The relationship between goal orientation and career striving in young adolescents

Abstract

We surveyed 280 students (61% girls; M = 15.3 years) and, in the context of goal setting theory and self-regulation, tested a cross-sectional model in which goal orientation (learning, performance-prove, performance-avoid) was viewed as an antecedent to self-efficacy and outcome expectations, self-efficacy and outcome expectations were tested as antecedents to goal setting, and goal setting tested as an antecedent to career-striving behaviors (exploration, planning). After controlling for educational achievement, learning orientation was directly, positively, associated with self-efficacy and outcome expectations, and indirectly associated with career aspirations, career exploration, and planning; and performance-avoid orientation was negatively associated with self-efficacy. The study demonstrated that goal orientation is an important variable to consider when examining career development in adolescents.

Evaluation of a Goal Orientation Model of Vocational Identity

“…Consistent with previous research (e.g., Creed et al, 2009), both approach orientations were associated with more exploration. We expected a negative association, which is consistent with most previous studies for a range of outcomes (e.g., less confidence in career decision making, less optimism, and lower aspirations; Creed et al, 2009Creed et al, , 2013. The underlying motivations for career exploration might differ for the two approaches (i.e., mastery approach is focused more on personal development and performance approach on demonstrating competence), but these results suggest that both approaches are related to this aspect of vocational identity, likely to the benefit of the individual.…”

“…Performance-avoidance orientation, on the other hand, was unrelated to exploration. We expected a negative association, which is consistent with most previous studies for a range of outcomes (e.g., less confidence in career decision making, less optimism, and lower aspirations; Creed et al, 2009Creed et al, , 2013. However, our finding still reflects a poor outcome for the individual, because it suggests that holding this orientation does not stimulate exploration, which is limiting for the individual (e.g., regarding career engagement and choice, as well as in identity development; Meeus, 2011).…”

“…Career exploration has been found to be associated positively with mastery and performance approach in children and young adults, although not consistently (Creed et al, 2009;Creed, Buys, Tilbury, & Crawford, 2013;Yousefi, Abedi, Baghban, Eatemadi, & Abedi, 2011), and stronger correlations have been found for mastery approach than for performance approach (Creed et al, 2009). Career exploration has been found to be associated positively with mastery and performance approach in children and young adults, although not consistently (Creed et al, 2009;Creed, Buys, Tilbury, & Crawford, 2013;Yousefi, Abedi, Baghban, Eatemadi, & Abedi, 2011), and stronger correlations have been found for mastery approach than for performance approach (Creed et al, 2009).…”

“…Not all of these relationships have been tested in the career domain; thus, our propositions here are somewhat exploratory. Career exploration has been found to be associated positively with mastery and performance approach in children and young adults, although not consistently (Creed et al, 2009;Creed, Buys, Tilbury, & Crawford, 2013;Yousefi, Abedi, Baghban, Eatemadi, & Abedi, 2011), and stronger correlations have been found for mastery approach than for performance approach (Creed et al, 2009). For performance avoidance, studies have found exploration to be both unrelated (Creed et al, 2013;Yousefi et al, 2011) and negatively related (Creed et al, 2009).…”

Career construction as a way of resolving career indecision

“…The researchers found in their study that the support of peers and parents in students' autonomy acquisition promoted the students' self-confidence with regard to their career decision making and enhanced their observed self-sufficiency. These findings correlate positively with those of Creed, Buys, Tilbury and Crawford (2013) and Garcia, Restubog, Toledano, Tolentino and Rafferty (2012) whose research showed that people who display a strong desire to become exceptionally skilful at tasks are more positive, give evidence of enhanced career-related ambitions, demonstrate enhanced self-efficacy levels and, consequently, exhibit diminished levels of career indecision. Gianakos' (2001) research reveals that career decision self-efficacy (Taylor and Betz 1983) mediates students' decision-making capacity and decreases career indecision.…”