allow us to conclude that high school is still considered the gateway to university and not to vocational education and training studies (V...

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Section: Revista Complutense De Educaciónunclassified

Section: Conclusionesunclassified

“Esto es lo que me gusta y lo que voy a estudiar”: Un estudio cualitativo sobre la toma de decisiones académicas en bachillerato

Menéndez¹,

Calvo²,

Inda‐Caro³

2016

Rev. Complut. Educ

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“…Second, an array of psychological factors, including self-initiative, flexibility, purposefulness, and agency, have been associated with favorable outcomes (Blustein, Phillips, Jobin-Davis, Finkelberg, & Roarke, 1997;Bynner, Ferri, & Shepherd, 1997;Pinquart et al, 2003). Third, supportive relationships with others, including the family of origin, supportive and engaged peers, teachers, counselors, coworkers and supervisors, assist youth in making a successful STW transition Bynner et al, 1997;Feij, Whitely, Peiro, & Taris, 1995;Kenny, Blustein, Chaves, Grossman, & Gallagher, 2003). Finally, the STW transition can be facilitated by an educational environment that offers clear and meaningful connection to the world of work and fosters decision-making competencies (Solberg, Howard, Blustein, & Close, 2002;Stern, Finkelstein, Urquiola, & Cagampang, 1997.…”

Section: The Intersections Of Work and Other Ecological Environmentsmentioning

confidence: 99%

Adolescent Work, Vocational Development, and Education

Zimmer‐Gembeck

Mortimer

2006

Review of Educational Research

117

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This review examines contemporary issues in vocational development with emphasis on adolescents' work experiences in social context. Attention is directed to the changing social and cultural context for vocational development, the influence of work experience on adolescent development and educational achievement, and theoretical approaches that guide contemporary studies of vocational development and career maturity. In light of the utility of current theories, new directions are suggested to enhance understanding of adolescent employment, vocational development, and educational pursuits. Social policy initiatives to promote adolescents' exercise of agency and their vocational development are considered. Adolescent Work, Vocational Development, and EducationAlthough working is an integral aspect of most teenagers' lives, little scholarly attention has been given to the developmental consequences of adolescent employment. In this review, we summarize contemporary theoretical and empirical issues, with emphasis on the ways in which adolescent work experience may impact educational, vocational and other domains of development. Integrating our perspectives in lifespan developmental psychology and life course sociology, we address key questions.Our review is informed by Bronfenbrenner's (1979) dictum that multiple arenas of life must be considered in tandem to comprehend any one sphere's influence on human development. As such, the organizing framework for this review is the influence of environment on adolescent development; the many activities that, when considered together, make up the social ecology of adolescent life, and the objective and subjective qualities of adolescents' activities. We start with the macrosystem by providing some socio-historical background on adolescent work. Following this, we address the question, how do the current social and cultural contexts condition adolescent work and the effects of adolescent employment on vocational, educational and other spheres of development? Next, we continue to emphasize the work environment as consequential in adolescents' lives by reviewing what we know about the influence of work on adolescent development, including educational pursuits.Following these discussions of contextual influences, we assess current theories that guide contemporary studies of vocational maturation and career choice processes, and new emergent issues. We ask whether this literature informs our understanding of the impacts of adolescent work and the qualities of work on development. We then address research design issues and directions that are needed to enhance our understanding of adolescent employment and

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“…In terms of college attendance beliefs, researchers report that socioeconomic status and financial considerations are directly related to postsecondary decisions (Bui, 2002;Jackson & Nutini, 2002;Nunez & Cuccaro-Alamin, 1998;Wahl & Blackhurst, 2000). Family support and encouragement also are considered important to career and college planning (Horn & Nunez;Kenny, Bluestein, Chaves, Grossman, & Gallagher, 2003;Tierney et al, 2003;York-Anderson & Bowman, 1991). In addition, beliefs about academic preparation and ability influence postsecondary choices (Horn & Nunez).…”

mentioning

confidence: 99%

A Measure of College-Going Self-Efficacy for Middle School Students

Gibbons

Borders

2010

Professional School Counseling

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Abstract:Many career and educational plans are made well before high school graduation. School counselors' efforts to support these plans are limited by the lack of assessments of middle school students' college-going beliefs. Development of the College-Going Self-Efficacy Scale for middle school students is described in this article. Initial evidence of validity and reliability from three separate studies is reported, and suggestions for using this scale with students are provided.

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The role of perceived barriers and relational support in the educational and vocational lives of urban high school students.

Abstract: and the American Honda Foundation. The data presented, the statements made, and the views expressed are solely the responsibilities of the authors. We gratefully acknowledge and thank Richard F. Haase for statistical consultation.

Cited by 212 publications

References 54 publications

“Esto es lo que me gusta y lo que voy a estudiar”: Un estudio cualitativo sobre la toma de decisiones académicas en bachillerato

“Esto es lo que me gusta y lo que voy a estudiar”: Un estudio cualitativo sobre la toma de decisiones académicas en bachillerato

Adolescent Work, Vocational Development, and Education

A Measure of College-Going Self-Efficacy for Middle School Students

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