Differential moderating effects of student- and parent-rated support in the relationship between learning goal orientation and career decision-making self-efficacy

Patrick Raymund James M Garcia, Simon Lloyd David Restubog, Lemuel S Toledano, Laramie Tolentino, Alannah Eileen Rafferty

Research output: Contribution to journalArticleResearchpeer-review

47 Citations (Scopus)

Abstract

Guided by the social cognitive career and cognitive evaluation theories, the authors theorize and test differential predictions regarding the moderating role of student- and parent-rated support when considering the influence of students learning goal orientation on career decision-making self-efficacy. Data were collected from 141 undergraduate students and their parents over a 6-month period. Time 1 learning goal orientation was positively related to career decision-making self-efficacy at Time 2. Results also revealed a differential pattern of moderating effects for student ratings of parental support and parent ratings of support. High student ratings of parental support strengthened the association between learning goal orientation and career decision-making self-efficacy. In contrast, low levels of parent-rated support strengthened the relationship between learning goal orientation and career decision-making self-efficacy. The discussion highlights the importance of considering how perceptions of parental support differ between parents and their children.
Original languageEnglish
Pages (from-to)22 - 33
Number of pages12
JournalJournal of Career Assessment
Volume20
Issue number1
DOIs
Publication statusPublished - 2012
Externally publishedYes

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