Skip to main content
SpringerLink
Log in

Adolescents’ Future Career Preparation and Socioemotional Competencies: A Self-Determination Theory Perspective

  • Chapter
  • First Online:
Self-Determination Theory and Socioemotional Learning

  • 244 Accesses

Abstract

Deciding on a future career is central during adolescence. Besides investigating the nature of adolescents’ future career choices, considering the social and psychological experiences during career preparation is crucial. Adolescents’ perceptions of their preferred discipline, the teachers assigned to teach them, and relationship with their peers, influence the evaluation of their career choice and future career development. These aspects of the school context during mid-late adolescence are also critical in assessing the satisfaction or not of the basic needs of autonomy, competence, and relatedness. Using self-determination theory (SDT) and the Collaborative for Academic, Social, and Emotional Learning framework (CASEL), this chapter will show how the perceived roles of teachers and peers in satisfying adolescents’ basic psychological needs facilitate their career preparation and, in turn, promote the following socioemotional competencies: self-awareness, self-management, relationship and responsible decision-making skills, necessary for effective career decision-making and socioemotional adjustment in secondary school. Adolescents may, as such, experience low self-confidence, indecisiveness, poor socioemotional adjustment, and career distress when their basic psychological needs are threatened. Based on an empirical study among secondary school adolescents in Nigeria, this chapter is guided by two research questions: How do adolescents perceive their teachers’ and peers’ behaviors as (less) supportive of the basic needs of autonomy, competence, and relatedness during their career preparation? and in what way can these perceived behaviors influence adolescents’ cultivation of socioemotional competencies? This chapter enhances the understanding of developmental tasks like career preparation as socioemotional learning (SEL) pathways.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 119.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 159.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    Career adaptability refers to psychosocial resources like decision making skills and coping mechanisms that facilitate career development tasks (Kvasková et al., 2023; Savickas, 2002).

References

  • Anwuzia, E., & McLellan, R. (2022). The role of teachers in adolescents’ career-specific future orientation. Cambridge Educational Research e-Journal, 9, 258–270. https://doi.org/10.17863/CAM.90565

  • Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15(5), 397–413. https://doi.org/10.1016/j.learninstruc.2005.07.008

    Article  Google Scholar 

  • Bagci, S. C. (2018). Does everyone benefit equally from self-efficacy beliefs? The moderating role of perceived social support on motivation. The Journal of Early Adolescence, 38(2), 204–219.

    Google Scholar 

  • Bakadorova, O., & Raufelder, D. (2018). The essential role of the teacher-student relationship in students’ need satisfaction during adolescence. Journal of Applied Developmental Psychology, 58, 57–65. https://doi.org/10.1016/j.appdev.2018.08.004

    Article  Google Scholar 

  • Barker, R., Hartwell, G., Egan, M., & Lock, K. (2023). The importance of school culture in supporting student mental health in secondary schools. Insights from a qualitative study. British Educational Research Journal.

    Google Scholar 

  • Beal, S. J., & Crockett, L. J. (2010). Adolescents’ occupational and educational aspirations and expectations: Links to high school activities and adult educational attainment. Developmental Psychology, 46(1), 258.

    PubMed  PubMed Central  Google Scholar 

  • Blakemore, S.-J., & Mills, K. L. (2014). Is adolescence a sensitive period for sociocultural processing? Annual Review of Psychology, 65(1), 187–207. https://doi.org/10.1146/annurev-psych-010213-115202

    Article  PubMed  Google Scholar 

  • Bolat, N., & Odacı, H. (2017). High school final year students’ career decision-making self-efficacy, attachment styles and gender role orientations. Current Psychology, 36, 252–259.

    Google Scholar 

  • Borgen, W., & Hiebert, B. (2006). Career guidance and counselling for youth: What adolescents and young adults are telling us. International Journal for the Advancement of Counselling, 28, 389–400.

    Google Scholar 

  • Caspi, A., Wright, B. R. E., Moffitt, T. E., & Silva, P. A. (1998). Early failure in the labor market: Childhood and adolescent predictors of unemployment in the transition to adulthood. American Sociological Review, 424–451.

    Google Scholar 

  • Chirkov, V. I., & Ryan, R. M. (2001). Parent and teacher autonomy-support in Russian and US adolescents: Common effects on well-being and academic motivation. Journal of Cross-Cultural Psychology, 32(5), 618–635.

    Google Scholar 

  • Creed, P. A., Patton, W., & Bartrum, D. (2004). Internal and external barriers, cognitive style, and the career development variables of focus and indecision. Journal of Career Development, 30(4), 277–294.

    Google Scholar 

  • Creed, P., Buys, N., Tilbury, C., & Crawford, M. (2013). The relationship between goal orientation and career striving in young adolescents. Journal of Applied Social Psychology, 43(7), 1480–1490. https://doi.org/10.1111/jasp.12108

    Article  Google Scholar 

  • Damon, W., Menon, J., & Cotton Bronk, K. (2003). The development of purpose during adolescence. Applied Developmental Science, 7(3), 119–128.

    Google Scholar 

  • Davids, E. L., Roman, N. V., & Kerchhoff, L. J. (2017). Adolescent goals and aspirations in search of psychological well-being: From the perspective of self-determination theory. South African Journal of Psychology, 47(1), 121–132. https://doi.org/10.1177/0081246316653744

    Article  Google Scholar 

  • Davidson, A. J., Gest, S. D., & Welsh, J. A. (2010). Relatedness with teachers and peers during early adolescence: An integrated variable-oriented and person-oriented approach. Journal of School Psychology, 48(6), 483–510. https://doi.org/10.1016/j.jsp.2010.08.002

    Article  PubMed  Google Scholar 

  • Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.

    Google Scholar 

  • Deci, E. L., & Ryan, R. M. (2008). Hedonia, eudaimonia, and well-being: An introduction. Journal of Happiness Studies, 9(1), 1–11.

    Google Scholar 

  • den Brok, P., Taconis, R., & Fisher, D. (2010). How well do science teachers do? Differences in teacher-student interpersonal behavior between science teachers and teachers of other (school) subjects. The Open Education Journal, 3(1).

    Google Scholar 

  • Denham, S. A. (2018). Keeping SEL developmental: The importance of a developmental lens for fostering and assessing SEL competencies. Frameworks Briefs, 1(2), 127–152.

    Google Scholar 

  • Dooley, D. (2003). Unemployment, underemployment, and mental health: Conceptualizing employment status as a continuum. American Journal of Community Psychology, 32(1–2), 9–20.

    PubMed  Google Scholar 

  • Felsman, D. E., & Blustein, D. L. (1999). The role of peer relatedness in late adolescent career development. Journal of Vocational Behavior, 54(2), 279–295. https://doi.org/10.1006/jvbe.1998.1664

    Article  Google Scholar 

  • Ferrari, L., Nota, L., & Soresi, S. (2010). Time perspective and indecision in young and older adolescents. British journal of guidance & counselling, 38(1), 61–82.

    Google Scholar 

  • Freeman, H., & Brown, B. B. (2001). Primary attachment to parents and peers during adolescence: Differences by attachment style. Journal of Youth and Adolescence, 30(6), 653–674. https://doi.org/10.1023/A:1012200511045

    Article  Google Scholar 

  • Gati, I., Landman, S., Davidovitch, S., Asulin-Peretz, L., & Gadassi, R. (2010). From career decision-making styles to career decision-making profiles: A multidimensional approach. Journal of Vocational Behavior, 76(2), 277–291.

    Google Scholar 

  • Germeijs, V., Luyckx, K., Notelaers, G., Goossens, L., & Verschueren, K. (2012). Choosing a major in higher education: Profiles of students’ decision-making process. Contemporary Educational Psychology, 37(3), 229–239.

    Google Scholar 

  • Green, A. L., Ferrante, S., Boaz, T. L., Kutash, K., & Wheeldon-Reece, B. (2021). Social and emotional learning during early adolescence: Effectiveness of a classroom-based SEL program for middle school students. Psychology in the Schools, 58(6), 1056–1069. https://doi.org/10.1002/pits.22487

    Article  Google Scholar 

  • Guardia, J. (2009). Developing who I am: A self-determination theory approach to the establishment of healthy identities. Educational Psychologist, 44(2), 90–104. https://doi.org/10.1080/00461520902832350

    Article  Google Scholar 

  • Guay, F. (2005). Motivations underlying career decision-making activities: The career decision-making autonomy scale (CDMAS). Journal of Career Assessment, 13(1), 77–97.

    Google Scholar 

  • Guay, F., Ratelle, C. F., Senécal, C., Larose, S., & Deschênes, A. (2006). Distinguishing developmental from chronic career indecision: Self-efficacy, autonomy, and social support. Journal of Career Assessment, 14(2), 235–251.

    Google Scholar 

  • Guay, F., Senécal, C., Gauthier, L., & Fernet, C. (2003). Predicting career indecision: A self-determination theory perspective. Journal of Counseling Psychology, 50(2), 165.

    Google Scholar 

  • Hartung, P. J. (2013). The life-span, life-space theory of careers. Career Development and Counseling: Putting Theory and Research to Work, 2, 83–113.

    Google Scholar 

  • Hatala, A. R., Pearl, T., Bird-Naytowhow, K., Judge, A., Sjoblom, E., & Liebenberg, L. (2017). “I have strong hopes for the future”: Time orientations and resilience among Canadian indigenous youth. Qualitative Health Research, 27(9), 1330–1344.

    PubMed  Google Scholar 

  • Hill, N. E., Witherspoon, D. P., & Bartz, D. (2018a). Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and students. The Journal of Educational Research, 111(1), 12–27.

    Google Scholar 

  • Hill, N. E., Liang, B., Price, M., Polk, W., Perella, J., & Savitz-Romer, M. (2018b). Envisioning a meaningful future and academic engagement: The role of parenting practices and school-based relationships. Psychology in the Schools, 55(6), 595–608.

    Google Scholar 

  • Hirschi, A. (2011). Vocational identity as a mediator of the relationship between core self-evaluations and life and job satisfaction. Applied Psychology, 60(4), 622–644.

    Google Scholar 

  • Howard, K. A. S., Carlstrom, A. H., Katz, A. D., Chew, A. Y., Ray, G. C., Laine, L., & Caulum, D. (2011). Career aspirations of youth: Untangling race/ethnicity, SES, and gender. Journal of Vocational Behavior, 79(1), 98–109. https://doi.org/10.1016/j.jvb.2010.12.002

    Article  Google Scholar 

  • Ibrahim, A., & El Zaatari, W. (2020). The teacher–student relationship and adolescents’ sense of school belonging. International Journal of Adolescence and Youth, 25(1), 382–395.

    Google Scholar 

  • Jayaram, S., & Engmann, M. (2014). Developing skills for employability at the secondary level: Effective models for Asia. Prospects, 44(2), 221–233. https://doi.org/10.1007/s11125-014-9302-5

    Article  Google Scholar 

  • Jo, H., Ra, Y. A., Lee, J., & Kim, W. H. (2016). Impact of dysfunctional career thoughts on career decision self‐efficacy and vocational identity. The Career Development Quarterly, 64(4), 333–344.

    Google Scholar 

  • Johansen, V., & Schanke, T. (2013). Entrepreneurship education in secondary education and training. Scandinavian Journal of Educational Research, 57(4), 357–368. https://doi.org/10.1080/00313831.2012.656280

    Article  Google Scholar 

  • Kaplan, A., & Maehr, M. L. (1999). Achievement goals and student well-Being. Contemporary Educational Psychology, 24(4), 330–358. https://doi.org/10.1006/ceps.1999.0993

    Article  PubMed  Google Scholar 

  • Katz, I., Cohen, R., Green-Cohen, M., & Morsiano-davidpur, S. (2018). Parental support for adolescents’ autonomy while making a first career decision. Learning and Individual Differences, 65, 12–19. https://doi.org/10.1016/j.lindif.2018.05.006

    Article  Google Scholar 

  • Kim, S., Klager, C., & Schneider, B. (2019). The effects of alignment of educational expectations and occupational aspirations on labor market outcomes: Evidence from NLSY79. The Journal of Higher Education, 90(6), 992–1015. https://doi.org/10.1080/00221546.2019.1615333

    Article  Google Scholar 

  • Kracke, B. (2002). The role of personality, parents and peers in adolescents career exploration. Journal of Adolescence, 25(1), 19–30. https://doi.org/10.1006/jado.2001.0446

    Article  PubMed  Google Scholar 

  • Kvasková, L., Hlado, P., Juhaňák, L., & Macek, P. (2023). Self-esteem and career adaptability: Moderating roles of parental and peer support. The Career Development Quarterly.

    Google Scholar 

  • Laughland-Booÿ, J., Newcombe, P., & Skrbiš, Z. (2017). Looking forward: Career identity formation and the temporal orientations of young Australians. Journal of Vocational Behavior, 101, 43–56.

    Google Scholar 

  • Lekes, N., Gingras, I., Philippe, F. L., Koestner, R., & Fang, J. (2010). Parental autonomy-support, intrinsic life goals, and well-Being among adolescents in China and North America. Journal of Youth and Adolescence, 39(8), 858–869.

    Google Scholar 

  • Lent, R. W., Brown, S. D., & Hackett, G. (2000). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling Psychology, 47(1), 36.

    Google Scholar 

  • Lent, R. W., Brown, S. D., Talleyrand, R., McPartland, E. B., Davis, T., Chopra, S. B., Alexander, M. S., Suthakaran, V., & Chai, C.-M. (2002). Career choice barriers, supports, and coping strategies: College students’ experiences. Journal of Vocational Behavior, 60(1), 61–72.

    Google Scholar 

  • Li, Y., Doyle Lynch, A., Kalvin, C., Liu, J., & Lerner, R. M. (2011). Peer relationships as a context for the development of school engagement during early adolescence. International Journal of Behavioral Development, 35(4), 329–342.

    Google Scholar 

  • Ljubin-Golub, T., Rijavec, M., & Olčar, D. (2020). Student flow and burnout: The role of teacher autonomy support and student autonomous motivation. Psychological Studies, 65(2), 145–156.

    Google Scholar 

  • Lohman, B. J., Kaura, S. A., & Newman, B. M. (2007). Matched or mismatched environments? The relationship of family and school differentiation to adolescents’ psychosocial adjustment. Youth & Society, 39(1), 3–32.

    Google Scholar 

  • Mageau, G. A., Ranger, F., Joussemet, M., Koestner, R., Moreau, E., & Forest, J. (2015). Validation of the perceived parental autonomy support scale (P-PASS). Canadian Journal of Behavioral Science/revue Canadienne Des Sciences Du Comportement, 47(3), 251.

    Google Scholar 

  • Malecki, C. K., & Demaray, M. K. (2003). What type of support do they need? Investigating student adjustment as related to emotional, informational, appraisal, and instrumental support. School Psychology Quarterly, 18(3), 231.

    Google Scholar 

  • Malhotra, N., Ayele, Z. E., Zheng, D., & Ben Amor, Y. (2021). Improving social and emotional learning for schoolgirls: An impact study of curriculum-based socio-emotional education in rural Uganda. International Journal of Educational Research, 108, 101778. https://doi.org/10.1016/j.ijer.2021.101778

    Article  Google Scholar 

  • Marion, D., Laursen, B., Zettergren, P., & Bergman, L. R. (2013). Predicting life satisfaction during middle adulthood from peer relationships during mid-adolescence. Journal of Youth and Adolescence, 42, 1299–1307.

    PubMed  Google Scholar 

  • Marshall, S. K., Young, R. A., Domene, J. F., & Zaidman-Zait, A. (2008). Adolescent possible selves as jointly constructed in parent-adolescent career conversations and related activities. Identity: An International Journal of Theory and Research, 8(3), 185–204.

    Google Scholar 

  • Metheny, J., McWhirter, E. H., & O’Neil, M. E. (2008). Measuring perceived teacher support and its influence on adolescent career development. Journal of Career Assessment, 16(2), 218–237.

    Google Scholar 

  • Mondi, C. F., Giovanelli, A., & Reynolds, A. J. (2021). Fostering socio-emotional learning through early childhood intervention. International Journal of Child Care and Education Policy, 15(1), 6. https://doi.org/10.1186/s40723-021-00084-8

    Article  Google Scholar 

  • Murray-Harvey, R., & Slee, P. T. (2007). Supportive and stressful relationships with teachers, peers and family and their influence on students’ social/emotional and academic experience of school. Journal of Psychologists and Counsellors in Schools, 17(2), 126–147. https://doi.org/10.1375/ajgc.17.2.126

    Article  Google Scholar 

  • Musset, P., & Kurekova, L. M. (2018). Working it out: Career guidance and employer engagement. OECD Education Working Papers, 175, 1–91.

    Google Scholar 

  • Negru-Subtirica, O., & Pop, E. I. (2018). Reciprocal associations between educational identity and vocational Identity in adolescence: A three-wave longitudinal investigation. Journal of Youth and Adolescence, 47(4), 703–716. https://doi.org/10.1007/s10964-017-0789-y

    Article  PubMed  Google Scholar 

  • Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144.

    Google Scholar 

  • Nurmi, J.-E. (1991). How do adolescents see their future? A review of the development of future orientation and planning. Developmental Review, 11(1), 1–59. https://doi.org/10.1016/0273-2297(91)90002-6

    Article  Google Scholar 

  • Nurmi, J.-E., & Salmela-Aro, K. (2002). Goal construction, reconstruction and depressive symptoms in a life-span context: The transition from school to work. Journal of Personality, 70(3), 385–420.

    PubMed  Google Scholar 

  • OECD. (2021). Beyond academic learning: First results from the survey of social and emotional skills. OECD Publishing.https://doi.org/10.1787/92a11084-en

  • Pesch, K. M., Larson, L. M., & Seipel, M. T. (2018). Career certainty and major satisfaction: The roles of information-seeking and occupational knowledge. Journal of Career Assessment, 26(4), 583–598.

    Google Scholar 

  • Pesch, K. M., Larson, L. M., & Surapaneni, S. (2016). Parental autonomy support and career well-Being: Mediating effects of perceived academic competence and volitional autonomy. Journal of Career Assessment, 24(3), 497–512.

    Google Scholar 

  • Pietarinen, J., Soini, T., & Pyhältö, K. (2014). Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school. International Journal of Educational Research, 67, 40–51. https://doi.org/10.1016/j.ijer.2014.05.001

    Article  Google Scholar 

  • Porfeli, E. J., & Lee, B. (2012). Career development during childhood and adolescence. New Directions for Youth Development, 2012(134), 11–22.

    PubMed  Google Scholar 

  • Porfeli, E. J., Lee, B., Vondracek, F. W., & Weigold, I. K. (2011). A multi-dimensional measure of vocational identity status. Journal of Adolescence, 34(5), 853–871. https://doi.org/10.1016/j.adolescence.2011.02.001

    Article  PubMed  Google Scholar 

  • Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. The Elementary School Journal, 106(3), 225–236.

    Google Scholar 

  • Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159–175.

    Google Scholar 

  • Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and Emotion, 28(2), 147–169.

    Google Scholar 

  • Ross, K. M., & Tolan, P. (2018). Social and emotional learning in adolescence: Testing the CASEL model in a normative sample. The Journal of Early Adolescence, 38(8), 1170–1199.

    Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.

    Google Scholar 

  • Ryan, R. M., Huta, V., & Deci, E. L. (2008). Living well: A self-determination theory perspective on eudaimonia. Journal of Happiness Studies, 9(1), 139–170.

    Google Scholar 

  • Ryff, C. D., & Singer, B. H. (2008). Know thyself and become what you are: A eudaimonic approach to psychological well-being. Journal of Happiness Studies, 9(1), 13–39.

    Google Scholar 

  • Santos, P. J., Ferreira, J. A., & Gonçalves, C. M. (2014). Indecisiveness and career indecision: A test of a theoretical model. Journal of Vocational Behavior, 85(1), 106–114.

    Google Scholar 

  • Savickas, M. L. (2002). Career construction. Career Choice and Development, 149, 205.

    Google Scholar 

  • Schuitema, J., Peetsma, T., & van der Veen, I. (2016). Longitudinal relations between perceived autonomy and social support from teachers and students’ self-regulated learning and achievement. Learning and Individual Differences, 49, 32–45. https://doi.org/10.1016/j.lindif.2016.05.006

    Article  Google Scholar 

  • Seginer, R., Vermulst, A., & Shoyer, S. (2004). The indirect link between perceived parenting and adolescent future orientation: A multiple-step model. International Journal of Behavioral Development, 28(4), 365–378.

    Google Scholar 

  • Shahar, G., Henrich, C. C., Blatt, S. J., Ryan, R., & Little, T. D. (2003). Interpersonal relatedness, self-definition, and their motivational orientation during adolescence: A theoretical and empirical integration. Developmental Psychology, 39(3), 470.

    PubMed  Google Scholar 

  • Skorikov, V., & Vondracek, F. W. (1998). Vocational identity development: Its relationship to other identity domains and to overall identity development. Journal of Career Assessment, 6(1), 13–35. https://doi.org/10.1177/106907279800600102

    Article  Google Scholar 

  • Soenens, B., & Vansteenkiste, M. (2005). Antecedents and outcomes of self-determination in 3 life domains: The role of parents’ and teachers’ autonomy support. Journal of Youth and Adolescence, 34(6), 589–604.

    Google Scholar 

  • Sokol, J. T. (2009). Identity development throughout the lifetime: An examination of Eriksonian theory. Graduate Journal of Counseling Psychology, 1(2), 14. https://epublications.marquette.edu/gjcp/vol1/iss2/14

  • Staff, J., & Mortimer, J. T. (2008). Social class background and the school-to-work transition. New Directions for Child and Adolescent Development, 2008(119), 55–69.

    Google Scholar 

  • Strauser, D. R., Lustig, D. C., & Çiftçi, A. (2008). Psychological well-being: Its relation to work personality, vocational identity, and career thoughts. The Journal of Psychology, 142(1), 21–35.

    Google Scholar 

  • Stringer, K., Kerpelman, J., & Skorikov, V. (2011). Career preparation: A longitudinal, process-oriented examination. Journal of Vocational Behavior, 79(1), 158–169.

    PubMed  PubMed Central  Google Scholar 

  • Stringer, K., Kerpelman, J., & Skorikov, V. (2012). A longitudinal examination of career preparation and adjustment during the transition from high school. Developmental Psychology, 48(5), 1343.

    PubMed  Google Scholar 

  • Telli, S. (2016). Students’ perceptions of teachers’ interpersonal behavior across four different school subjects: Control is good but affiliation is better. Teachers and Teaching, 22(6), 729–744.

    Google Scholar 

  • van Rooij, E. C., Jansen, E. P., & van de Grift, W. J. (2017). Secondary school students’ engagement profiles and their relationship with academic adjustment and achievement in university. Learning and Individual Differences, 54, 9–19.

    Google Scholar 

  • Vansteenkiste, M., Aelterman, N., De Muynck, G.-J., Haerens, L., Patall, E., & Reeve, J. (2018). Fostering personal meaning and self-relevance: A self-determination theory perspective on internalization. The Journal of Experimental Education, 86(1), 30–49.

    Google Scholar 

  • Vansteenkiste, M., Sierens, E., Goossens, L., Soenens, B., Dochy, F., Mouratidis, A., Aelterman, N., Haerens, L., & Beyers, W. (2012). Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction, 22(6), 431–439. https://doi.org/10.1016/j.learninstruc.2012.04.002

    Article  Google Scholar 

  • Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202.

    Google Scholar 

  • Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35(3), 193–202.

    Google Scholar 

  • Wentzel, K. R., Muenks, K., McNeish, D., & Russell, S. (2017). Peer and teacher supports in relation to motivation and effort: A multi-level study. Contemporary Educational Psychology, 49, 32–45. https://doi.org/10.1016/j.cedpsych.2016.11.002

    Article  Google Scholar 

  • Yeager, D. S. (2017). Social and emotional learning programs for adolescents. The Future of Children, 27(1), 73–94.

    Google Scholar 

  • Young, R. A. (1983). Career development of adolescents: An ecological perspective. Journal of Youth and Adolescence, 12(5), 401–417.

    PubMed  Google Scholar 

  • Yu, M. V. B., Johnson, H. E., Deutsch, N. L., & Varga, S. M. (2018a). “She calls me by my last name”: Exploring adolescent perceptions of positive teacher-student relationships. Journal of Adolescent Research, 33(3), 332–362.

    Google Scholar 

  • Yu, S., Traynor, A., & Levesque-Bristol, C. (2018b). Psychometric examination of the short version of the learning climate questionnaire using item response theory. Motivation and Emotion, 42(6), 795–803. https://doi.org/10.1007/s11031-018-9704-4

    Article  Google Scholar 

  • Zhang, J., Yuen, M., & Chen, G. (2018). Teacher support for career development: An integrative review and research agenda. Career Development International. https://doi.org/10.1108/CDI-09-2016-0155

    Article  Google Scholar 

  • Zhu, S., Tse, S., Cheung, S.-H., & Oyserman, D. (2014). Will I get there? Effects of parental support on children’s possible selves. British Journal of Educational Psychology, 84(3), 435–453.

    PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Bournemouth University, Poole, UK

    Esther Anwuzia

Authors
  1. Esther Anwuzia
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Esther Anwuzia .

Editor information

Editors and Affiliations

  1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Betsy Ng

Rights and permissions

Reprints and permissions

Copyright information

© 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Anwuzia, E. (2023). Adolescents’ Future Career Preparation and Socioemotional Competencies: A Self-Determination Theory Perspective. In: Ng, B. (eds) Self-Determination Theory and Socioemotional Learning . Springer, Singapore. https://doi.org/10.1007/978-981-99-7897-7_8

Download citation

Publish with us

Policies and ethics

Search

Navigation