The Role of Perceived Barriers and Relational Support in the Educational and Vocational Lives of Urban High School Students.

By M. Kenny, D. Blustein, Anna P. Chaves, Jennifer M. Grossman, Laura A. Gallagher. 2003

333 citations recorded by the source corpus.

Subfields: Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/e57911e9e2c6275be35c0800461759fabd7525ba

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Saba Rasheed Ali
2. Y. Pabian
3. Xiongyi Liu
4. J. Perry
5. Annamaria Di Fabio
6. Rachel L. Navarro
7. Lisa Y. Flores
8. M. Kenny

In Safety Research

1. Saba Rasheed Ali
2. Y. Pabian
3. Xiongyi Liu
4. Annamaria Di Fabio
5. J. Perry
6. Rachel L. Navarro
7. M. Kenny
8. Lisa Y. Flores

Citations in the corpus

• Self-Efficacy and Vocational Outcome Expectations for Adolescents of Lower Socioeconomic Status: A Pilot Study (2005, result): “In contrast to the previous literature on barriers, Kenny et al. (2003) found that perceived barriers were associated with career aspirations, commitment to school, school engagement, attaining career goals, and vocational outcome expectations among two groups of ethnically diverse urban middle scho”
• The Relationship Among Support, Ethnic Identity, Career Decision Self-Efficacy, and Outcome Expectations in African American High School Students (2006, background): “The recent emergence of social cognitive career theory (SCCT) in the vocational literature has been useful in illuminating various ways in which systemic factors can influence the educational and career development of adolescents (Kenny et al., 2003).”
• Measuring Perceived Teacher Support and Its Influence on Adolescent Career Development (2008, background): “In fact, the impact of social support on career development may mediate the negative effects of perceived and encountered barriers (Kenny et al., 2003; Lent et al., 2000).”
• School Engagement as a Mediator of Academic Performance Among Urban Youth: The Role of Career Preparation, Parental Career Support, and Teacher Support (2010, methodology): “, 2006), career expectations and career planning (Kenny & Bledsoe, 2005; Kenny et al., 2003; Perry, 2008), and academic achievement (Voelkl, 1997) among urban youth.”
• The State of SCCT Research in Relation to Social Class (2017, background): “, 2005) and school engagement outcomes (Kenny et al., 2003; Wettersten et al., 2005), and self-efficacy (Wettersten et al.”
• School Engagement Among Urban Youth of Color (2008, methodology): “Kenny et al. (2003) reported an α coefficient of .77 for the 8-item version of the SEQ within a sample of urban adolescents.”
• The Contributions of Emotional Intelligence and Social Support for Adaptive Career Progress Among Italian Youth (2015, background): “, 2011; Di Fabio & Kenny, 2013) and social support (Kenny et al., 2003), the results also reveal the relative strength of some factors as contributors to the overall pattern of relationships.”