Work Valence as a Predictor of Academic Achievement in the Family Context
academic achievement and interest; career development; career development; children; experiences; fit indexes; involvement; linkage hypothesis; parents; Psychology; role-models; socialization; students; transmission; work valence
This study asserts a theoretical model of academic and work socialization within the family setting. The presumed associations between parents' work valences, children's work valences and valence perceptions, and children's academic interest and achievement are tested. The results suggest that children's perceptions of parents mediate the relationship between parents' and children's self-reported work valences and children's work valences are, in turn, associated with academic interest and achievement. The results also demonstrate the moderating role of gender, with an indication of parental socialization to work occurring within same-sex parent-child dyads that is not reflected in cross-sex dyads. Implications and limitations of this study are discussed with a special emphasis on the relatively weak association between parents' self-reported work valence and their children's perception of them.
Porfeli E; Ferrari L; Nota L
Journal of Career Development
2013
2013-10
Journal Article
<a href="http://doi.org/10.1177/0894845312460579" target="_blank" rel="noreferrer noopener">10.1177/0894845312460579</a>
Life designing: A paradigm for career construction in the 21st century
adaptability; boundaryless; Career construction; Life design; Narrative therapy; Psychology
At the beginning of the 21st century, a new social arrangement of work poses a series of questions and challenges to scholars who aim to help people develop their working lives. Given the globalization of career counseling, we decided to address these issues and then to formulate potentially innovative responses in an international forum. We used this approach to avoid the difficulties of creating models and methods in one country and then trying to export them to other countries where they would be adapted for use. This article presents the initial outcome of this collaboration, a counseling model and methods. The life-designing model for career intervention endorses five presuppositions about people and their work lives: contextual possibilities, dynamic processes, non-linear progression, multiple perspectives, and personal patterns. Thinking from these five presuppositions, we have crafted a contextualized model based on the epistemology of social constructionism. particularly recognizing that an individual's knowledge and identity are the product of social interaction and that meaning is co-constructed through discourse. The life-design framework for counseling implements the theories of self-constructing [Guichard, J. (2005). Life-long self-construction. International Journal for Educational and Vocational Guidance, 5, 111-124] and career construction [Savickas, M. L. (2005). The theory and practice of career construction. In S. D. Brown & R. W. Lent (Eds.), Career development and counselling: putting theory and research to work (pp. 42-70). Hoboken, NJ: Wiley] that describe vocational behavior and its development. Thus, the framework is structured to be life-long, holistic, contextual, and preventive. (C) 2009 Elsevier Inc. All rights reserved.
Savickas M L; Nota L; Rossier J; Dauwalder J P; Duarte M E; Guichard J; Soresi S; Van Esbroeck R; van Vianen A E M
Journal of Vocational Behavior
2009
2009-12
Journal Article
<a href="http://doi.org/10.1016/j.jvb.2009.04.004" target="_blank" rel="noreferrer noopener">10.1016/j.jvb.2009.04.004</a>
My Career Story Universal: a life designing counseling for people with disabilities during COVID-19
Santilli S; Savickas S; Hartung P; Ginevra MC; Di Maggio I; Nota L; Soresi S
Journal Of Applied Research In Intellectual Disabilities
2021
2021-07
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