Examining the Relationships Between Social Support Resources and Attitudes Towards Women’s Career Among Children

Year 2022, Volume: 12 Issue: 1, 163 - 174, 15.04.2022

Neslihan Çıkrıkçı , Davut Aydın

https://doi.org/10.19126/suje.1024930

Abstract

It has been stated for many years that the career development process should be approached in a developmental context. In this respect, it was predicted that early life experiences can affect both subjective career development and attitudes towards the careers of others. In the present study, the association between primary school students' attitudes towards women's career choice and having a career and social support resources was examined. The research group consisted of 194 primary school fourth grade students. The research group had a homogeneous distribution in terms of gender (97 males, 97 females). The mean age of the research group was 9.89 (SD = .54). The Attitude Towards Gender-Based Career Choices Scale and Social Support Appraisals Scale for Children and Adolescents were used as measures. According to the findings of the correlation analysis, attitudes towards women's career choice were negatively associated with perceived social support from family and teachers. There was a positive and significant relationship between the attitudes of women towards having a career and the perceived social support from their friends. Structural equation modelling showed that gender and perceived social support from friends significantly predict attitudes towards women's having a career. It was determined that the attitudes towards women's career choice were only associated with perceived social support from the teacher. The research presented empirical findings that will enable the development of attitudes towards career choice and having a career in early life to be approached in the context of both gender and social support.

Keywords

Attitudes Towards Women’s Career, Social Support, Children

Çocuklarda Sosyal Destek Kaynakları ve Kadın Kariyerine Yönelik Tutumlar Arasındaki İlişkilerin İncelenmesi

Abstract

Kariyer gelişim sürecine, gelişimsel bir bağlamda yaklaşılması gerektiği uzun yıllardır ifade edilmektedir. Bu doğrultuda, erken dönem yaşantılarının hem öznel kariyer gelişimini hem de başkalarının kariyerlerine ilişkin tutumları etkileyebileceği öngörülmektedir. Bu çalışmada, ilkokul öğrencilerinin kadınların meslek sahibi olmalarına ve meslek seçimlerine yönelik tutumlarının sosyal destek kaynakları ile ilişkileri incelenmiştir. Araştırma grubu 194 ilkokul dördüncü sınıf öğrencisinden oluşmaktadır. Araştırma grubu cinsiyet açısından homojen bir dağılıma sahiptir (97 erkek, 97 kadın). Araştırma grubunun yaş ortalaması 9.89’dur (SS = .54). Toplum Cinsiyete Dayalı Meslek Seçimine Yönelik Tutum Ölçeği ve Çocuk ve Ergenler İçin Sosyal Destek Değerlendirme Ölçeği veri toplama aracı olarak kullanılmıştır. Korelasyon analizi bulgularına göre, kadınların meslek seçimlerine yönelik tutum aileden ve öğretmenden algılanan sosyal destek ile negatif yönde ilişkilidir. Kadınların meslek sahibi olmalarına yönelik tutum ile arkadaştan algılanan sosyal destek arasında pozitif yönde anlamlı bir ilişki bulunmaktadır. Yapısal eşitlik modellemesi, cinsiyetin ve arkadaştan algılanan sosyal desteğin kadınların meslek sahibi olmalarını anlamlı bir şekilde yordadığını göstermektedir. Kadınların meslek seçimlerine yönelik tutumlarının sadece öğretmenden algılanan sosyal destek ile ilişki olduğu belirlenmiştir. Araştırma, yaşamın erken döneminde kariyer seçimine ve kariyer sahibi olmaya yönelik tutumların gelişmesine hem toplumsal cinsiyet hem de sosyal destek bağlamında yaklaşılmasına olanak sağlayacak ampirik bulgular sunmaktadır.

Keywords

Kadın Kariyerine yönelik tutum, Sosyal destek, Çocuklar

References

• Aneshensel, C. S., ve Rosen, B. C. (1980). Domestic roles and sex differences in occupational expectations. Journal of Marriage and the Family.
• Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191.
• Bergeron, L. M., ve Romano, J. L. (1994). The relationships among career decision-making self-efficacy, educational indecision, vocational indecision, and gender. Journal of College Student Development.
• Bieda, A., Hirschfeld, G., Schönfeld, P., Brailovskaia, J., Lin, M., ve Margraf, J. (2019). Happiness, life satisfaction and positive mental health: Investigating reciprocal effects over four years in a Chinese student sample. Journal of Research in Personality, 78, 198-209. Bolat, N., ve Odacı, H. (2017). High school final year students’ career decision-making self-efficacy, attachment styles and gender role orientations. Current Psychology, 36(2), 252-259.
• Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental psychology, 22(6), 723.
• Brown, S. C., Mason, C. A., Spokane, A. R., Cruza-Guet, M. C., Lopez, B., ve Szapocznik, J. (2009). The relationship of neighborhood climate to perceived social support and mental health in older Hispanic immigrants in Miami, Florida. Journal of aging and health, 21(3), 431-459.
• Cheung, S. K., ve Sun, S. Y. (2000). Effects of self-efficacy and social support on the mental health conditions of mutual-aid organization members. Social Behavior and Personality: an international journal, 28(5), 413-422.
• Cohen, L., Manion, L., &Morrison, K. (2007). Research methods in education (6th ed.). New York: Routledge Falmer.
• Cohen, S., ve Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological bulletin, 98(2), 310.
• Eliasa, E. I. (2012). Counsellor roles on students’ lifelong learning understanding (A psychological study based on ecological system theory). Procedia-Social and Behavioral Sciences, 46, 5703-5706.
• Fan, X., ve Lu, M. (2020). Testing the effect of perceived social support on left-behind children’s mental well-being in mainland China: The mediation role of resilience. Children and Youth Services Review, 109, 104695.
• Gor, P. O., Othuon, L. O., ve Migunde, Q. A. (2020). Interest And Scıence Performance Among Secondary School Students In Mıgorı County, Kenya: Gender As A Moderator. Research and Analysis Journal, 3(11), 319-331. Hackett, G., ve Betz, N. E. (1981). A self-efficacy approach to the career development of women. Journal of vocational behavior, 18(3), 326-339.
• Holt, M. K., ve Espelage, D. L. (2005). Social support as a moderator between dating violence victimization and depression/anxiety among African American and Caucasian adolescents. School Psychology Review, 34(3), 309-328.
• Lent, R. W., Brown, S. D., ve Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of vocational behavior, 45(1), 79-122.
• Malecki, C. K., ve Demaray, M. K. (2003). What type of support do they need? Investigating student adjustment as related to emotional, informational, appraisal, and instrumental support. School psychology quarterly, 18(3), 231.
• Marzloff, M. P., Dambacher, J. M., Johnson, C. R., Little, L. R., ve Frusher, S. D. (2011). Exploring alternative states in ecological systems with a qualitative analysis of community feedback. Ecological Modelling, 222(15), 2651-2662.
• Özenç, E. G., ve DOĞAN, M. C. (2014). The development of the functional literacy experience scale based upon ecological theory (FLESBUET) and validity-reliability study. Educational Sciences: Theory ve Practice, 14(6).
• Schwarzer, R., Knoll, N., ve Rieckmann, N. (2004). Social support. Health psychology, 158, 181.
• Varni, J. W., ve Katz, E. R. (1997). Stress, social support and negative affectivity in children with newly diagnosed cancer: a prospective transactional analysis. Psycho‐Oncology: Journal of the Psychological, Social and Behavioral Dimensions of Cancer, 6(4), 267-278.