Validation of the Career‐Related Parent Support Scale Among Chinese High School Students

Abstract

The Career‐Related Parent Support Scale (CRPSS; Turner, Alliman‐Brissett, Lapan, Udipi, & Ergun, 2003) was translated and modified to form the 24‐item Chinese version of the scale. As in the case of the original CRPSS, the Chinese version includes 4 subscales (Instrumental Assistance, Emotional Support, Verbal Encouragement, and Career‐Related Modeling). The Chinese version of the CRPSS was validated in this study with a sample of Hong Kong high school students (N= 677). Reliability analyses showed that the total scale and subscales were internally consistent. The results of the exploratory factor analysis and confirmatory factor analysis suggested that the Chinese version of the CRPSS provided adequate indicators of Chinese adolescents’ perceptions of parent support for their career aspirations.

Effects of a Career Course on Chinese High School Students' Career Decision‐Making Readiness

“…In the same study, healthy family dynamics and secure attachment with parents were also found to be significantly correlated to positive CDSE. Family influence on high school students' career decision‐making processes and self‐efficacy was supported in several studies on Chinese and Korean high school students (Cheng & Yuen, 2012; Kim et al, 2016).…”

“…Finally, because Chinese parents play a significant role in their children's career choices, they need to be included in intervention programs (Cheng & Yuen, 2012). Despite their good intentions, not many parents know how to help their children make appropriate career decisions.…”

Measurement of Career-specific Parental Behaviors Perceived by Czech Adolescents

“…Empirical studies have shown that the cognitive, affective, and behavioral factors of parenting are important prerequisites for the career development of adolescents (Bryant, Zvonkovic, & Reynolds, 2006). 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).…”

Construção e análise das propriedades psicométricas da escala de envolvimento parental na decisão vocacional (EEPDV)

“…A escala foi construída com base na literatura da área de Orientação Profissional (Araújo et al, 2012;Bryant et al, 2006;Bardagi et al, 2012;Cheng & Yuen, 2012;Turner et al, 2003;Whiston & Keller, 2004), tendo sido elaborados inicialmente 18 itens compondo as seguintes dimensões: Apoio à tomada de decisão vocacional (seis itens que se referem a atitudes ou comportamentos parentais que transmitem ao adolescente a ideia de que seus pais se interessam pelo processo de tomada de decisão vocacional, incentivando a autonomia e oferecendo apoio); Apoio à exploração vocacional (quatro itens que se referem a atitudes ou comportamentos parentais que visam estimular os filhos a obterem informações vocacionalmente relevantes ou procurarem recursos que ajudem na tomada de decisão vocacional); e Intrusividade na tomada de decisão vocacional (quatro itens que se referem a comportamentos parentais que visam de algum modo influenciar diretivamente a escolha profissional dos filhos, seja por imposição explícita ou promovendo sentimentos de culpa em relação à escolha). Após essa etapa, foi realizada uma avaliação por três juízes que julgaram a pertinência dos itens às dimensões postuladas, chegando-se a um total de 14 itens.…”