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Adolescents' Perceived Collective Contributions to Their Career Efficacy from Parents, Teachers, and Peers: Reciprocal and Transactional Associations over Time with Adolescents' Career Adaptability and Ambivalence

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Title: Adolescents' Perceived Collective Contributions to Their Career Efficacy from Parents, Teachers, and Peers: Reciprocal and Transactional Associations over Time with Adolescents' Career Adaptability and Ambivalence
Language: English
Authors: Nan Zhou (ORCID 0000-0003-3826-9438), Jinhui Qiao, Hongjian Cao (ORCID 0000-0003-3635-9499)
Source: Journal of Career Development. 2025 52(4):505-520.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Adolescents, Career Development, Parent Child Relationship, Teacher Student Relationship, Peer Relationship, Vocational Adjustment, Vocational Interests, Self Efficacy, Social Networks, High School Students, Foreign Countries
Geographic Terms: China
DOI: 10.1177/08948453251333782
ISSN: 0894-8453
1556-0856
Abstract: The concept of "collective contributions to career efficacy" (CCCE) has been long proposed to conceptualize the effects of influences from various significant others on individuals' career efficacy and development. However, the longitudinal and dynamic implications of CCCE for individuals' career development, especially the relative unique contributions of different parties above and beyond each other, have been rarely tested. Based on three-annual-wave survey data from 3196 Chinese adolescents across their senior high middle school years (Grades 10-12; Mean[subscript age] = 15.55 years old, SD[subscript age] = 0.44; 52.8% girls at Wave 1), this study sought to fill this key void by examining the associations between CCCE from parents, teachers, as well as peers and adolescents' career adaptability and ambivalence over time. Results of structural equation modeling analyses indicate a series of reciprocal and transactional associations over time between CCCE from parents as well as teachers and adolescents' career adaptability. In contrast, adolescents' earlier career ambivalence was found to be unidirectionally associated with subsequent CCCE from parents, teachers, and peers over time but not vice versa. Such findings provide a more nuanced and dynamic delineation of the links between CCCE from different relational sources and adolescent career adaptation, which highlights the practical potential of promoting adolescents' career development through enhancing their efficacy in receiving career-related support from various significant others in their proximal social networks. More implications for theories, future research and practice were also discussed.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475507
Database: ERIC
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  Value: <anid>AN0186128701;[2yf6]01aug.25;2025Jun26.00:54;v2.2.500</anid> <title id="AN0186128701-1">Adolescents' Perceived Collective Contributions to Their Career Efficacy From Parents, Teachers, and Peers: Reciprocal and Transactional Associations Over Time With Adolescents' Career Adaptability and Ambivalence </title> <p>The concept of "collective contributions to career efficacy" (CCCE) has been long proposed to conceptualize the effects of influences from various significant others on individuals' career efficacy and development. However, the longitudinal and dynamic implications of CCCE for individuals' career development, especially the relative unique contributions of different parties above and beyond each other, have been rarely tested. Based on three-annual-wave survey data from 3196 Chinese adolescents across their senior high middle school years (Grades 10–12; Mean <sub>age</sub> = 15.55 years old, SD <sub>age</sub> =.44; 52.8% girls at Wave 1), this study sought to fill this key void by examining the associations between CCCE from parents, teachers, as well as peers and adolescents' career adaptability and ambivalence over time. Results of structural equation modeling analyses indicate a series of reciprocal and transactional associations over time between CCCE from parents as well as teachers and adolescents' career adaptability. In contrast, adolescents' earlier career ambivalence was found to be unidirectionally associated with subsequent CCCE from parents, teachers, and peers over time but not vice versa. Such findings provide a more nuanced and dynamic delineation of the links between CCCE from different relational sources and adolescent career adaptation, which highlights the practical potential of promoting adolescents' career development through enhancing their efficacy in receiving career-related support from various significant others in their proximal social networks. More implications for theories, future research and practice were also discussed.</p> <p>Keywords: adolescent career development; collective contributions to career efficacy; Chinese adolescents; reciprocal and transactional dynamics</p> <p>In response to [<reflink idref="bib7" id="ref1">7</reflink>] advocacy for enhancing the relational components in the study of psychology beyond the traditional emphasis narrowly on the self, [<reflink idref="bib8" id="ref2">8</reflink>] expanded [<reflink idref="bib3" id="ref3">3</reflink>] concept of collective efficacy to incorporate career self-efficacy ([<reflink idref="bib24" id="ref4">24</reflink>]). Specifically, they introduced the construct of "collective contributions to career efficacy (CCCE)" to highlight the influences of significant others on an individual's career development. As they defined ([<reflink idref="bib8" id="ref5">8</reflink>]), it reflects "individuals' perceived collective efficacy based on the contributions of significant others to their career development" (p. 238). Notably, in a sample of 1175 high school students from Hong Kong, Shanghai and Michigan, Cheung et al. found that, consistently across cultural contexts, adolescents' perceived CCCE was associated with their career exploration and commitment both directly and indirectly via positive associations with their career decision self-efficacy. This pioneering work expanded career researchers' horizon by encouraging them to go beyond the influences of individuals' selves and pay more attention to individuals' broader social networks in order to identify the salient relational sources of individuals' efficacy in career-related activities and decision-making processes. In particular, this study also highlighted the importance of specifying the relative, unique contributions of various significant others to individuals' career development outcomes.</p> <p>However, it is surprising to find that this interesting work by Cheung et al. did not receive much attention by the subsequent research on adolescents' career development. It also still remains unclear whether the effects of CCCE could be well extended to the other critical indicators of adolescents' career development (e.g., career adaptability and ambivalence). This appears to be a critical omission. As adolescents actively interact with their social world to formalize their career identity, engage in career-related explorations and actions, and develop career-related efficacy beliefs, their career development processes and outcomes are not merely guided by their career-related efficacy beliefs, but also may serve as feedback to further shape their confidence in receiving career-related support from significant others for their future career development ([<reflink idref="bib4" id="ref6">4</reflink>]; [<reflink idref="bib54" id="ref7">54</reflink>]). Such potentially reciprocal and transactional associations may unfold over time during the middle high school years when they are heavily devoted to career explorations to map out their future career ([<reflink idref="bib34" id="ref8">34</reflink>]). However, longitudinal studies on the temporal dynamics of such association are extremely scarce. Therefore, the current study sought to narrow such gaps by examining the temporal dynamics of the associations between CCCE and two adolescents' career development outcomes (i.e., career adaptability and ambivalence) and also particularly exploring the nuance in the various social network relational sources of career support efficacy (i.e., parents, teachers, and peers).</p> <hd id="AN0186128701-2">The Potential Transactional Associations Over Time Between CCCE and Adolescents' Career Devel...</hd> <p>The Social Cognitive Career Theory proposes career-related self-efficacy as a pivotal factor influencing adolescents' career interests, goals, and actions ([<reflink idref="bib4" id="ref9">4</reflink>]). Beyond individual self-efficacy, the concept of CCCE underscores the critical roles of significant others in shaping adolescents' confidence in handling future career-related challenges. These challenges include self-appraisal, gathering occupational information, goal selection, planning, and problem-solving ([<reflink idref="bib8" id="ref10">8</reflink>]). This concept aligns with the relational perspective in career development research ([<reflink idref="bib25" id="ref11">25</reflink>]; [<reflink idref="bib43" id="ref12">43</reflink>]), which emphasizes that significant others in adolescents' proximal social networks—such as parents, teachers, and peers—serve as key sources of learning, support, and feedback related to career development. Through modeling, encouragement, resource provision and guidance, these social relationships contribute substantially to adolescents' career development ([<reflink idref="bib23" id="ref13">23</reflink>]).</p> <p>Similarly, social relationships have been long considered as crucial vehicles of social capital, providing career-related information, advice, and opportunities to foster career development ([<reflink idref="bib42" id="ref14">42</reflink>]). These relational influences may be particularly pronounced in cultural contexts that emphasize interpersonal interdependence. A systematic review of global studies on factors influencing adolescents' career choices ([<reflink idref="bib1" id="ref15">1</reflink>]) indicated that youth from collectivistic cultures tended to place greater value on the roles of career socialization agents—such as parents, school counselors, teachers, and peers—compared to their counterparts from individualistic cultures.</p> <p>Moreover, the concept of CCCE reflects the interdependent nature of human behaviors, where individuals' perception of significant others' support in their career development is closely tied to their own sense of agency in achieving career success ([<reflink idref="bib3" id="ref16">3</reflink>]; [<reflink idref="bib8" id="ref17">8</reflink>]). While this view emphasizes a unidirectional influence of CCCE on career development, it can be expanded through a transactional perspective ([<reflink idref="bib38" id="ref18">38</reflink>]). The transactional model of development highlights a continuous, dynamic interplay between an individual and his/her social environment. Accordingly, individuals actively shape and also are shaped by their socialization processes through ongoing interactions with environmental factors ([<reflink idref="bib38" id="ref19">38</reflink>]). Therefore, CCCE may not only influence career development outcomes, but also be influenced by them, as these processes are inherently reciprocal and interactive.</p> <hd id="AN0186128701-3">The Potential Transactional Associations Over Time Between CCCE and Adolescents' Career Devel...</hd> <p></p> <hd id="AN0186128701-4">Directional Associations</hd> <p>Among these career socialization agents, parents as the most proximal ones have been extensively examined. Their career-related expectations, parenting behaviors (e.g., support, interference, barriers to engagement) can directly promote or inhibit adolescents' career development ([<reflink idref="bib27" id="ref20">27</reflink>]; [<reflink idref="bib28" id="ref21">28</reflink>]; [<reflink idref="bib55" id="ref22">55</reflink>]). This is especially the case in collectivist cultural contexts, such as China. Chinese adolescents tend to highly value parental involvement in their career development than their counterparts residing in the more individualist cultural contexts ([<reflink idref="bib41" id="ref23">41</reflink>]; [<reflink idref="bib53" id="ref24">53</reflink>]). School counselors and teachers (hereafter referred to as teachers) also serve as key socialization agents of career development. In China, parents often receive very little training on how to promote their adolescent children's career development and the middle schools represent the primary contexts in which career-related education is conducted ([<reflink idref="bib33" id="ref25">33</reflink>]; [<reflink idref="bib52" id="ref26">52</reflink>]).</p> <p>In addition to the typical career guidance and emotional support in facilitating adolescents' career exploration and actions, Chinese teachers have also afforded responsibilities to provide career-related knowledge to adolescents and instruct them to learn relevant skills ([<reflink idref="bib44" id="ref27">44</reflink>]). Notably, such comprehensive and salient roles of teachers are contextualized in the Chinese government's recent efforts in promoting career education in middle schools ([<reflink idref="bib49" id="ref28">49</reflink>]). In addition, prior research also suggests that peers can act as another critical source of learning experiences for adolescents' career development by either peer socialization processes (i.e., accepting peer career influences after making friends) or selection processes (i.e., affiliating with peers with similar career interests or goals) ([<reflink idref="bib11" id="ref29">11</reflink>]; [<reflink idref="bib20" id="ref30">20</reflink>]). However, although peers tended to gain increasingly salient roles in adolescents' lives, adolescents' counterparts still lack sufficient knowledge and vision to provide support in fostering adolescents' efficacy in career self-appraisal, occupational information, goal selection, planning, and problem-solving ([<reflink idref="bib32" id="ref31">32</reflink>]).</p> <p>Plausibly, adolescents would be more likely to perceive more contributions from parents, teachers, and peers in terms of support and encouragement for career development when they are more adaptable (e.g., curious, confident) and less ambivalent about career exploration and goals. Taken altogether, it seems warranted to expect reciprocity and transactionality in the associations over time between CCCE from different sources and adolescent career development outcomes, which have been rarely, if not at all, studied in previous research, to the best of our knowledge.</p> <hd id="AN0186128701-5">Reciprocal Associations</hd> <p>Going beyond the plausible unidirectional associations, career efficacy, adaptability, and ambivalence may interplay with each other in complex, dynamic and bidirectional ways. Indeed, previous research demonstrated that career adaptability and self-efficacy could reinforce each other over time—greater adaptability might boost confidence in career-related tasks, while strong self-efficacy could enhance adaptability ([<reflink idref="bib30" id="ref32">30</reflink>]; [<reflink idref="bib48" id="ref33">48</reflink>]). Similarly, [<reflink idref="bib26" id="ref34">26</reflink>] found that low self-efficacy predicted career ambivalence, and ambivalence further eroded self-efficacy by fostering doubts and hesitation. Meanwhile, a study by [<reflink idref="bib51" id="ref35">51</reflink>] showed that career adaptability and ambivalence were dynamically associated with each other. Earlier high levels of adaptability could reduce subsequent career-related uncertainty, and persistent ambivalence also weakened later adaptability.</p> <p>While prior studies have explored the associations between parents', teachers', and peers' career-related support and adolescents' career outcomes, comparative analyses of their relative influence remain limited. For instance, [<reflink idref="bib17" id="ref36">17</reflink>] found that parental emotional support correlated more strongly with reduced career indecision than peer acceptance among Kosovar youth, suggesting parents may play a particularly pivotal role in buffering uncertainty. Similarly, [<reflink idref="bib6" id="ref37">6</reflink>] observed that teacher encouragement predicted greater purpose exploration over time in Taiwanese vocational students, but these findings were not directly compared to the influence of family or peers. Meanwhile, [<reflink idref="bib2" id="ref38">2</reflink>] highlighted the risks of excessive parental pressure in Nigerian secondary schools, implying that even within the family sphere, the nature of support (e.g., autonomy versus control) may matter more than its source.</p> <p>Overall, the career-related socialization from parents, teachers, and peers may constitute the foundation cornerstones of adolescent CCCE. Adolescents' confidence in significant others' providing support in career decision areas (i.e., self-appraisal, occupational information, goal selection, planning, and problem-solving) could promote their career exploration and commitment and ultimately enhance career adaptability and reduce career ambivalence ([<reflink idref="bib8" id="ref39">8</reflink>]). Despite these insights, two key gaps remain. First, no study has directly examined the full bidirectional relationships among all three constructs, even though existing research supports such interactions in pairs. Second, few studies have systematically quantified how the relative weight of these support types shifts across contexts or outcomes.</p> <hd id="AN0186128701-6">The Present Study</hd> <p>To address these gaps, this study used three annual waves of data on a large sample of adolescents across their senior high middle school years (Grades 10–12; <emph>N</emph> = 3,196, <emph>M</emph><subs>age</subs> = 15.56, <emph>SD</emph><subs>age</subs> =.58, 52.8% girls) to examine (a) the potential transactional and reciprocal associations between CCCE and adolescents' career development and (b) the potential differences in such associations across various sources of CCCE (i.e., parents, teachers, and peers). We hypothesize that (a) CCCE and specifically, CCCE from parents, teachers, and peers would be associated with adolescents' career adaptability and ambivalence over time in a reciprocal, and transactional fashion, and (b) CCCE from parents and teachers would be more likely to relate to adolescents' career adaptability and ambivalence over time than CCCE from peers and vice versa.</p> <p>Note that Chinese societies and families tend to endorse the values of collectivism, that is, individuals tend to respect authority and place an emphasis on tight bonds with members in social groups ([<reflink idref="bib22" id="ref40">22</reflink>]; [<reflink idref="bib29" id="ref41">29</reflink>]). Living in such cultural contexts, Chinese adolescents have been socialized to value interpersonal interdependence and think highly of the relationship network, thereby leading them to be highly susceptible to significant others' influences and highly cherish support from parents, teachers, and peers as bases for their general and career-specific efficacy beliefs ([<reflink idref="bib15" id="ref42">15</reflink>]). As such, findings of the current examination may particularly inform career education practices conducted in Chinese family and school settings.</p> <hd id="AN0186128701-7">Method</hd> <p></p> <hd id="AN0186128701-8">Participants and Procedures</hd> <p>Procedures of this study have been approved by the institutional review board at the study's home institution (BNU202109100026). The used data were derived from an ongoing larger longitudinal project, namely, "The Chinese Adolescent Career Development (CACD) Project: A Multisite Longitudinal Study," which sought to examine Chinese high school students' career development and its pivotal correlates. Recognizing the variability in career-related pedagogy for high school students across different regions of China, we aimed to enhance the representativeness of our sample by selecting schools from a variety of schools located in the Northern, Central, and Southern regions of China. In doing so, we also targeted schools in both urban and rural areas, schools with and without career education course arrangements, and schools with career course teachers who had varied levels of training. After obtaining informed consent forms from both adolescents and their parents, research assistants distributed self-report questionnaires in classrooms at the target schools, with the assistance of teachers. Adolescents independently completed these questionnaires annually across three consecutive years. They received some small gifts (e.g., pencils) upon completion for compensation.</p> <p>At the initial wave, we surveyed 3196 adolescents at 10<sups>th</sups> grade, of whom 2820 successfully participated in the second wave assessment and 2315 in the third wave assessment. Employing the multivariate analysis of variances (MANOVA), we conducted the attrition analyses. In terms of the key study variables and the demographic covariates at the first wave, we found no significant differences between students who engaged in the third wave assessment and those who did not, suggesting negligible attrition bias.</p> <p>Among the 3196 adolescents at the first wave, the average age was 15.55 years old (<emph>SD</emph> =.44), 52.8% of them were females, 50.8% adolescents were from families living in urban areas, 30.9% came from the Northern China region, 42.7% from the Southern China region, and 26.4% from the Central China region. Furthermore, the median of both mothers' (27.3%) and fathers' (30.9%) educational attainment was "high school, vocational high school, or technical secondary school."</p> <hd id="AN0186128701-9">Measures</hd> <p>All currently used scales have demonstrated good reliability and validity in samples of Chinese middle school students (e.g., [<reflink idref="bib28" id="ref43">28</reflink>]; [<reflink idref="bib52" id="ref44">52</reflink>]; [<reflink idref="bib53" id="ref45">53</reflink>]). Detailed descriptions of the used measures are provided as follows.</p> <hd id="AN0186128701-10">Adolescents' Perceived Collective Contributions to Career Efficacy From Different Sources at...</hd> <p>The 18-item Collective Contributions to Career Efficacy Scale (CCCE; [<reflink idref="bib8" id="ref46">8</reflink>]) was used to assess adolescents' perceived contributions from parents, teachers, and peers to their career efficacy and development (6 items for each source). The 6 items for each subscale include 5 items respectively corresponding to the five factors of career decision-making self-efficacy (i.e., self-appraisal, occupational information, goal selection, planning, and problem-solving) as well as one additional item on role modeling. Adolescents were asked to rate the extent to which they feel confident that, when considering their future career, they may gain assistance on career-related matters as described in each item from different parties, such as parents, school and peers (e.g., "Assist you to determine what your ideal job would be") on a 5-point scale ranging from "1 = <emph>no confidence at all</emph>" to "5 = <emph>complete confidence</emph>." Higher scores indicate higher levels of perceived collective contributions to career efficacy. This scale demonstrated good reliability and validity in Chinese adolescent samples in prior research (e.g., [<reflink idref="bib8" id="ref47">8</reflink>]). In the present sample, Cronbach's αs of the subscales ranged from.904 to.961 across the three waves.</p> <hd id="AN0186128701-11">Adolescents' Career Adaptability at W1, W2, and W3</hd> <p>The [<reflink idref="bib40" id="ref48">40</reflink>] Career Adapt-Abilities Scale was used to assess adolescents' career adaptability. The scale involves 24 items and has four 6-item subscales: concern (e.g., "Planning how to achieve my goals"), control (e.g., "Taking responsibility for my actions"), curiosity (e.g., "Observing different ways of doing things"), and confidence (e.g., "Taking care to do things well"). Ratings were made on a 5-point scale ranging from "1 = <emph>Definitely not like me</emph>" to "5 = <emph>Very much like me</emph>." Higher scores indicate higher levels of career adaptability. This scale demonstrated good reliability and validity in Chinese adolescent samples in prior research (e.g., [<reflink idref="bib28" id="ref49">28</reflink>]). In this sample, Cronbach's αs of the subscales ranged from.903 to.948 across the three waves.</p> <hd id="AN0186128701-12">Adolescents' Career Ambivalence at W1, W2, and W3</hd> <p>Adolescents' career ambivalence was measured using the Ambivalence in Career Decision-Making Scale ([<reflink idref="bib19" id="ref50">19</reflink>]). The 4-item scale assessed the ambivalence of adolescents in the process of making career decisions (e.g., "One moment I want to pursue a certain course of study/a certain professional training program, the next I don't."). Ratings were made on a 5-point scale ranging from "1 = <emph>Never</emph>" to "5 = <emph>Always.</emph>" Higher scores indicate higher levels of ambivalence. This scale demonstrated good reliability and validity in Chinese adolescent samples in prior research (e.g., [<reflink idref="bib52" id="ref51">52</reflink>]). In this sample, Cronbach's αs of the subscales ranged from.853 to.880 across the three waves.</p> <hd id="AN0186128701-13">Covariates</hd> <p>Covariates were measured at W1, including adolescents' age in years, gender (1 = <emph>Boys</emph>, 2 = <emph>Girls</emph>), residential type (1 = <emph>Urban</emph>, 2 = <emph>Rural</emph>), family geographic areas (Northern, Southern, or Central China), and adolescents' family socioeconomic status (SES). Family geographic areas was dummy coded into two variables: "Northern versus Central China," and "Southern versus Central China." Adolescents' family SES was coded by the averaged Z-scores of parents' education levels and household possessions ([<reflink idref="bib16" id="ref52">16</reflink>]). These variables were included in the analyses given their potential relations with the key study variables ([<reflink idref="bib14" id="ref53">14</reflink>]; [<reflink idref="bib52" id="ref54">52</reflink>]; [<reflink idref="bib53" id="ref55">53</reflink>]).</p> <hd id="AN0186128701-14">Analytic Approaches</hd> <p>We utilized Mplus 8.7 ([<reflink idref="bib31" id="ref56">31</reflink>]–2017) to conduct Cross-Lagged Panel Model (CLPM) using the techniques of structural equation modeling (SEM). Two models were used to examine the potential reciprocal relationships between CCCE from significant others and adolescents' career adaptability and career ambivalence over time. In Model 1 (Figure 1), CCCE was specified as a latent variable indicated by efficacy related to three sources (from parents, peers, and teachers). Further, Model 2 (Figure 2) included the three different sources of CCCE simultaneously as manifest variables within a unified model to examine their respective, unique associations above and beyond each other with adolescents' career adaptability and ambivalence over time. Covariates were regressed on all key study variables across waves. To obtain robust estimations, we conducted time-invariance tests for all cross-lagged paths, stability paths, and correlated changes. The model fit was considered as not significantly changed when the changes between two models in RMSEA were less than.015 and changes in CFI were less than.01 ([<reflink idref="bib5" id="ref57">5</reflink>]).</p> <p>Graph: Figure 1.The broad associations of overall collective contributions to career efficacy across different sources with adolescents' career ambivalence and career adaptability from W1 to W3. Note. W1, Wave 1; W2, Wave 2; W3, Wave 3. Black lines indicate significant coefficients, whereas gray lines indicate nonsignificant coefficients. Standardized coefficients are reported. The covariates include adolescents' age, gender, residential type, family geographic areas, and family SES at W1. * p <.05; ** p <.01; *** p <.001 (two-tailed).</p> <p>Graph: Figure 2.Relative unique associations of collective contributions to career efficacy from various sources with adolescents' career adaptability and career ambivalence from W1 to W3. Note. W1, Wave 1; W2, Wave 2; W3, Wave 3. Standardized coefficients are reported. The covariates include adolescents' age, gender, residential type, family geographic areas, and SES at W1. For clarify, all correlation lines and relevant coefficients, all autoregressive paths and relevant coefficients, and all nonsignificant prediction paths and relevant coefficients have been omitted, which are all available from the authors upon request. * p <.05; ** p <.01; *** p <.001 (two-tailed).</p> <p>This study employs the Full Information Maximum Likelihood (FIML) to address missing values. We refer to the Chi-square statistic (χ<sups>2</sups>), the comparative fit index (CFI), the root-mean-square error of approximation (RMSEA), and the standardized root-mean-square residual (SRMR) as the indices to evaluate the model fit. Good fits are indicated by CFI values higher than.90, RMSEA values lower than.08, and SRMR lower than.08 ([<reflink idref="bib21" id="ref58">21</reflink>]).</p> <hd id="AN0186128701-15">Results</hd> <p>Descriptive statistics and bivariate correlations of key variables and covariates are displayed in Supplemental Table S1. Results of primary model analyses were presented below.</p> <p>Model 1 (Figure 1): Broad Associations of the Overall CCCE across Different Sources with Adolescents' Career Ambivalence and Adaptability from Wave 1 to Wave 3</p> <p>For Model 1, constraining all cross-lagged paths to be equal over time, all stability paths to be equal over time, and wave 2 to wave 3 correlated changes to be equal over time did not worsen model fit (ΔRMSEA = −.001, ΔCFI <.000; Supplemental Document Table S2), indicating that effects did not differ across 3 waves. Based on this, we retained the most parsimonious constrained model, which exhibited an adequate fit to the data (Figure 1): <emph>χ</emph><sups>2</sups> (<reflink idref="bib330" id="ref59">330</reflink>) = 4109.989, <emph>p</emph> <.001, RMSEA =.060 with a 90% CI [.058,.062], CFI =.922, SRMR =.046.</p> <p>Results showed reciprocal associations between CCCE and adolescents' career adaptability. CCCE at Wave 1/Wave 2 was associated positively with adolescents' career adaptability at Wave 2/Wave 3 (β =.119, <emph>p</emph> <.001; β =.123, <emph>p</emph> <.001, respectively); adolescents' career adaptability at Wave 1/Wave 2 also associated positively with CCCE at Wave 2/Wave 3 (β =.079, <emph>p</emph> <.001; β =.072, <emph>p</emph> <.001, respectively). Adolescents' career ambivalence at Wave 1/Wave 2 was associated negatively with CCCE at Wave 2/Wave 3 (β = −.038, <emph>p</emph> =.005; β = −.035, <emph>p</emph> =.005, respectively); but CCCE at Wave 1/Wave 2 was not associated with career ambivalence at Wave 2/Wave 3.</p> <p>Model 2 (Figure 2): Relative Unique Associations of CCCE from Various Sources with Adolescents' Career Adaptability and Ambivalence from Wave 1 to Wave 3</p> <p>First of all, in order to evaluate the potential multicollinearity issue, we calculated the Variance Inflation Factor (VIF) for three sources of CCCE (Child-Centered Communication Environment) over three time points (W1, W2, W3). The VIF values ranged from 1.75 to 2.61, which were below the threshold of 5, indicating that multicollinearity is not a concern across waves.</p> <p>Similar to Models 1, Model 2 retained the more parsimonious constrained model (ΔRMSEA = −.002, ΔCFI = −.003; see Supplemental Document Table S4), which exhibited an acceptable fit to the data: <emph>χ</emph><sups>2</sups> (<reflink idref="bib345" id="ref60">345</reflink>) = 3581.746, <emph>p</emph> <.001, RMSEA =.054 with a 90% CI [.053,.056], CFI =.927, SRMR =.073. Results showed reciprocal associations between two sources of CCCE (parents and teachers) and adolescents' career adaptability. Earlier CCCE at Wave 1/Wave 2 was associated positively with adolescents' subsequent career adaptability at Wave 2/Wave 3 (Parents: β =.067, <emph>p</emph> <.001; β =.070, <emph>p</emph> <.001; Teachers: β =.036, <emph>p</emph> =.041; β =.040, <emph>p</emph> =.041, respectively); adolescents' career adaptability at Wave 1/Wave 2 also associated positively with three sources of CCCE at Wave 2/Wave 3 (Parents: β =.132, <emph>p</emph> <.001; β =.132, <emph>p</emph> <.001; Teachers: β =.116, <emph>p</emph> <.001; β =.117, <emph>p</emph> <.001, respectively). As for CCCE from peers, only the association from career adaptability to CCCE is significantly positive (β =.133, <emph>p</emph> <.001; β =.131, <emph>p</emph> <.001, respectively).</p> <p>For career ambivalence, adolescents' career ambivalence at Wave 1/Wave 2 was associated negatively with three sources of CCCE at Wave 2/Wave 3 (Parents: β = −.030, <emph>p</emph> =.015; β = −.029, <emph>p</emph> =.015; Teachers: β = −.028, <emph>p</emph> =.033; β = −.028, <emph>p</emph> =.033; Peers: β = −.042, <emph>p</emph> =.001; β = −.041, <emph>p</emph> =.001, respectively); but none of the three sources of CCCE at Wave 1/Wave 2 was associated with career ambivalence at Wave 2/Wave 3.</p> <hd id="AN0186128701-16">Discussion</hd> <p>In line with the social cognitive career theory ([<reflink idref="bib4" id="ref61">4</reflink>]) and guided by the early work on the implications of CCCE for adolescent career development ([<reflink idref="bib8" id="ref62">8</reflink>]), this study was among the initial efforts in examining how CCCE from various significant others (i.e., parents, teachers, and peers) may uniquely contribute to adolescents' career adaptability and ambivalence over time across the middle high school years. The current results revealed temporal reciprocity and transactionality in such associations and also shed light on some nuance varying as a function of CCCE sources. Such findings highlight the importance of approaching the associations between social network relational influences and child career development outcomes from a more dynamic perspective.</p> <hd id="AN0186128701-17">The Contribution of the Overall CCCE From Significant Others</hd> <p>CCCE was consistently associated with adolescents' career adaptability over time. This finding supports the proposition from the SCCT theory and the relational career theories that individuals' identification with a supportive group would enhance their health, wellbeing, and performance eventually ([<reflink idref="bib18" id="ref63">18</reflink>]; [<reflink idref="bib47" id="ref64">47</reflink>]). This could be particularly true in the Chinese context, where adolescents are raised up in a culture that emphasizes harmonious interpersonal relationships and the endorsement of collectivistic goals (e.g., taking pride in being part of a group; [<reflink idref="bib10" id="ref65">10</reflink>]; [<reflink idref="bib29" id="ref66">29</reflink>]). In this context, Chinese adolescents' perceptions of collective efficacy in their career development, shaped by significant others, likely provide them with motivation, confidence, and strength in exploring career interests and engaging in career-related activities, which may ultimately enhance their career adaptability.</p> <p>However, recent studies suggest that China's collectivist culture may also impose pressure on students when their autonomy in decision-making is limited. [<reflink idref="bib25" id="ref67">25</reflink>] show that Chinese students, influenced by familial expectations, often prioritize family interests over personal career aspirations, which can complicate their decision-making process. Similarly, [<reflink idref="bib13" id="ref68">13</reflink>] found that Chinese students are more likely to conform to family expectations, which may hinder independent career exploration. The pressure to align with societal and familial norms can limit students' autonomy, potentially hindering their career adaptability. Thus, while collectivism in China can provide motivation and support, it can also impose constraints on students' career decisions. Future research should extend the key proposition from the SCCT theory and further explore the complexity in the dual role of collectivism in both fostering career development and restricting individual autonomy. To do so, it is important to directly measure cultural factors (e.g., endorsement of collectivism, authoritative filial piety) and deduce, explicate, as well as test hypotheses from cultural theories more deliberately, explicitly and systematically, which will enhance cultural relevance of the findings.</p> <hd id="AN0186128701-18">The Differentiated Contributions of CCCE From Varying Sources</hd> <p>Rather than from peers, the identified associations between CCCE from parents and teachers and adolescents' career adaptability were consistent with findings from previous studies on the links between collective efficacy and individual developmental outcomes across multiple domains (e.g., school effectiveness, job satisfaction; [<reflink idref="bib9" id="ref69">9</reflink>]; [<reflink idref="bib45" id="ref70">45</reflink>]). This suggests that adolescents' social network resources—particularly those from parents and teachers—could be key targets for interventions aimed at promoting their career adaptability. In adolescents' social networks, parents and teachers likely play more proximal and salient roles than peers in the development of adolescents' career adaptability as they are typically the most primary agents in career-related education activities respectively in family and school settings. For example, they afford the major responsibilities to provide both instrumental (e.g., information on college majors, future career possibilities, and current economy or prospective employment models) and emotional support (e.g., encouragement for career actions, reinforcement of successful explorations, comforting in response to career setbacks) for high school students ([<reflink idref="bib12" id="ref71">12</reflink>]).</p> <p>In contrast, CCCE from peers was not related to adolescents' career adaptability. This does not align with some extant research revealing the significant roles of peer support and modeling in the development of both high school students' and college students' career-related outcomes ([<reflink idref="bib20" id="ref72">20</reflink>]; [<reflink idref="bib36" id="ref73">36</reflink>]; [<reflink idref="bib37" id="ref74">37</reflink>]; [<reflink idref="bib46" id="ref75">46</reflink>]). Peers can provide valuable sources of learning experiences, act as social capital (e.g., career-related information, advice, skills), and lend emotional support for adolescents to facilitate their career exploration and adaptability ([<reflink idref="bib37" id="ref76">37</reflink>]; [<reflink idref="bib50" id="ref77">50</reflink>]). However, to our understanding, no studies have ever examined peer factors in relation to adolescents' career development in the Chinese contexts, although some concurrent associations between peer support and career exploration were identified among Chinese college students ([<reflink idref="bib50" id="ref78">50</reflink>]). Also notable is that despite the advocate of career education during recent years in China ([<reflink idref="bib49" id="ref79">49</reflink>]), Chinese high middle school education system still tends to be academic achievement-oriented and have not offered sufficient career-related information and skill training, which may hinder students' capacities to provide support or modeling to each other ([<reflink idref="bib32" id="ref80">32</reflink>]). Peer influences on Chinese adolescents' career development await to be more systematically investigate in future research.</p> <p>The current null finding regarding CCCE as a possible predictor of adolescents' later career ambivalence might not be surprising, given that indecisive and hesitant thoughts about future career paths may not yet emerge during adolescence. Adolescents often lack sufficient opportunities to thoroughly explore their career interests and goals in the first one or two years of high school ([<reflink idref="bib39" id="ref81">39</reflink>]; [<reflink idref="bib54" id="ref82">54</reflink>]). This suggests that career adaptability may be more appropriately assessed across the developmental course of adolescence, as it is more likely to relate to a broad range of individual and contextual career-related resources, barriers, and outcomes ([<reflink idref="bib35" id="ref83">35</reflink>]).</p> <hd id="AN0186128701-19">The Contribution of Adolescent Career Adaptability and Ambivalence to CCCE</hd> <p>In addition to the aforementioned contributions of CCCE to adolescents' career adaptability, the reversed association from both adolescents' career adaptability and ambivalence to their CCCE were also identified. Adolescents' heightened levels of concern, curiosity, and control for their future career, confidence in career exploration and success, and little confusions over career goals may elicit more positive and supportive exchanges with or responses from their parents, teachers, and peers, and ultimately results in heightened CCCE, which is in line with the transactional perspective ([<reflink idref="bib38" id="ref84">38</reflink>]). This also echoes the findings of a recent study revealing reciprocal associations between career-related parenting behaviors and adolescents' career developmental outcomes (Zhou, Cao et al., 2023). These findings suggest that parents may calibrate and adjust their investments and behaviors based on their children's career developmental capabilities, highlighting the importance of considering child-driven effects in both relevant practices and future research. Also notably, as we assessed adolescents' perceptions of CCCE from significant others, the identified prediction from their adaptability and ambivalence to CCCE may stem from adolescents' own increased confidence over time in seeking support from parents, teachers, and peers because of their enhanced career adaptability and reduced career ambivalence.</p> <hd id="AN0186128701-20">Limitations</hd> <p>Some limitations should be acknowledged. First, prior studies have identified individual self-efficacy as a key mechanism that explains the relationship between collective efficacy and both group and individual developmental outcomes, such as academic success and job satisfaction ([<reflink idref="bib8" id="ref85">8</reflink>]; [<reflink idref="bib18" id="ref86">18</reflink>]). However, the potential reciprocal associations among collective career efficacy (CCCE), individual self-efficacy, and career developmental outcomes—such as career adaptability and career ambivalence—remain unclear during adolescence. While [<reflink idref="bib8" id="ref87">8</reflink>] and [<reflink idref="bib18" id="ref88">18</reflink>] highlight the importance of these self-efficacy mechanisms in broader domains, they did not specifically address how these dynamics unfold within the context of career exploration and adolescent development. This gap suggests an opportunity for future research to explore the reciprocal relationships between CCCE, self-efficacy, and career adaptability/ambivalence in greater depth, particularly as they relate to adolescents' navigation of the complexities of career development.</p> <p>Second, the CCCE from intimate others lies in six disparate aspects, including five dimensions related to career decision-making efficacy and an additional one on role modeling ([<reflink idref="bib8" id="ref89">8</reflink>]). Due to the single-item measure of the five aspects of CCCE in this study, it's not appropriate to conduct additional analyses to probe the unique implications of each aspect of CCCE in relation to adolescents' career developmental outcomes. To provide a more refined understanding of the implications of CCCE for adolescents' career development, it is promising to conduct future work to explore the unique associations between these specific aspects of CCCE and adolescents' career development outcomes. Third, given the potential complementary roles of different significant others in adolescents' career development, future studies also may need to explore the potential interactions among CCCE from parents, teachers, and peers in relation to adolescents' career development over time. Last, although our study is longitudinal, the correlational nature of the data precludes causal inferences. Additionally, the shared-method and shared-informant variances may inflate the identified associations. Thus, while the design provides valuable insights about dynamics over time, further research with more rigorous designs is needed to establish causality in the efffects.</p> <hd id="AN0186128701-21">Conclusion and Implications</hd> <p>This study represents a novel extension of the work on CCCE by Cheung and her colleagues (2013). A three-annual-wave longitudinal design allowed us to provide a dynamic portrayal of how CCCE from different sources and adolescents' career adaptability and ambivalence may interplay and unfold over time.</p> <p>The findings of this study provide important implications for career education practices. First, they highlight the reciprocal and significant roles that parents and teachers play in fostering adolescents' career adaptability. Educators could implement workshops aimed at educating parents on how to provide career-related guidance. These workshops could focus on fostering open communication about career aspirations and helping parents offer both emotional and instrumental support. Additionally, professional development programs for teachers could focus on training educators to offer personalized career counseling and create career-related learning experiences that align with students' individual goals and interests ([<reflink idref="bib12" id="ref90">12</reflink>]; [<reflink idref="bib53" id="ref91">53</reflink>]).</p> <p>While peers in the current sample were found to have a less significant role in career adaptability and career ambivalence, career educators should still encourage the development of peer mentoring systems within schools. These systems would allow students to engage in career-related discussions and share experiences ([<reflink idref="bib36" id="ref92">36</reflink>]; [<reflink idref="bib50" id="ref93">50</reflink>]). Finally, the longitudinal nature of this study provides important insights into the temporal dynamics of career development over time. Tailored interventions can be implemented at various stages of students' development to address unique stage-salient challenges, such as career ambivalence or lack of adaptability. This approach might facilitate more effective career education ([<reflink idref="bib35" id="ref94">35</reflink>]; [<reflink idref="bib55" id="ref95">55</reflink>]).</p> <hd id="AN0186128701-22">Supplemental Material</hd> <p>Graph: Supplemental Material for Adolescents' Perceived Collective Contributions to Their Career Efficacy From Parents, Teachers, and Peers: Reciprocal and Transactional Associations Over Time With Adolescents' Career Adaptability and Ambivalence by Nan Zhou, Jinhui Qiao, and Hongjian Cao in Journal of Career Development</p> <hd id="AN0186128701-23">Ethical Statement</hd> <p></p> <hd id="AN0186128701-24">Ethical Approval</hd> <p>This study was performed in line with the principles of the Declaration of Helsinki, in accord with APA ethical standards and within the terms of the institutional review board at the study's home institution.</p> <hd id="AN0186128701-25">ORCID iDs</hd> <p>Nan Zhou https://orcid.org/0000-0003-3826-9438</p> <p>Hongjian Cao https://orcid.org/0000-0003-3635-9499</p> <ref id="AN0186128701-26"> <title> References </title> <blist> <bibl id="bib1" idref="ref15" type="bt">1</bibl> <bibtext> Akosah-Twumasi P., Emeto T. 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Advance Online Publication. https://doi.org/10.1037/cou0000687</bibtext> </blist> </ref> <ref id="AN0186128701-27"> <title> Footnotes </title> <blist> <bibtext> The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was supported by the Start-Up Research Grant of the University of Macau (grant number: SRG2022-00037-FED) and the Multi-Year Research Grant (grant number: MYRG-GRG2023-00033-FED).</bibtext> </blist> <blist> <bibtext> Supplemental material for this article is available online.</bibtext> </blist> </ref> <aug> <p>By Nan Zhou; Jinhui Qiao and Hongjian Cao</p> <p>Reported by Author; Author; Author</p> <p></p> <p>Dr. Nan Zhou works as an Associate Professor in the Faculty of Education at the University of Macau. He holds a Ph.D. in Human Development and Family Studies from the University of North Carolina at Greensboro. His research focuses on child and youth development and particular adjustment problems (i.e., problematic internet use, behavior problems) in family and peer contexts, including marital conflict, maternal employment, and deviant peer affiliation. He is a big fan of tennis and enjoys watching TV series.</p> <p>Jinhui Qiao is a Ph.D. candidate in the Faculty of Education at the University of Macau. Her current research focuses on family processes, particularly how interparental conflict impacts marital relationships, parenting practices, and child development. She also investigates the intergenerational transmission of conflict/violence and its long-term effects on adolescents' romantic relationships. Beyond academia, she enjoys solving puzzles in escape room-style games and designing modular building block sets.</p> <p>Dr. Hongjian Cao is currently working as an Assistant Professor in the Department of Psychology at the University of Hong Kong. He obtained his Ph.D. in Human Development and Family Studies from the University of North Carolina at Greensboro. His research primarily focuses on family processes and transitions, early adversities, parental emotion socialization, close relationships, as well as gender and sexual diversity. He has been playing tennis for more than 10 years. Recently, he starts to play pickleball for fun as well.</p> </aug> <nolink nlid="nl1" bibid="bib24" firstref="ref4"></nolink> <nolink nlid="nl2" bibid="bib54" firstref="ref7"></nolink> <nolink nlid="nl3" bibid="bib34" firstref="ref8"></nolink> <nolink nlid="nl4" bibid="bib25" firstref="ref11"></nolink> <nolink nlid="nl5" bibid="bib43" firstref="ref12"></nolink> <nolink nlid="nl6" bibid="bib23" firstref="ref13"></nolink> <nolink nlid="nl7" bibid="bib42" firstref="ref14"></nolink> <nolink nlid="nl8" bibid="bib38" firstref="ref18"></nolink> <nolink nlid="nl9" bibid="bib27" firstref="ref20"></nolink> <nolink nlid="nl10" bibid="bib28" firstref="ref21"></nolink> <nolink nlid="nl11" bibid="bib55" firstref="ref22"></nolink> <nolink nlid="nl12" bibid="bib41" firstref="ref23"></nolink> <nolink nlid="nl13" bibid="bib53" firstref="ref24"></nolink> <nolink nlid="nl14" bibid="bib33" firstref="ref25"></nolink> <nolink nlid="nl15" bibid="bib52" firstref="ref26"></nolink> <nolink nlid="nl16" bibid="bib44" firstref="ref27"></nolink> <nolink nlid="nl17" bibid="bib49" firstref="ref28"></nolink> <nolink nlid="nl18" bibid="bib11" firstref="ref29"></nolink> <nolink nlid="nl19" bibid="bib20" firstref="ref30"></nolink> <nolink nlid="nl20" bibid="bib32" firstref="ref31"></nolink> <nolink nlid="nl21" bibid="bib30" firstref="ref32"></nolink> <nolink nlid="nl22" bibid="bib48" firstref="ref33"></nolink> <nolink nlid="nl23" bibid="bib26" firstref="ref34"></nolink> <nolink nlid="nl24" bibid="bib51" firstref="ref35"></nolink> <nolink nlid="nl25" bibid="bib17" firstref="ref36"></nolink> <nolink nlid="nl26" bibid="bib22" firstref="ref40"></nolink> <nolink nlid="nl27" bibid="bib29" firstref="ref41"></nolink> <nolink nlid="nl28" bibid="bib15" firstref="ref42"></nolink> <nolink nlid="nl29" bibid="bib40" firstref="ref48"></nolink> <nolink nlid="nl30" bibid="bib19" firstref="ref50"></nolink> <nolink nlid="nl31" bibid="bib16" firstref="ref52"></nolink> <nolink nlid="nl32" bibid="bib14" firstref="ref53"></nolink> <nolink nlid="nl33" bibid="bib31" firstref="ref56"></nolink> <nolink nlid="nl34" bibid="bib21" firstref="ref58"></nolink> <nolink nlid="nl35" bibid="bib330" firstref="ref59"></nolink> <nolink nlid="nl36" bibid="bib345" firstref="ref60"></nolink> <nolink nlid="nl37" bibid="bib18" firstref="ref63"></nolink> <nolink nlid="nl38" bibid="bib47" firstref="ref64"></nolink> <nolink nlid="nl39" bibid="bib10" firstref="ref65"></nolink> <nolink nlid="nl40" bibid="bib13" firstref="ref68"></nolink> <nolink nlid="nl41" bibid="bib45" firstref="ref70"></nolink> <nolink nlid="nl42" bibid="bib12" firstref="ref71"></nolink> <nolink nlid="nl43" bibid="bib36" firstref="ref73"></nolink> <nolink nlid="nl44" bibid="bib37" firstref="ref74"></nolink> <nolink nlid="nl45" bibid="bib46" firstref="ref75"></nolink> <nolink nlid="nl46" bibid="bib50" firstref="ref77"></nolink> <nolink nlid="nl47" bibid="bib39" firstref="ref81"></nolink> <nolink nlid="nl48" bibid="bib35" firstref="ref83"></nolink>
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Adolescents' Perceived Collective Contributions to Their Career Efficacy from Parents, Teachers, and Peers: Reciprocal and Transactional Associations over Time with Adolescents' Career Adaptability and Ambivalence
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Nan+Zhou%22">Nan Zhou</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3826-9438">0000-0003-3826-9438</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jinhui+Qiao%22">Jinhui Qiao</searchLink><br /><searchLink fieldCode="AR" term="%22Hongjian+Cao%22">Hongjian Cao</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3635-9499">0000-0003-3635-9499</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Career+Development%22"><i>Journal of Career Development</i></searchLink>. 2025 52(4):505-520.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Development%22">Career Development</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+Adjustment%22">Vocational Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+Interests%22">Vocational Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Networks%22">Social Networks</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/08948453251333782
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0894-8453<br />1556-0856
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The concept of "collective contributions to career efficacy" (CCCE) has been long proposed to conceptualize the effects of influences from various significant others on individuals' career efficacy and development. However, the longitudinal and dynamic implications of CCCE for individuals' career development, especially the relative unique contributions of different parties above and beyond each other, have been rarely tested. Based on three-annual-wave survey data from 3196 Chinese adolescents across their senior high middle school years (Grades 10-12; Mean[subscript age] = 15.55 years old, SD[subscript age] = 0.44; 52.8% girls at Wave 1), this study sought to fill this key void by examining the associations between CCCE from parents, teachers, as well as peers and adolescents' career adaptability and ambivalence over time. Results of structural equation modeling analyses indicate a series of reciprocal and transactional associations over time between CCCE from parents as well as teachers and adolescents' career adaptability. In contrast, adolescents' earlier career ambivalence was found to be unidirectionally associated with subsequent CCCE from parents, teachers, and peers over time but not vice versa. Such findings provide a more nuanced and dynamic delineation of the links between CCCE from different relational sources and adolescent career adaptation, which highlights the practical potential of promoting adolescents' career development through enhancing their efficacy in receiving career-related support from various significant others in their proximal social networks. More implications for theories, future research and practice were also discussed.
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  Data: As Provided
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  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1475507
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1475507
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1177/08948453251333782
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 505
    Subjects:
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Career Development
        Type: general
      – SubjectFull: Parent Child Relationship
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Vocational Adjustment
        Type: general
      – SubjectFull: Vocational Interests
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Social Networks
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: Adolescents' Perceived Collective Contributions to Their Career Efficacy from Parents, Teachers, and Peers: Reciprocal and Transactional Associations over Time with Adolescents' Career Adaptability and Ambivalence
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            NameFull: Nan Zhou
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            NameFull: Jinhui Qiao
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            NameFull: Hongjian Cao
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            – TitleFull: Journal of Career Development
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