Perception of Teacher Support by Students in Vocational Education and Its Associations with Career Adaptability and Other Variables

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F19%3A00107888" target="_blank" >RIV/00216224:14210/19:00107888 - isvavai.cz</a>

Result on the web

<a href="http://psychologyinrussia.com/volumes/?section=799" target="_blank" >http://psychologyinrussia.com/volumes/?section=799</a>

DOI - Digital Object Identifier

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Result language

angličtina

Original language name

Perception of Teacher Support by Students in Vocational Education and Its Associations with Career Adaptability and Other Variables

Original language description

Background. Children and adolescents currently spend a great deal of time at school and teachers are viewed as a source of social support in different areas of their personal development, such as their career adaptability. Objective. To provide insight into the way students in secondary vocational education perceive teacher support and to explore the association between perceived teacher support, career adaptability, and other demographic and academic variables. Design. A questionnaire battery with two main tools, the Teacher Support Scale and the Career Adapt-Abilities Scale, was the data collection method. Subjects were students in the last year of full-time study at public secondary vocational schools and vocational upper-secondary schools. The sample comprised 3,028 participants aged 18–26. Result. Students perceived the support of their teachers quite positively, with the difference between boys and girls not being statistically significant. The satisfaction of the student with the field of study, academic performance, and satisfaction with the academic success rate predict the perception of teacher support. The level of perceived teacher support positively correlates with students’ overall career adaptability, as well as with all the dimensions of career adaptability, and is also a significant predictor. Conclusion. Both key concepts, teacher support and career adaptability, have the potential to attract the attention of psychologists working in the educational system.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

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OECD FORD branch

50102 - Psychology, special (including therapy for learning, speech, hearing, visual and other physical and mental disabilities);

Project

<a href="/en/project/GA18-07537S" target="_blank" >GA18-07537S: Career adaptability of vocational upper-secondary school graduates during the school-to-work transition</a><br>

Continuities

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year

2019

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Psychology in Russia

ISSN

2074-6857

e-ISSN

2307-2202

Volume of the periodical

12

Issue of the periodical within the volume

4

Country of publishing house

RU - RUSSIAN FEDERATION

Number of pages

18

Pages from-to

47-64

UT code for WoS article

000506190500004

EID of the result in the Scopus database

2-s2.0-85078254815