Association among Parent-Teacher Relationship, Autonomy Support, and Career Development of High School Students across School Types

Autor/inn/en	Xu, Rui; Deng, Linyuan; Fang, Xiaoyi; Jia, Jichao; Tong, Wei; Zhou, Hanfang; Guo, Ying; Zhou, Hui
Titel	Association among Parent-Teacher Relationship, Autonomy Support, and Career Development of High School Students across School Types
Quelle	In: Journal of Career Development, 50 (2023) 3, S.595-611 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Rui) ORCID (Deng, Linyuan) ORCID (Fang, Xiaoyi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-8453
DOI	10.1177/08948453221123629
Schlagwörter	Parent Teacher Cooperation; High School Students; Career Development; Parent Role; Teacher Role; Grade 10; Personal Autonomy; Predictor Variables; Vocational Schools; Foreign Countries; Institutional Characteristics; High Schools; Gender Issues; Career Planning; Training; Job Search Methods; Goal Orientation; China (Beijing) + Suchen Sie Ihr Suchwort? Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Berufsentwicklung; Parental role; Elternrolle; Lehrerrolle; Individuelle Autonomie; Prädiktor; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Ausland; Geschlechterfrage; Karriereplanung; Ausbildung; Arbeitsplatzsuchtheorie; Zielorientierung; Zielvorstellung
Abstract	The parent-teacher system is influential in promoting students' career development. Guided by the systems theory framework of career development and spillover theory, this study examined the direct association between parent-teacher relationships and high school students' career development. Furthermore, it analyzed the indirect effect of parent-teacher relationship on career development through parents' and teachers' support for students' autonomy and the moderating role of the type of school. Data analyses were conducted on 1,452 students (46.5% males) in Grade 10 (aged approximately 15-16 years) from an academically oriented high school (53.0%) and a vocational high school (47.0%) in Beijing. The students completed questionnaires on the parent-teacher relationship, parent autonomy support, teacher autonomy support, and career development. The results indicated that the parent-teacher relationship predicted career development directly as well as indirectly through parent autonomy support. Moreover, there was no difference in the results of the structural equation model analysis among students in academically oriented and vocational high schools. Last, further implications and limitations are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01