Theorizing parental intervention and young adults' career development: a social influence perspective

Abstract

Purpose Drawing on the social influence literature and proposing parental intervention as a social influence process, this study seeks to theorize why parental intervention occurs and how it affects young adults' career development. Design/methodology/approach This paper adopts a conceptual design, offering a conceptual model based on social influence research and career development research. Findings It is proposed that parental intervention is a result of incongruence between parental expectations and young adults' interested occupations and between parents' assessments of young adults' qualities and job demands. Parents' traditionality moderates these relationships, while the success of parental intervention depends on young adults' traditionality and career maturity. Parents' position, referent and expert powers affect young adults' compliance, identification and internalization, respectively, which impact their occupational commitment and career satisfaction. Research limitations/implications Looking at parental intervention over time would help researchers understand this phenomenon more comprehensively than focusing only on its short-term effects as identified in the literature. The motivational processes of parental intervention triggered by power bases play a key role in determining young adults' long-term career consequences. Practical implications Career advisors should consider parents as a source of potential intervention in young adults' career choice. They may also provide parent-oriented services in addition to young adult-oriented services. Originality/value This framework contributes to the career development literature by adopting social influence approach to explain parental intervention in young adults' career choice and also providing implications for career counselors.

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