The perceived influence of role models and early career development in native and migrant youth
Valero, D., Keller, A. C., & Hirschi, A. (2019). The Perceived Influence of Role Models and Early Career Development in Native and Migrant Youth. Journal of Career Development, 46(3), 265-279. doi:10.1177/0894845318763905
Abstract
Role models provide youth with valuable information on how to pursue their career goals. However, whether the presence of role models is related to career development beyond social support has not been sufficiently addressed. We investigated how perceived role model influence and social support were related to goal engagement among 191 students and to work engagement among 500 apprentices, and whether these effects were mediated by occupational self-efficacy. We further examined differences between native and migrant youth. Data were analyzed using multi-group structural equation modeling. Our results suggested that engagement was related to role model influence beyond its relationship with social support among students and apprentices. However, this relationship was not found for migrant students. There were no significant indirect effects of role model influence on engagement via self-efficacy among students and apprentices. Our results suggest that role models should be acknowledged as a distinct facilitator of adolescents’ work-related engagement.
Keywords: role models, engagement, social support, migrant youth
Career adaptability development in adolescence: Multiple predictors and effects on sense of power and life satisfaction
Hirschi, A. (2009). Career adaptability development in adolescence: Multiple predictors and effects on sense of power and life satisfaction. Journal of Vocational Behavior, 74(2), 145-155. doi:10.1016/j.jvb.2009.01.002
Abstract
This longitudinal panel study investigated predictors of career adaptability development and its effect on development of sense of power and experience of life satisfaction among 330 Swiss eighth graders. A multivariate measure of career adaptability consisting of career choice readiness, planning, exploration, and confidence was applied. Based on Motivational Systems Theory four groups of predictors were assessed: positive emotional disposition, goal decidedness, capability beliefs and social context beliefs. Influence of gender, age, immigration background, parental educational level, and college-bound or vocational edu cation plans were also assessed. Perceived social support and positive emotional disposi tion, non-immigration background, and continuing to vocational education were single significant predictors of more career adaptability development over the school year. Sup porting the connection of career adaptability and positive youth development, increase in career adaptability over time predicted increase in sense of power and experience of life satisfaction.