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Abstract(s)
No sistema educativo português, no final do 3.º Ciclo do Ensino Básico, espera-se que os adolescentes tomem uma importante decisão vocacional, uma vez que se trata de uma fase em que têm de escolher, de entre as várias alternativas, o percurso escolar que considerem mais adequado às suas aspirações e projetos de carreira. Neste contexto, dada a importância do papel dos sistemas relacionais de suporte nesta etapa da vida, sobretudo aquele que é proporcionado pelos amigos, é natural que algumas questões relacionadas com essa decisão sejam partilhadas e discutidas entre os adolescentes, podendo as relações entre pares constituir-se num fator que promove um maior envolvimento e consequente preparação no domínio da carreira. Neste âmbito, a literatura especializada tem vindo a enfatizar a importância do contexto relacional no desenvolvimento de carreira dos adolescentes. Por outro lado, mais recentemente, diversos estudos empíricos sustentam o efeito de variáveis ligadas à agência individual na explicação das diferenças individuais no que se refere aos níveis de envolvimento e aos resultados no âmbito da carreira, designadamente na exploração e na tomada de decisão. No entanto, importa investir em estudos que, com recurso a estudos longitudinais, analisem o efeito mediador das variáveis da agência individual na relação que se estabelece entre suporte e comportamentos de exploração de carreira. Neste sentido, o presente estudo, que apresenta precisamente um desenho, procurou analisar o impacto das variáveis contextuais (suporte dos pares) e cognitivo-motivacionais (objetivos, autonomia e autoeficácia) nos processos de exploração de carreira, numa amostra de 61 estudantes do 9.º ano de escolaridade, ou equivalente, tendo como referências a Teoria Sociocognitiva da Carreira (TSCC), que se centra em constructos mais cognitivos, como as crenças de autoeficácia, e a Teoria da Autodeterminação (SDT), que nos dá conta das razões subjacentes ao envolvimento nas atividades de exploração de carreira. De uma forma geral, os resultados revelaram que o suporte dos pares prediz os processos de exploração de carreira e que os indivíduos motivados intrinsecamente e com crenças de autoeficácia apresentam maiores índices de comportamentos de exploração vocacional. Contudo, não se observaram efeitos de mediação significativos. Por último, são apresentadas as implicações para a intervenção de carreira, bem como as limitações do estudo.
In the Portuguese education system, at the end of the 3rd cycle of Basic Education, an important vocational decision is expected to be made by adolescents, since it is the time when they have to choose, from the various alternatives, the school path which better fits their aspirations and career projects. In this context, given the importance of the role of relational support systems in this stage of life, especially that provided by friends, it is natural that some issues related to this decision are shared and discussed among adolescents; peer relations can be a factor that promotes greater involvement and consequent career preparation. In this context, specialized literature has emphasized the importance of the relational context of career development in adolescents. On the other hand, more recently, several empirical studies have argued the effect of variables linked to the individual agency in explaining individual differences in the level of involvement and career outcomes, namely in exploration and decision making. However, it is important to invest in studies that, using longitudinal studies analyze the mediator effect of individual agency variables on the relationship between support and career exploration behaviors. Thus, this study, which presents precisely a longitudinal design, sought to analyze the impact of contextual variables (peer support) and cognitive-motivational variables (objectives, autonomy and self-efficacy) in a sample of 61 students in the 9th year of schooling, or equivalent, with references to the Social Cognitive Career Theory (SCCT), which focuses on more cognitive constructs, such as self-efficacy beliefs, and Self-Determination Theory (SDT), which account for the reasons underlying involvement in career exploration activities. Overall, the results revealed that peer support predicts career exploration processes and that intrinsically motivated individuals with self-efficacy beliefs show higher rates of vocational exploitation behaviors. However, no significant mediation effects were observed. Finally, the implications for career intervention, as well as the limitations of the study are presented.
In the Portuguese education system, at the end of the 3rd cycle of Basic Education, an important vocational decision is expected to be made by adolescents, since it is the time when they have to choose, from the various alternatives, the school path which better fits their aspirations and career projects. In this context, given the importance of the role of relational support systems in this stage of life, especially that provided by friends, it is natural that some issues related to this decision are shared and discussed among adolescents; peer relations can be a factor that promotes greater involvement and consequent career preparation. In this context, specialized literature has emphasized the importance of the relational context of career development in adolescents. On the other hand, more recently, several empirical studies have argued the effect of variables linked to the individual agency in explaining individual differences in the level of involvement and career outcomes, namely in exploration and decision making. However, it is important to invest in studies that, using longitudinal studies analyze the mediator effect of individual agency variables on the relationship between support and career exploration behaviors. Thus, this study, which presents precisely a longitudinal design, sought to analyze the impact of contextual variables (peer support) and cognitive-motivational variables (objectives, autonomy and self-efficacy) in a sample of 61 students in the 9th year of schooling, or equivalent, with references to the Social Cognitive Career Theory (SCCT), which focuses on more cognitive constructs, such as self-efficacy beliefs, and Self-Determination Theory (SDT), which account for the reasons underlying involvement in career exploration activities. Overall, the results revealed that peer support predicts career exploration processes and that intrinsically motivated individuals with self-efficacy beliefs show higher rates of vocational exploitation behaviors. However, no significant mediation effects were observed. Finally, the implications for career intervention, as well as the limitations of the study are presented.
Description
Keywords
Exploração de carreira Suporte dos pares Autonomia Autoeficácia