A study of vocational identity of Hong Kong secondary students

Abstract

This research adopted the social cognitive career theory (SCCT) and the career developmental approach (e.g., Super’s life-space approach) to investigate vocational identity of secondary school students in Hong Kong. The purposes of current research were mainly (1) to examine vocational identity of Hong Kong senior secondary students; (2) to develop a model of vocational identity to outline the relationships of achievement-related motivational factors (i.e., self-efficacy, goal orientation and causal attribution) to vocational identity, and the mediating relationship of hope to vocational identity, for senior secondary school students in Hong Kong; and (3) to explore students’ perceptions of personal and contextual factors to career development.

The current research was carried out in three stages, using a mixed quantitative and qualitative research design. Prior to the main study, a pilot study was conducted to a small group of participants (N=143) to test the reliability and validity of the questionnaire. Study One was the main study to examine the hypothesized model of vocational identity. A total of 1,866 students randomly selected from 11 secondary schools completed the questionnaire. The findings supported the proposed model of vocational identity which identified personal control, performance goal orientation, learning goal orientation, self-efficacy as significant predictors of hope, which in turn significantly predicted the outcome of vocational identity. The findings also supported the role of hope as a mediator.

Study Two was a qualitative study aiming to explore the participants’ perceptions of the factors identified in Study One, and of the contextual factors which influenced their vocational identity development. Focus group interviews were conducted to the participants (N=23) who completed the questionnaire in Study One. The qualitative findings revealed that appreciations and supports from family, school, peers, graduates and society were significant for adolescents’ vocational identity development.

The findings of the current research were discussed in light of theoretical and practical contributions. At the theoretical level, it developed a model of vocational identity highlighting the contributions of personal factors such as self-efficacy, personal control, learning goal orientation, performance goal orientation and hope to adolescents’ career development. At the practical level, the findings pointed to the need of developing a comprehensive student guidance program which integrated personal developmental guidance with career guidance. Such program needs to focus on developing students’ achievement-related motivation and hope. Further, a favorable school learning environment and supports of family, peers and society are salient to secondary students’ career development. The strengths and limitations of the current research and direction for further research were also discussed.