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Behavioral Sciences
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External Influences in Adolescents’ Career Development
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External Influences in Adolescents’ Career Development

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Developmental Psychology".

Deadline for manuscript submissions: 31 December 2024 | Viewed by 20674

Special Issue Editor

Dr. Anna Parola

E-Mail Website
Guest Editor
Department of Humanities, University of Naples Federico II, Via Porta di Massa 1, 80133 Naples, Italy
Interests: youth development; career development; career indecision; career guidance
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Making career choices represents one of the most demanding developmental tasks for adolescents. An emerging area within developmental and educational psychology is attention to external influences in the career development process. Educational systems, family, and peers play a crucial role in the decision-making processes. Teacher career-related support is defined as the supportive behavior of teachers towards students concerning career decisions. Adolescents spend a good part of their time in the classroom, and they should be equipped with the skills needed to successfully cope with the current challenges of the labor market. Moreover, parental career-related behaviors are also associated with adolescents’ career development, with specific evidence in the literature on supportive or interfering behavior. Likewise, central to the family system is sibling behavior, which is still little-explored in the literature. Finally, peers also play a significant role in changing the behavior of individuals and decision making regarding careers. Nowadays, other factors might influence career choices; for example, cultures, media influences, and the social acceptability of careers. This Special Issue aims to collect manuscripts that deal with the study of external influences on adolescents' career choices. It also welcomes contributions that propose new measures and interventions, such as career guidance practices, on this topic. Contributions have to follow one of the three categories of papers (article, conceptual paper, or review) of the journal and address the topic of the Special Issue.

Dr. Anna Parola
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • career development
  • career choices
  • teacher career-related support
  • parental career-related support
  • peers behavior

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Published Papers (7 papers)

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Research

13 pages, 458 KiB  
Article
Research on Predicting the Turnover of Graduates Using an Enhanced Random Forest Model
by Min Liu, Bo Yang and Yuhang Song
Behav. Sci. 2024, 14(7), 562; https://doi.org/10.3390/bs14070562 - 4 Jul 2024
Viewed by 932
Abstract
The frequent turnover of college graduates is a key factor leading to the frictional unemployment and structural unemployment of youth, which are important research fields concerned with pedagogy, sociology, and management; however, there is little research on the prediction of college graduates’ turnover. [...] Read more.
The frequent turnover of college graduates is a key factor leading to the frictional unemployment and structural unemployment of youth, which are important research fields concerned with pedagogy, sociology, and management; however, there is little research on the prediction of college graduates’ turnover. Therefore, this study investigated the turnover status of 17,268 college graduates from 52 universities in China, constructed and optimized a random forest model for predicting the turnover of college graduates, and analyzed the influencing mechanism of college graduates’ turnover and the importance of influencing factors. The enhanced random forest model could deal with the unbalanced data and has a higher prediction accuracy as well as stronger generalization ability in predicting the turnover of college graduates. Individual background variables, job characteristic variables, and work environment variables are all important factors influencing whether college graduates resign or not. The top five factors that affect the turnover of college graduates by more than 10% are income level, job satisfaction degree, job opportunities, and job matching degree. The conclusion of this study is conducive to improving the accuracy of turnover prediction, systematically exploring the influencing factors of college graduates’ turnover, and effectively guaranteeing the overall stability of youth employment. Full article
(This article belongs to the Special Issue External Influences in Adolescents’ Career Development)
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14 pages, 1769 KiB  
Article
Factors Affecting Sustainability-Related Career Expectations among Engineering Undergraduates in China: An Empirical Study Based on a Modified College Impact Model
by Wenjing Yuan, Yonghong Ma, Yichu Deng and Xianwei Liu
Behav. Sci. 2024, 14(5), 409; https://doi.org/10.3390/bs14050409 - 14 May 2024
Viewed by 1268
Abstract
The international engineering education community has reached a consensus regarding the need to enhance engineering students’ awareness of and capability to provide sustainable services in their future careers. Based on a modified college impact model, this study analyzed the impacts of curricular emphasis, [...] Read more.
The international engineering education community has reached a consensus regarding the need to enhance engineering students’ awareness of and capability to provide sustainable services in their future careers. Based on a modified college impact model, this study analyzed the impacts of curricular emphasis, curricular instruction, and sustainability-related career self-efficacy on the sustainability-related career expectations of engineering students and investigated the moderating effects of gender on the relationships among the research variables. The results show that both curricular emphasis and curricular instruction have direct positive effects on the sustainability-related career expectations of engineering students; sustainability-related career self-efficacy plays a partial mediating role in this process; and gender significantly moderates the influence of curricular emphasis and curricular instruction on sustainability-related career expectations. The findings of this study provide empirical evidence that can be used by higher education institutions and engineering educators to enhance the belief of engineering students in their ability to solve sustainability-related issues in their future careers and promote the diversification of engineering education. Full article
(This article belongs to the Special Issue External Influences in Adolescents’ Career Development)
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14 pages, 277 KiB  
Article
The Influence of Personal Evaluation and Social Support on Career Expectations of College Students
by Rui Wang, Mengru Wang and Georgi V. Georgiev
Behav. Sci. 2023, 13(12), 992; https://doi.org/10.3390/bs13120992 - 30 Nov 2023
Viewed by 1992
Abstract
This study aimed to investigate the factors influencing career expectations, determine the influence of college students’ personal ability on personal evaluation in the process of gaining employment, and further explore the impact of personal evaluation and social support on career expectations. This study [...] Read more.
This study aimed to investigate the factors influencing career expectations, determine the influence of college students’ personal ability on personal evaluation in the process of gaining employment, and further explore the impact of personal evaluation and social support on career expectations. This study used a random sampling method to administer questionnaires to final-year undergraduates majoring in the liberal arts, science, art, and sports at two Chinese universities. Career expectations were positively correlated with satisfaction. The preferred employer for graduates is a school. In selecting a career, college students believed that exerting their talents was most important. Personal evaluations had a significant effect on self-development in career expectations. The level of social support had a significant effect on prestige and welfare stability in career expectations. Full article
(This article belongs to the Special Issue External Influences in Adolescents’ Career Development)
13 pages, 888 KiB  
Article
Career Education Skills and Career Adaptability among College Students in China: The Mediating Role of Career Decision-Making Self-Efficacy
by Xinqiao Liu, Xinyuan Zhang, Yiming Dang and Wenjuan Gao
Behav. Sci. 2023, 13(9), 780; https://doi.org/10.3390/bs13090780 - 19 Sep 2023
Cited by 6 | Viewed by 5561
Abstract
In the past, the shift in career patterns and the unprecedented disruptions caused by events such as COVID-19 have posed notable challenges for job seekers. This holds particularly true for college students who are preparing to enter the workforce. In this context, enhancing [...] Read more.
In the past, the shift in career patterns and the unprecedented disruptions caused by events such as COVID-19 have posed notable challenges for job seekers. This holds particularly true for college students who are preparing to enter the workforce. In this context, enhancing career adaptability plays a vital role in shaping their career development. The primary objective of this research was to investigate the relationship between career education skills and career adaptability among 273 undergraduate students in China. Additionally, the study aimed to explore the mediating effect of career decision-making self-efficacy in shaping this relationship. The findings of the correlation analysis indicate a significant positive correlation between career education skills and career adaptability. Moreover, the results of the mediation model revealed that career education skills significantly contribute to improving career adaptability along with the mediating effect of college students’ self-efficacy in making career decisions. This study suggests that universities should prioritize the development and expansion of career education initiatives. They should not only help establish clear career goals for college students but also cultivate a positive and flexible career outlook to assist them in better adapting to various changes that may arise throughout their career journeys. Full article
(This article belongs to the Special Issue External Influences in Adolescents’ Career Development)
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9 pages, 879 KiB  
Article
Career Calling, Courage, Flourishing and Satisfaction with Life in Italian University Students
by Anna Parola, Andrea Zammitti and Jenny Marcionetti
Behav. Sci. 2023, 13(4), 345; https://doi.org/10.3390/bs13040345 - 20 Apr 2023
Cited by 4 | Viewed by 2095
Abstract
Career calling is defined as a positive resource promoting vocational development and well-being. The present study focuses on the relationships between career calling, courage and two indicators of well-being, i.e., flourishing and satisfaction with life. The sample consisted of 306 Italian university students [...] Read more.
Career calling is defined as a positive resource promoting vocational development and well-being. The present study focuses on the relationships between career calling, courage and two indicators of well-being, i.e., flourishing and satisfaction with life. The sample consisted of 306 Italian university students (118 males and 188 females) ranging from 18 to 30 years of age. A structural equation modeling (SEM) approach with latent variables was adopted. The results showed that courage plays a mediating role between career calling and well-being indicators. In light of these results, suggestions on the practical implications for career interventions to support university students are also addressed. Full article
(This article belongs to the Special Issue External Influences in Adolescents’ Career Development)
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15 pages, 485 KiB  
Article
The Influence of Individual and Contextual Factors on the Vocational Choices of Adolescents and Their Impact on Well-Being
by Stefania Fantinelli, Ciro Esposito, Leonardo Carlucci, Pierpaolo Limone and Francesco Sulla
Behav. Sci. 2023, 13(3), 233; https://doi.org/10.3390/bs13030233 - 7 Mar 2023
Cited by 20 | Viewed by 5191
Abstract
Adolescents who have to make decisions regarding their future career or academic path can be greatly influenced by parental expectations and other individual and contextual factors. The aim of this study is to explore the impact of adolescent–parent career congruence on adolescents’ well-being [...] Read more.
Adolescents who have to make decisions regarding their future career or academic path can be greatly influenced by parental expectations and other individual and contextual factors. The aim of this study is to explore the impact of adolescent–parent career congruence on adolescents’ well-being and future intention to enroll in a university course. The recruitment of participants took place through a combination of convenience sampling and snowball sampling. A sample of 142 high school students who are managing their decisions for the future completed an online questionnaire. Data were analyzed through a path analysis (SEM) with observed variables, and different indices were evaluated to check the model goodness of fit. The data show that congruence with parents’ wishes has a significant effect on academic motivation, work hope and mattering, which in turn have a positive and significant effect on both future intentions to undertake university studies and on the participants’ occupational well-being. In line with past studies, our results demonstrate correlations between adolescent–parent career congruence in career exploration and decision making, pointing out in particular the influence due to complementary congruence with mothers. Furthermore, our study underscores the important role played by both individual and contextual factors in adolescent well-being and intentions for their future. Finally, implications for the practice of vocational guidance practitioners are discussed. Full article
(This article belongs to the Special Issue External Influences in Adolescents’ Career Development)
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14 pages, 297 KiB  
Article
Development and Validation of the Teacher Career-Related Support Self-Efficacy (TCSSE) Questionnaire
by Anna Parola, Marina Pettignano and Jenny Marcionetti
Behav. Sci. 2023, 13(1), 36; https://doi.org/10.3390/bs13010036 - 31 Dec 2022
Cited by 4 | Viewed by 2208
Abstract
Background: Career-related teacher support self-efficacy refers to the teacher’s confidence in his/her own ability to support students’ career choices. To our knowledge, there are neither studies that focus on this topic nor instruments to measure it. Therefore, the current study aimed at developing [...] Read more.
Background: Career-related teacher support self-efficacy refers to the teacher’s confidence in his/her own ability to support students’ career choices. To our knowledge, there are neither studies that focus on this topic nor instruments to measure it. Therefore, the current study aimed at developing and validating an instrument to assess teacher career-related support self-efficacy (TCSSE). Methods: In a multi-step process, items were developed and three studies that involved Italian in-service teachers were conducted. In Study 1 (n = 232), the TCSSE was developed and exploratory factor analysis on the 51 initial items was performed. In Study 2 (n = 294), six factors—Get Ready, Empower Self, Get Curious, Empower Skills, Emotional Support and Instrumental Support (α = 0.885)—across 36 items were tested through confirmatory factor analysis (CFA). In Study 3 (n = 100), the reliability of TCSSE was tested. Results: The EFA performed in Study 1 suggested a six-factor solution with 36 items. The results of Study 2 confirmed the six-factor structure (χ2 (579) = 1387.965, p < 0.001, CFI = 0.964, TLI = 0.961, RMSEA = 0.069), the internal consistency (α = 0.863 for Get Ready, α = 0.857 for Empower Self; α = 0.864 for Get Curious; α = 0.909 for Empower Skills; α = 0.881 for Emotional Support; α = 0.885 for Instrumental Support) and validity of the TCSSE. Finally, in Study 3, the reliability of TCSSE was also confirmed. Conclusion: The TCSSE questionnaire can provide researchers and practitioners with a new and reliable measure to assess teacher career-related support self-efficacy. Suggestions for future studies and practice are also provided. Full article
(This article belongs to the Special Issue External Influences in Adolescents’ Career Development)
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