From Childhood to Adulthood: A 15‐Year Longitudinal Career Development Study

Abstract

In 1987, 208 second graders were interviewed about their occupational aspirations and expectations, school likes and dislikes, educational plans, and other variables. They were reinterviewed every 2 years through senior year in high school. A 5-year post-high school follow-up was conducted, and 35 young adults (23 years old) from the original sample completed a detailed questionnaire. Young adults reported significantly less career direction and preparation in high school than they did as seniors in high school. Comparisons between 3 generations within the same families were conducted on educational and occupational achievement. The importance of teachers and parents in children's career development is discussed.

Socioeconomic Disadvantage and Children’s Behaviour Problems: the Role of Early Aspirations

“…Perhaps the most extensively researched predictors of adolescents' aspirations, however, are gender and ethnicity. Research in the UK and US shows clear gender differences, whereby girls tend to have 'higher' aspirations than boys as well as greater motivation for school (Schoon, 2001), whereas boys tend to be more adventurous in their dreams, more confident in their abilities, and more likely to aspire to unusual jobs (Helwig, 2008). Nonetheless, there are also gender similarities.…”

Reasons for avoidance of vocational education in Jordan

“…This requires that students should understand that life is not all about academic studies in addition to the necessity of understanding the relationship between their life ability and the vocational attitudes they follow. Hence appears the necessity of the curriculum working on getting the students to be aware of their abilities and interests so as to be realistically guided (Helwig, 2008;Freihat, 2000).…”

El papel del profesorado en la toma de decisiones académico y profesionales del alumnado = Teacher role on student’s academic and vocational decisions making

“…Por otro lado, la influencia de los docentes puede ser indirecta, mediada por otras variables como el rendimiento académico y el currículo (Bojuwoye y Mbanjwa, 2006;Jackson, Kacanski, Rust y Beck, 2006;Sax y Bryant, 2006). El ambiente escolar, el currículo, los niveles de desempeño académico, las expectativas de los maestros y la relación pedagógica, se relacionan con la toma de decisiones, las aspiraciones y las creencias (Cortés, 2009;Helwig, 2004Helwig, , 2008Kuijpers, Meijers y Gundy, 2011;Pinto, Taveira y Fernandes, 2003;Sax y Bryant, 2006;Tien, Wang y Liu, 2009). …”

“…Esta influencia no deliberada del profesorado se refiere a los comportamientos, actitudes y acciones sin intencionalidad en términos de desarrollo vocacional o de carrera, pero con impacto en este dominio (p.e., Abreu, 1996Abreu, , 2001Bright, Pryor, Wilkenfeld y Earl, 2005;Ferreira, Nascimento y Fontaine, 2009;Helwig, 2004Helwig, , 2008Núñez del Río y Abad, 2009;Pinto, Taveira y Fernandes, 2003). Como docentes, influyen por su perfil profesional, sus competencias, su experiencia y sus actividades.…”