Intrapersonal, Social, Environmental-Societal Influences and Career Development Learning during Childhood

Autor/in	Maria, Sgaramella Teresa
Titel	Intrapersonal, Social, Environmental-Societal Influences and Career Development Learning during Childhood
Quelle	In: British Journal of Guidance & Counselling, 50 (2022) 3, S.413-424 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0306-9885
DOI	10.1080/03069885.2021.1988902
Schlagwörter	Foreign Countries; Elementary School Students; Middle School Students; Career Development; Social Influences; Family Environment; Educational Environment; Metacognition; Identification (Psychology); Learning; Italy + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Berufsentwicklung; Sozialer Einfluss; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lernen; Italien
Abstract	Recent trends in developmental psychology and developmental systems theory have opened child career development learning (CCDL) to new perspectives. This study adopts a Systems of Influences perspective with the aim of highlighting the development of systems of influences characterising students attending an Italian primary and middle school. Two levels of analysis emerged, addressing (1) the ability to identify influences and (2) the self and social awareness characterising the personal systems of influences developed by participants. This study underscores the relevance of a diachronic and systemic perspective in understanding age-specific systems of influences and their meaning for CCDL and related educational actions. It also provides insights into the meaning of the current complex challenges associated with the COVID-19 pandemic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01