心理学
比例(比率)
适应性
职业发展
认知信息处理
职业咨询
应用心理学
自我效能感
心理测量学
医学教育
社会心理学
临床心理学
管理
医学
物理
量子力学
经济
作者
Anna Parola,Jenny Marcionetti,Lawrence P. W. Wong
标识
DOI:10.1177/10690727241256285
摘要
Teachers have a key role in adolescents’ career development. Nevertheless, few studies examined their effect on career outcomes. The present study has two objectives. First, to test the factorial structure of the Italian version of the Career-related Teacher Support Scale (CRTSS) with Italian adolescents. Second, to test how career-related teacher support leads to career decision self-efficacy through career adaptability. In Study I, 469 adolescents were asked to complete the CRTSS. A first-order model, a second-order model (hierarchical), a bi-factor model (hierarchical), and a single-factor model were compared to check the best model solution. Additionally, the measurement invariance was examined across male and female. Results reveal the superiority of the second-order (hierarchical) model and the invariance between males and females. In the Study II took part 228 adolescents. A structural equation modeling approach assessed the relationship between career-related teacher support, career adaptability and career decision self-efficacy. A mediation model showed a significant indirect effect of career-related teacher support on decision self-efficacy through career adaptability. Practical implications for interventions were discussed.
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