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The association between perceived social support and future decent work perception: A moderated mediation model
Jiajian Wang1, Zhipeng Ye2, Biru Chang3
1Students Affairs Office, Sanming University, Sanming, Fujian 365004, China; Faculty of Social Science and Liberal Arts, UCSI University, Kuala Lumpur 56000, Malaysia.
Acta Psychologica
|August 9, 2024
Summary
Students with strong social support and proactive personalities are more likely to explore careers and perceive future decent work opportunities. Proactive personality amplifies the benefits of social support for career development in teacher education.
Area of Science:
- Educational Psychology
- Career Development Studies
- Social Cognitive Theory
Background:
- Understanding factors influencing career development is crucial for teacher education programs.
- Perceived social support and proactive personality are key individual difference variables.
- Decent work perception is a critical outcome for future educators.
Purpose of the Study:
- To examine the influence of perceived social support on career exploration and future decent work perception.
- To investigate the moderating role of proactive personality in the relationship between social support and career exploration.
- To apply social cognitive theory to the career development of undergraduate teacher education students in China.
Main Methods:
- Quantitative study utilizing survey data from 542 undergraduate teacher education students in Fujian Province, China.
- Statistical analysis to assess direct and moderating effects of perceived social support and proactive personality.
- Questionnaire-based data collection on social support, career exploration, proactive personality, and decent work perception.
Main Results:
- Perceived social support significantly predicted career exploration and future decent work perception.
- Proactive personality moderated the relationship, amplifying the positive impact of social support on career exploration.
- Students with higher social support and proactive traits reported more robust career exploration and positive future outlook.
Conclusions:
- Social cognitive theory effectively explains career development processes in teacher education.
- Nurturing proactive behaviors and strengthening social support systems are vital for preparing future educators.
- Educational interventions should focus on enhancing students' proactive personality and social support networks for better career readiness.
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