Adolescents‘ and parents‘ developmental regulation during the transition from school To higher education [Elektronische Ressource] / Julia Dietrich. Gutachter: Bärbel Kracke ; Ernst Hany ; Jari-Erik Nurmi

Informations

• Publié par: universitat_erfurt
• Publié le: 01 janvier 2011
• Nombre de lectures: 19
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Adolescents’ and Parents’ Developmental Regulation During the
Transition From School To Higher Education
DISSERTATION
zur Erlangung des akademischen Grades
einer Doktorin der Philosophie (Dr. Phil.)
der
Erziehungswissenschaftlichen Fakultat
der Universitat Erfurt
vorgelegt von
Julia Dietrich
Erfurt, 2010ii
Gutachter:
1. Prof. Dr. Barbel Kracke, Universitat Erfurt
2. Prof. Dr. Ernst Hany, Universitat Erfurt
3. Prof. Dr. Jari-Erik Nurmi, Universitat Jyvaskylaurn:nbn:de:gbv:547-201100015Contents
Summary vii
Part I. General Introduction 1
Adolescents’ Developmental Regulation . . . . . . . . . . . . . . . . . . . . . . 2
Developmental Theories of Motivation . . . . . . . . . . . . . . . . . . . . 3
Theories of Identity Development . . . . . . . . . . . . . . . . . . . . . . 4
Career Development Theory: Savickas’ Career Construction Theory . . . 5
Synthesis: Adolescents’ Developmental Regulation at Career Transitions 6
Adolescent Self- and Parental Other-Regulation . . . . . . . . . . . . . . . . . . 7
Theories on Self- and Other-Regulation and Co-Development . . . . . . . 8
Synthesis: Parent-Adolescent Co-Development Related to Career . . . . . 9
Research Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Methodological Approaches in This Thesis . . . . . . . . . . . . . . . . . . . . . 12
Gathering Macro-Level and Micro-Level Data . . . . . . . . . . . . . . . . 12
Gathering Multi-Informant Data . . . . . . . . . . . . . . . . . . . . . . . 12
Overview About This Thesis . . . . . . . . . . . . . . . . . . . . . . . . . 13
Part II. Empirical Studies 15
Study 1. Career-Speci c Parental Behaviors in Adolescents’ Development 16
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Quality of the Parent{Adolescent Relations and Career Development . . . 17
Parental Career-Related Behaviors . . . . . . . . . . . . . . . . . . . . . . 18
Rationale for Studying Career-Related Behaviors . . . . . . . . . . . . . . 20
Research Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Study 2. Cross-Informant Ratings of Self- and Other-Regulation at Career Tran-
sitions in Adolescence 34
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
ivv
Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Study 3. Transition Phase and Decisional Status as Modi ers of Adolescents’
and Parents’ Career-Related Behaviors 42
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Adolescent Behaviors: Career Exploration . . . . . . . . . . . . . . . . . 43
Parent Behaviors: Career-Related Involvement . . . . . . . . . . . . . . . 44
The Role of Beliefs in Career-Related Co-Development . . . . . . . . . . 45
Moderators of Career-Related Behaviors . . . . . . . . . . . . . . . . . . . 46
Aims of the Present Study . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Study 4. Parents’ Role in Adolescents’ Decision on a College Major: A Weekly
Diary Study 65
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Career Exploration and Its Consequences . . . . . . . . . . . . . . . . . . 66
The Role of Parents in Adolescents’ Career-Related Transitions . . . . . . 68
The Transition From School to University: The German Context . . . . . 69
Aims of the Present Study . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Study 5. Deciding on a College Major: Choice Trajectories, Exploration, and
Later College Adjustment 85
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Commitment and Exploration . . . . . . . . . . . . . . . . . . . . . . . . 86
Transitions as Triggers for Exploration and Commitment . . . . . . . . . 87
Choice Trajectories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97vi
Part III. General Discussion 102
Summary of the Present Research Results . . . . . . . . . . . . . . . . . . . . . 103
Research Question 1 : How do actual processes of phase-adequate engage-
ment look like at the transition to college? . . . . . . . . . . . . . . 103
Research Question 2 : How is parental career-related involvement best to
be conceptualized? . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Research Question 3 : How are adolescents’ phase-adequate engagement
and parents’ involvement associated? . . . . . . . . . . . . . . . . . 105
Research Question 4 : Do the intensities of and the associations between
adolescents’ and parents’ developmental regulation depend on tem-
poral and process characteristics related to a transition? . . . . . . 108
Research Question 5 : What are the bene ts of phase-adequate self-regulation
and other-regulation? . . . . . . . . . . . . . . . . . . . . . . . . . 110
Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Limitations of the Macro-Level Studies . . . . . . . . . . . . . . . . . . . 111
Limitations of the Micro-Level (Diary) Studies . . . . . . . . . . . . . . . 111
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Future Directions: On Processes and Mechanisms . . . . . . . . . . . . . . . . . 113
Interactions of the Macro- and the Micro-Level of Development . . . . . 113
Micro-Level Processes and Mechanisms in Adolescents’ and Parents’ De-
velopmental Regulation . . . . . . . . . . . . . . . . . . . . . . . . 114
Appendix 118
Appendix A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Original Item Wordings of the PCB in German . . . . . . . . . . . . . . . 119
Appendix B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Maternal Condence in Adolescents’ Transition Management Scale Items 121
Appendix C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Correlations Between Time 1 and Time 2 Variables in Study 3 . . . . . . 122
Appendix D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Career Exploration and Parents’ Career-Related Involvement Diary Mea-
sures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Zusammenfassung . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Curriculum Vitae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Information About the Contribution of Other People to This Thesis . . . . . . 142
Ehrenwortliche Erklarung 144Summary
This thesis focuses on the role of parents for adolescents’ development at career tran-
sitions within a framework of developmental regulation. In this framework, I assumed
that adolescents’ career-related activities are complemented by career-speci c parental
activities. Two main objectives guided my work: First, this thesis aimed at investigating
the associations between career-related developmental regulation of adolescents and par-
ents. Second, this thesis asked for the potential bene ts of developmental regulation of
both adolescents and parents. I integrated several lines of theory concerning adolescents’
developmental regulation (referred to as self-regulation) as well as parents’ regulation
(referred to as other-regulation, Samero , 2010) to derive the research questions.
Individuals face various career-related transitions during adolescence that channel their
development in many ways (Nurmi, 2004; Salmela-Aro, 2009). These transitions take
place within the educational system, e.g., a transition from one school form to another,
or concern the entrance into the labor market, e.g., a transition from school to voca-
tional training. Individual initiative is required to successfully master career transitions
in adolescence (Nurmi, 2004; Heckhausen, Wrosch, & Schulz, 2010; Savickas, 2005). Pre-
vious theory and research on adolescents’ developmental regulation have concentrated
on what can be called phase-adequat