Self‐Esteem, Vocational Identity, and Career Salience in High School Students

Abstract

This study used Super's (1980) life span career development theory to investigate the relations between self‐esteem level, vocational identity, and career salience in high school students. Two hundred fifty‐one students were randomly selected from junior classes in urban, suburban, rural, and vocational schools. Results indicated that high self‐esteem students scored significantly higher than low self‐esteem students on vocational identity and career salience (participation, commitment, and values expectations) in school and home or family roles, but they did not differ on work, community, or leisure roles. Implications for life span career counseling are discussed.

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