Parental Involvement and Adolescents' Career Goal Pursuit during the Post-School Transition

Autor/inn/en	Dietrich, Julia; Salmela-Aro, Katariina
Titel	Parental Involvement and Adolescents' Career Goal Pursuit during the Post-School Transition
Quelle	In: Journal of Adolescence, 36 (2013) 1, S.121-128 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0140-1971
DOI	10.1016/j.adolescence.2012.10.009
Schlagwörter	Motivation; Adolescents; Career Development; Parent Participation; Career Choice; Foreign Countries; High School Students; Graduation; Occupational Aspiration; Goal Orientation; Affective Behavior; Stress Variables; Correlation; Finland + Suchen Sie Ihr Suchwort? psychologische; Motivation (psychologisch); Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Berufsentwicklung; Elternmitwirkung; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Abschluss; Graduierung; Berufsneigung; Berufsziel; Zielorientierung; Zielvorstellung; Affective disturbance; Active behaviour; Affektive Störung; Korrelation; Finnland
Abstract	This study investigated adolescents' and parents' co-regulation of career-related goals during the post-school transition. Finnish adolescents (N = 807, 49% female) were assessed twice in high school and once after graduation. It was examined how their career goal motivation (autonomous vs. controlled) and appraisals (goal attainability, effort, progress, and stress) interact with their perceptions of parents' career-related involvement (support and lack of engagement) during the transition. Moreover, the role of perceived parental warmth for the co-regulation of career-related goals was assessed. The results showed that both perceived career-specific parental involvement and warmth were associated, albeit weakly, with goal-related stress three years later. This link was mediated by controlled career goal motivation. (Contains 1 figure and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10