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Publication
Suporte Parental Percebido e Exploração de Carreira - estudo do impacto de uma intervenção de carreira promotora das atividades conjuntas pais-filhos
| Name: | Description: | Size: | Format: | |
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| 3.26 MB | Adobe PDF |
Advisor(s)
Abstract(s)
De acordo com a literatura vocacional, o desenvolvimento de carreira, enquanto
processo que ocorre ao longo de todo o ciclo de vida, pode ser explicado, de certa
forma, por fatores relacionais e contextuais mais proximais, como é o caso do suporte
parental (e.g., Carvalho & Taveira, 2012; Dietrich & Kracke, 2009; Porfeli & Lee,
2012; Turner et al., 2003; Vondracek, Lerner, & Schulenberg, 1986). Estudos empíricos
evidenciam que o suporte parental surge positivamente associado aos comportamentos
de exploração e aos níveis de confiança para a tomada de decisão de carreira (e.g.,
Estreia, Gamboa, Rodrigues, & Paixão, 2018; Garcia, Restubog, Toledano, Tolentino,
& Rafferty, 2012; Hargrove, Creagh, & Keller, 2002; Rodrigues, Gamboa, Vieira,
Paixão, & Domingues, 2017; Schmitt-Rodermund & Vondracek, 1999; Whiston &
Keller, 2004). Neste âmbito, o objetivo geral deste estudo pretende analisar o efeito de
uma intervenção de carreira, assente nas atividades conjuntas pais-filhos, no suporte
parental percebido, nos processos vocacionais de exploração e na autoeficácia para a
tomada de decisão de carreira, em alunos do 7.º ano do ensino básico. Os resultados
permitiram observar o impacto da intervenção, de acordo com a análise das variâncias
com medições repetidas, ao revelar efeito significativo na autoeficácia para a tomada de
decisão. Por fim, este resultado é discutido e as suas implicações são avançadas para a
prática vocacional.
According to vocational literature, career development as a process that occurs throughout the life-span of the individual, can in a way be explained by more proximal relational and contextual factors such as parental support (e.g., Carvalho & Taveira, 2012; Dietrich & Kracke, 2009; Porfeli & Lee, 2012; Turner et al., 2003; Vondracek, Lerner, & Schulenberg, 1986). Empirical studies show that parental support is positively associated with exploration activities and levels of confidence for career decision-making process (e.g., Estreia, Gamboa, Rodrigues, & Paixão, 2018; Garcia, Restubog, Toledano, Tolentino, & Rafferty, 2012; Hargrove, Creagh, & Keller, 2002; Rodrigues, Gamboa, Vieira, Paixão, & Domingues, 2017; Schmitt-Rodermund & Vondracek, 1999; Whiston & Keller, 2004). In this context, the main objective of this study is to analyze the effect of a career intervention, based on conjoint (parent-student) activities, in perceived parental support, career exploration processes and self-efficacy for career decision-making, in students from the 7th grade. The results allowed to observe the impact of the intervention, according to the analysis of variances with repeated measures, by revealing a significant effect on self-efficacy for decision-making process. Finally, the results are discussed and the implications are advanced for vocational practice.
According to vocational literature, career development as a process that occurs throughout the life-span of the individual, can in a way be explained by more proximal relational and contextual factors such as parental support (e.g., Carvalho & Taveira, 2012; Dietrich & Kracke, 2009; Porfeli & Lee, 2012; Turner et al., 2003; Vondracek, Lerner, & Schulenberg, 1986). Empirical studies show that parental support is positively associated with exploration activities and levels of confidence for career decision-making process (e.g., Estreia, Gamboa, Rodrigues, & Paixão, 2018; Garcia, Restubog, Toledano, Tolentino, & Rafferty, 2012; Hargrove, Creagh, & Keller, 2002; Rodrigues, Gamboa, Vieira, Paixão, & Domingues, 2017; Schmitt-Rodermund & Vondracek, 1999; Whiston & Keller, 2004). In this context, the main objective of this study is to analyze the effect of a career intervention, based on conjoint (parent-student) activities, in perceived parental support, career exploration processes and self-efficacy for career decision-making, in students from the 7th grade. The results allowed to observe the impact of the intervention, according to the analysis of variances with repeated measures, by revealing a significant effect on self-efficacy for decision-making process. Finally, the results are discussed and the implications are advanced for vocational practice.
Description
Keywords
Suporte parental Exploração de carreira Intervenção de carreira Atividades conjuntas Autoeficácia