Personal and Social Contextual Influences on Career Decision Making Difficulties of Chinese High School Adolescents
Other conference paper


摘要1. Objectives or purposes
The main purpose of this study is to explore the contributions of social contextual variables (i.e., gender, age, grade level, socioeconomic status) and personal-level variables (interest-related and competency-related variables) to career decision-making difficulties of Chinese High school adolescents in Hong Kong.

2. Perspective(s) or theoretical framework
Theories and research on career development have placed a strong emphasis on understanding how personal-level variables affect vocational behavior. For instance, career theories have postulated on how self-concept, self-efficacy, and personal traits such as interest, values, and personality influence career choice and development (see Leung 2008 for a review). Research studies based on the trait-factor and person-environment (P-E) models showed that a good P-E fit was associated with work satisfaction and motivation, better physical and psychological health, and positive outcomes on well-being. Conversely, low P-E fit was found to be associated with job stress, anxiety, absenteeism and turnover (Holland, 1996; Tinsley, 2000).

There are, however, theories and models of career development that argue for the salience of contextual variables in understanding career behavior (e.g., Gottfredson, 1996; Leung, 1995; Novakovic and Fouad, 2012). These models
attempted to extend and integrate intra-individual factors in the wider social contexts in explaining career development and choices. These social-contextual factors refer to structural variables such as age, gender, race, ethnicity, and family’s socioeconomic status that are beyond the control of an individual. Social-contextual factors and personal-level factors interacted in wider social structures in a dynamic fashion shaping career development outcomes.

Difficulties in career decision-making have been used in the literature as important career development outcomes. In this study, it was hypothesized that (1) in accordance with the theoretical arguments of contextual models of career development, the career decision-making difficulties of Chinese high school students should vary according to key demographic characteristics (gender, socio-economic status; (2) on top of social-contextual factors, personal factors, including interest-related and competency-related variables affect career decision-making difficulties; and (3) the effects of contextual variables are stronger than those of personal-level variables, given the salience of a collectivistic values in Chinese communities (Leung et al., 2011).
著者Leung S.A., Lee T.L.T, Cheng Y.L.G.
會議名稱The 2017 Annual Meeting of American Educational Research Association
會議地點San Antonio, Texas

上次更新時間 2018-22-01 於 09:19