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- Publisher Website: 10.1080/03069885.2023.2211225
- Scopus: eid_2-s2.0-85159803968
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Article: Career development and the COVID-19 outbreak: protective functions of career-related teacher support
| Title | Career development and the COVID-19 outbreak: protective functions of career-related teacher support |
|---|---|
| Authors | |
| Keywords | Career self-efficacy COVID-19 hopelessness secondary schools teacher support |
| Issue Date | 31-May-2023 |
| Publisher | Taylor and Francis Group |
| Citation | British Journal of Guidance and Counselling, 2023 How to Cite? |
| Abstract | It is well established that COVID-19 pandemic is associated with arousal of feelings of hopelessness and negativity in adolescents regarding future career development outcomes. However, the current literature has yet to clarify the roles teacher social support play in facilitating students’ positive career development during the pandemic. This study investigated the effects of career-related teacher support (CRTS) on ameliorating students’ feelings of hopelessness and increasing their career self-efficacy among 402 senior secondary students (Grades 10-12) in Hong Kong, China. Results from mediated moderation analyses showed that academic ability was only weakly related to career self-efficacy. Hopelessness was not a significant moderator concerning the link between academic ability and career self-efficacy when CRTS functioned as the mediator. |
| Persistent Identifier | http://hdl.handle.net/10722/344045 |
| ISSN | 2023 Impact Factor: 1.0 2023 SCImago Journal Rankings: 0.375 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Wong, LPW | - |
| dc.contributor.author | Chen, G | - |
| dc.contributor.author | Yuen, M | - |
| dc.date.accessioned | 2024-06-27T01:06:57Z | - |
| dc.date.available | 2024-06-27T01:06:57Z | - |
| dc.date.issued | 2023-05-31 | - |
| dc.identifier.citation | British Journal of Guidance and Counselling, 2023 | - |
| dc.identifier.issn | 0306-9885 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/344045 | - |
| dc.description.abstract | <p>It is well established that COVID-19 pandemic is associated with arousal of feelings of hopelessness and negativity in adolescents regarding future career development outcomes. However, the current literature has yet to clarify the roles teacher social support play in facilitating students’ positive career development during the pandemic. This study investigated the effects of career-related teacher support (CRTS) on ameliorating students’ feelings of hopelessness and increasing their career self-efficacy among 402 senior secondary students (Grades 10-12) in Hong Kong, China. Results from mediated moderation analyses showed that academic ability was only weakly related to career self-efficacy. Hopelessness was not a significant moderator concerning the link between academic ability and career self-efficacy when CRTS functioned as the mediator.</p> | - |
| dc.language | eng | - |
| dc.publisher | Taylor and Francis Group | - |
| dc.relation.ispartof | British Journal of Guidance and Counselling | - |
| dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
| dc.subject | Career self-efficacy | - |
| dc.subject | COVID-19 | - |
| dc.subject | hopelessness | - |
| dc.subject | secondary schools | - |
| dc.subject | teacher support | - |
| dc.title | Career development and the COVID-19 outbreak: protective functions of career-related teacher support | - |
| dc.type | Article | - |
| dc.identifier.doi | 10.1080/03069885.2023.2211225 | - |
| dc.identifier.scopus | eid_2-s2.0-85159803968 | - |
| dc.identifier.eissn | 1469-3534 | - |
| dc.identifier.issnl | 0306-9885 | - |