What Do I Want to Be? Predictors of Communal Occupational Aspirations in Early to Middle Childhood

Autor/inn/en	Olsen, Marte; Olsson, Maria I. T.; Parks-Stamm, Elizabeth J.; Kvalø, Marie; Thorsteinsen, Kjaersti; Steffens, Melanie C.; Martiny, Sarah E.
Titel	What Do I Want to Be? Predictors of Communal Occupational Aspirations in Early to Middle Childhood
Quelle	In: International Journal of Behavioral Development, 46 (2022) 6, S.528-541 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Olsen, Marte)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/01650254221121842
Schlagwörter	Children; Occupational Aspiration; Predictor Variables; Sex; Self Concept; Foreign Countries; Community Role; Social Action; Sex Stereotypes; Norway + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Berufsneigung; Berufsziel; Prädiktor; Geschlecht; Geschlechtsverkehr; Selbstkonzept; Ausland; Soziales Handeln; Norwegen
Abstract	Research investigating occupational aspirations in childhood is scarce. In addition, most research on occupational aspirations has focused on increasing the number of women in agentic jobs. In the present work, we investigate factors associated with communal occupational aspirations in two studies with young children (Study 1: 159 children [84 boys, 75 girls], M[subscript age] = 5.51 years, SD = 0.37; Study 2: 96 children [48 boys, 48 girls]; M[subscript age] = 9.44 years, SD = 1.91). We found gender differences in communal aspirations only among the older children. In both samples, as well as when combining the two samples, the stronger the communal occupational gender stereotypes children reported, the less boys (and the more girls) aspired toward communal occupations. In the combined sample, communal self-perceptions mediated the relationship between child gender and occupational aspirations. Finally, the perceived status of the occupations was positively associated with communal aspirations among older children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01