This study observed the effect of contextual factors on vocational identity (VI) level in each VI status, originated by Marcia (Handbook of adolescent psychology. Wiley, New York, 1980)’s identity status. This is an attempt to integrate status approach and dimension approach of VI development by finding within-status difference of development level in each VI status. Collecting data of 286 Korean college junior and seniors, cluster analysis was performed to confirm the status classification, followed by multiple regression analysis to observe different contextual variables influencing VI level in each status. Results showed that VI was identically classified with Korean college students, and different contextual variables influenced VI in each status. High functional family communication in achievement, low inter-parental conflict in moratorium, high peer attachment in foreclosure, and low peer attachment in diffusion status positively influenced VI level. Theoretical implication based on recent VI study trends and practical implications based on cultural characteristics of Korea are stated, along with limitations and suggestions for future research.
Bibliographical notePublisher Copyright:
© 2016, Education Research Institute, Seoul National University, Seoul, Korea.
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