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 and Lenka HLOUŠKOVÁ

Basic information

Original name

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

Name in Czech

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

Authors

LAZAROVÁ, Bohumíra (203 Czech Republic, guarantor, belonging to the institution), Petr HLAĎO (203 Czech Republic, belonging to the institution) and Lenka HLOUŠKOVÁ (203 Czech Republic, belonging to the institution)

Edition

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

Other information

Language

English

Type of outcome

Článek v odborném periodiku

Field of Study

50102 Psychology, special ;

Country of publisher

Russian Federation

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

URL

RIV identification code

RIV/00216224:14210/19:00107888

Organization unit

Faculty of Arts

UT WoS

000506190500004

Keywords (in Czech)

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

Keywords in English

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

Abstract

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.

Links

GA18-07537S, research and development project

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

Investor: Czech Science Foundation

Files attached

Psychology_4_2019_47-64_Lazarova.pdf

Request the author's version of the file

Citovat

LAZAROVÁ, Bohumíra, Petr HLAĎO and 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, vol. 12, No 4, p. 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 and 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, vol.~12, No~4, p.~47-64. ISSN~2074-6857.

Detailed Information on Publication Record