Perception of Teacher Support by Students in Vocational
Education and Its Associations with Career Adaptability and
Other Variables

J 2019

Perception of Teacher Support by Students in Vocational Education and Its Associations with Career Adaptability and Other Variables

LAZAROVÁ, Bohumíra; Petr HLAĎO a Lenka HLOUŠKOVÁ

Základní údaje

Originální název

Perception of Teacher Support by Students in Vocational Education and Its Associations with Career Adaptability and Other Variables

Název česky

Vnímání učitelské podpory studenty středních odborných škol a její vztah ke kariérové adaptabilitě

Autoři

LAZAROVÁ, Bohumíra; Petr HLAĎO a Lenka HLOUŠKOVÁ

Vydání

Psychology in Russia, Moskva, Russian Psychological Society and Faculty of Psychology of Lomonosov Moscow State Universit, 2019, 2074-6857

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50102 Psychology, special

Stát vydavatele

Rusko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14210/19:00107888

Organizační jednotka

Filozofická fakulta

UT WoS

000506190500004

EID Scopus

2-s2.0-85078254815

Klíčová slova česky

učitelská podpora; kariérová adaptabilita; adolescenti; střední odborné školy; školní psychologie

Klíčová slova anglicky

teacher support; career adaptability; adolescents; vocational schools; school psychology

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 28. 4. 2020 21:34, Mgr. Zuzana Matulíková

Anotace

V originále

Background. Children and adolescents currently spend a great deal of time at school and teachers are viewed as a source of social support in different areas of their personal development, such as their career adaptability. Objective. To provide insight into the way students in secondary vocational education perceive teacher support and to explore the association between perceived teacher support, career adaptability, and other demographic and academic variables. Design. A questionnaire battery with two main tools, the Teacher Support Scale and the Career Adapt-Abilities Scale, was the data collection method. Subjects were students in the last year of full-time study at public secondary vocational schools and vocational upper-secondary schools. The sample comprised 3,028 participants aged 18–26. Result. Students perceived the support of their teachers quite positively, with the difference between boys and girls not being statistically significant. The satisfaction of the student with the field of study, academic performance, and satisfaction with the academic success rate predict the perception of teacher support. The level of perceived teacher support positively correlates with students’ overall career adaptability, as well as with all the dimensions of career adaptability, and is also a significant predictor. Conclusion. Both key concepts, teacher support and career adaptability, have the potential to attract the attention of psychologists working in the educational system.

Návaznosti

GA18-07537S, projekt VaV

Název: Kariérová adaptabilita absolventů odborných vyšších sekundárních škol v období přechodu ze školy do práce

Investor: Grantová agentura ČR, Career adaptability of vocational upper-secondary school graduates during the school-to-work transition

Přiložené soubory

Psychology_4_2019_47-64_Lazarova.pdf

Požádat o autorskou verzi souboru

Citovat

LAZAROVÁ, Bohumíra; Petr HLAĎO a Lenka HLOUŠKOVÁ. Perception of Teacher Support by Students in Vocational Education and Its Associations with Career Adaptability and Other Variables. Psychology in Russia. Moskva: Russian Psychological Society and Faculty of Psychology of Lomonosov Moscow State Universit, 2019, roč. 12, č. 4, s. 47-64. ISSN 2074-6857.

@article{1596040,
   author = {Lazarová, Bohumíra and Hlaďo, Petr and Hloušková, Lenka},
   article_location = {Moskva},
   article_number = {4},
   keywords = {teacher support; career adaptability; adolescents; vocational schools; school psychology},
   language = {eng},
   issn = {2074-6857},
   journal = {Psychology in Russia},
   title = {Perception of Teacher Support by Students in Vocational Education and Its Associations with Career Adaptability and Other Variables},
   url = {http://psychologyinrussia.com/volumes/?section=799},
   volume = {12},
   year = {2019}
}

TY  - JOUR
ID  - 1596040
AU  - Lazarová, Bohumíra - Hlaďo, Petr - Hloušková, Lenka
PY  - 2019
TI  - Perception of Teacher Support by Students in Vocational Education and Its Associations with Career Adaptability and Other Variables
JF  - Psychology in Russia
VL  - 12
IS  - 4
SP  - 47-64
EP  - 47-64
PB  - Russian Psychological Society and Faculty of Psychology of Lomonosov Moscow State Universit
SN  - 20746857
KW  - teacher support
KW  - career adaptability
KW  - adolescents
KW  - vocational schools
KW  - school psychology
UR  - http://psychologyinrussia.com/volumes/?section=799
L2  - http://psychologyinrussia.com/volumes/?section=799
N2  - Background. Children and adolescents currently spend a great deal of time at school and teachers are viewed as a source of social support in different areas of their personal development, such as their career adaptability. Objective. To provide insight into the way students in secondary vocational education perceive teacher support and to explore the association between perceived teacher support, career adaptability, and other demographic and academic variables. Design. A questionnaire battery with two main tools, the Teacher Support Scale and the Career Adapt-Abilities Scale, was the data collection method. Subjects were students in the last year of full-time study at public secondary vocational schools and vocational upper-secondary schools. The sample comprised 3,028 participants aged 18–26. Result. Students perceived the support of their teachers quite positively, with the difference between boys and girls not being statistically significant. The satisfaction of the student with the field of study, academic performance, and satisfaction with the academic success rate predict the perception of teacher support. The level of perceived teacher support positively correlates with students’ overall career adaptability, as well as with all the dimensions of career adaptability, and is also a significant predictor. Conclusion. Both key concepts, teacher support and career adaptability, have the potential to attract the attention of psychologists working in the educational system.
ER  -

LAZAROVÁ, Bohumíra; Petr HLAĎO a Lenka HLOUŠKOVÁ. Perception of Teacher Support by Students in Vocational Education and Its Associations with Career Adaptability and Other Variables. \textit{Psychology in Russia}. Moskva: Russian Psychological Society and Faculty of Psychology of Lomonosov Moscow State Universit, 2019, roč.~12, č.~4, s.~47-64. ISSN~2074-6857.

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