Ortal Slobodin, Tzvia Samuha, Adi Hannona-Saban, Idit Katz
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引用次数: 0
Abstract
Although choosing a high school major is often adolescents’ first significant career decision, little is known about the factors that enable adolescents to choose a high school major autonomously (i.e., a major that reflects their values and preferences) or the familial and individual constellations that affect this decision. The current study examined the mediating role of adolescents’ identity processing style in the association between perceived parental need support and adolescents’ level of autonomous motivation when choosing their high school major. Second, we examined whether these proposed relationships differed for gender-stereotyped and non-stereotyped fields. The sample was composed of 571 9th -grade students (296 boys) who self-reported their perceived parental need support, motivation for choosing a high school major, identity processing style, and their preference for a high school major. Results showed that an informative identity style mediated the relationship between parental need support and adolescents’ autonomous motivation. Gender played a moderating role in this relationship so boys’ autonomous motivation for choosing a non-STEM major was more strongly linked to parental support than girls’ motivation to make a similar choice. In contrast, girls’ autonomous motivation for choosing a STEM major was more strongly related to the provision of parental support than boys. These findings emphasize the importance of nuanced parental need-support considering the students’ gender and major (STEM vs. non-STEM) and the need to promote self-exploration when deciding on a high school major.
期刊介绍：
The field of social psychology spans the boundary between the disciplines of psychology and sociology and has traditionally been associated with empirical research. Many studies of human behaviour in education are conducted by persons who identify with social psychology or whose work falls into the social psychological ambit. Several textbooks have been published and a variety of courses are being offered on the `social psychology of education'', but no journal has hitherto appeared to cover the field. Social Psychology of Education fills this gap, covering a wide variety of content concerns, theoretical interests and research methods, among which are: Content concerns: classroom instruction decision making in education educational innovation concerns for gender, race, ethnicity and social class knowledge creation, transmission and effects leadership in schools and school systems long-term effects of instructional processes micropolitics of schools student cultures and interactions teacher recruitment and careers teacher- student relations Theoretical interests: achievement motivation attitude theory attribution theory conflict management and the learning of pro-social behaviour cultural and social capital discourse analysis group dynamics role theory social exchange theory social transition social learning theory status attainment symbolic interaction the study of organisations Research methods: comparative research experiments formal observations historical studies literature reviews panel studies qualitative methods sample surveys For social psychologists with a special interest in educational matters, educational researchers with a social psychological approach.
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