Predviđanje profesionalnih aspiracija srednjoškolaca: primjena socijalno-kognitivne teorije karijere

master's thesis

• Title (english): Setting the determinants of professional aspirations: application of social-cognitive career theory
• Author: Sanja Stanko
• Mentor: Iva Šverko (mentor)
• Committee member: Toni Babarović (predsjednik povjerenstva)
• Committee member: Iva Šverko (član povjerenstva)
• Committee member: Iva Černja (član povjerenstva)
• Granter: University of Zagreb; Faculty of Croatian Studies; (Department of Psychology); Zagreb
• Defense date and country: 2017-09-26, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology

Abstract

Cilj ovog rada je predviđanje izraženosti obrazovnih i rukovodećih aspiracija srednjoškolaca na temelju temeljne samoevaluacije, očekivanja ishoda u karijeri te roditeljske podrške za razvoj i izgradnju karijere. Odnos među varijablama u ovom radu je određen modelom Socijalno-kognitivne teorije karijere. U istraživanju je sudjelovalo 568 srednjoškolca, a istraživanje se provodilo u okviru projekta Profesionalni razvoj u adolescenciji: određenje modela razvoja karijere adolescenata. Hijerarhijskom regresijskom analizom utvrđeno je kako su očekivani ishodi i bihevioralna roditeljska podrška značajni pozitivni prediktori obrazovnih, dok je uz njih, i temeljna samoevaluacija značajan i pozitivan prediktor rukovodećih aspiracija. Osim toga, očekivani ishodi su bili značajno i pozitivno povezani sa obje vrste profesionalnih aspiracija, neovisno o spolu ili vrsti srednje škole koju pojedinac pohađa. Spolne razlike primijećene su u bihevioralnoj podršci roditelja, koja je kod osoba ženskog spola bila pozitivno i značajno povezana sa obrazovnim, a kod osoba muškog spola sa rukovodećim profesionalnim aspiracijama. Također, bihevioralna roditeljska podrška bila je značajno i pozitivno povezana sa razvojem obrazovnih i rukovodećih aspiracija gimnazijalaca, ali ne i učenika strukovnih srednjih škola. Verbalna roditeljska podrška nije se pokazala značajnim prediktorom profesionalnih aspiracija, neovisno o spolu ili vrsti srednje škole.

Abstract (english)

The aim of this study was to predict educational and leadership aspirations among high school students based on core self-evaluation, outcome expectations and parental support for one's career development. Relationship between variables was determined by Sociocognitive career theory model. The study included 568 high school students, and it was conducted within project Vocational Development in Adolescence: Setting the Adolescent Career Transition Model. Hierarhical regression revealed that outcome expectations and bihevioral parental support were positive predictors of educational aspirations, while, besides them, core self-evaluation was positive predictor of leadership aspirations. Also, outcome expectations were positive predictors of both types of aspirations, regardless of gender or type of high school. Gender differences were noticed with behavioural parental support, which was positively correlated with educational aspirations within sample of girls, and with leadership aspirations within sample of boys. Also, behavioural parental support was positively correlated with development of professional aspirations within gymnasium studets, but not within students of vocational high schools. Verbal parental support was not significant predictor of profesional aspirations.

• Keywords: Socijalno-kognitivna teorija karijere; aspiracije; temeljna samoevaluacija; očekivanje ishoda; roditeljska podrška
• Keywords (english): Socio-cognitive career theory; aspirations; core self-evaluation; outcome expectations; parental support
• Language: croatian
• URN:NBN: urn:nbn:hr:111:769110
• Study programme: Title: Department of Psychology; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra psihologije (magistar/magistra psihologije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Closed access
• Created on: 2017-11-07 12:27:27