Career development and the COVID-19 outbreak: Protective functions of career-related teacher support

Author(s)
Date Issued
2024
Publisher
Informa UK Limited
Journal
ISSN
0306-9885
1469-3534
Citation
British Journal of Guidance & Counselling, 2024, vol. 52(6), pp. 1118-1134.
DOI
URI
Type
Peer Reviewed Journal Article
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.
Subjects

Career Self-Efficacy

COVID-19

Hopelessness

Secondary Schools

Teacher Support

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