Vocational identity flexibility and psychosocial functioning in Italian high school students

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2020-12-02 DOI:10.1080/21683603.2020.1841050

L. Fusco, L. S. Sica, A. Parola, L. Aleni Sestito

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引用次数: 11

Abstract

ABSTRACT Flexibility is considered one of the key resources for a successful adaptation to the world of work. It has also been defined as “the positive side” of career reconsideration process in vocational identity theory. However, previous empirical observations conducted in the Italian context have highlighted the negative relationship between vocational identity flexibility and psychological resources in adolescence. The aim of this study was to examine the relationship between vocational reconsideration dimensions and positive and negative outcomes of psychosocial functioning in a sample of Italian high school students. Structural equation modeling was performed in order to test theoretical hypothesis about the relations between reconsideration dimensions, agency, well-being, internalizing symptoms and externalizing behavior. Results confirmed a general association between vocational identity flexibility and negative psychosocial functioning. The study shows how a better conceptualization of career reconsideration dimensions is needed. Finally, the results warn against an excessive promotion of vocational flexibility among adolescents and encourage high schools to support students in their life design process.

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意大利高中生职业认同弹性与心理社会功能

摘要灵活性被认为是成功适应工作世界的关键资源之一。在职业认同理论中，它也被定义为职业反思过程的“积极面”。然而，先前在意大利背景下进行的实证观察强调了职业身份灵活性与青春期心理资源之间的负面关系。本研究的目的是在一个意大利高中生样本中检验职业反思维度与心理社会功能的积极和消极结果之间的关系。采用结构方程模型，检验关于反思维度、能动性、幸福感、内化症状和外化行为之间关系的理论假设。研究结果证实了职业身份灵活性与消极的心理社会功能之间的普遍联系。这项研究表明，如何更好地对职业反思维度进行概念化。最后，研究结果警告不要过度提倡青少年的职业灵活性，并鼓励高中在学生的生活设计过程中给予支持。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

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期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.