Thesis advisor: David L. Blustein / This study aimed to illuminate a piece of complexity behind vocational identity development in emerging adulthood. While identity development involves changes across various areas within one’s life, the establishment of a vocational identity is thought to be among the most vital and daunting tasks to manage during the transition from adolescence to adulthood (e.g., Erikson, 1959). For those fortunate enough to experience positive developments in this aspect of their identity, a plethora of positive life- and career outcomes are associated with them (Diemer & Blustein, 2007; Hirschi, 2011a; Hirschi, 2011c; Klotz et al., 2014; Luyckx et al., 2010). While this form of identity development is historically understood to be among the most challenging, evolving changes in “macrostructural conditions” (i.e., technological innovation and AI) have further complicated things, leading some to feel discouraged from taking an “active engagement in the exploratory process,” likely followed by a delay in making an occupational choice (Mortimer, 2002, p. 442). Despite the prominent role that establishing a vocational identity has in a young person’s maturation process (Erikson, 1959), this phenomenon has yet to be introduced and examined in a modern career development theory, and more specifically, within psychology of working theory (PWT; Duffy et al., 2016). The current study postulates that both original and new PWT career variables: economic constraints, marginalization, work volition, career adaptability, and psychological flexibility, interact and contribute to the overall development of an emerging adult’s vocational identity.
The purpose of the present study was to demarcate how specific paths of PWT (Duffy et al., 2016) were connected to vocational identity development for those within emerging adulthood (ranging in ages 18-25). Broadly, it was hypothesized that work volition and career adaptability would predict vocational identity development and that these relationships would be moderated by psychological flexibility. Additional exploratory models, which placed psychological flexibility in two other locations, were also assessed. These relationships were examined by surveying 283 emerging adults via an online survey tool. These participants responded to questions about their vocational identity, levels of psychological flexibility, work volition, career adaptability, experiences of macro-level barriers, and demographic characteristics. Data were analyzed using hierarchical linear regression. Findings revealed that the primary hypothesized model describing work volition and career adaptability to predict vocational identity was an excellent fit to the data.
Additionally, the model results indicate that psychological flexibility did not moderate these relationships. However, it does play a significant role in overall vocational identity development, career adaptability, and work volition independent of other variables. Among demographic variables, SES differences were found within the sample. These results are discussed and grounded in their unique contribution to the existing literature on vocational identity development, psychological flexibility, and career development. Theoretical, policy, and practical implications are discussed. Future directions and limitations of the study are also considered. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.
| Identifer | oai:union.ndltd.org:BOSTON/oai:dlib.bc.edu:bc-ir_109878 |
| Date | January 2022 |
| Creators | Davila, Alekzander K. |
| Publisher | Boston College |
| Source Sets | Boston College |
| Language | English |
| Detected Language | English |
| Type | Text, thesis |
| Format | electronic, application/pdf |
| Rights | Copyright is held by the author, with all rights reserved, unless otherwise noted. |
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