Affiliation:
1. Department of Counseling, Developmental, and Educational Psychology, Boston College, Chestnut Hill, MA, USA
2. Department of Psychology, University of Florence, Florence, Italy
Abstract
This article explores the role of selected work-based constructs and social support in the prediction of school engagement in a sample of Italian high school students. A total of 137 high school students from Central Italy completed measures of social support (including teacher, peer, and parental support), career decision-making satisfaction, career planfulness, and school engagement, each of which had been translated to Italian from English. The results reveal that high levels of career decision-making satisfaction, career planfulness, and teacher support were statistically significant predictors of school engagement. The findings are discussed in relation to career development theory, educational and counseling practice, and prevention.
Subject
Organizational Behavior and Human Resource Management,General Psychology,Applied Psychology
Cited by
20 articles.
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