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THE ROLE OF PARENTING STYLE, ETHNICITY, AND IDENTITY STYLE ON
IDENTITY COMMITMENT AND CAREER DECISION SELF-EFFICACY
by
Ryan J. White
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirement for the Degree
DOCTOR OF EDUCATION
August 2009
Copyright 2009 Ryan J. White
Object Description
| Title | The role of parenting style, ethnicity, and identity style on identity commitment and career decision self-efficacy |
| Author | White, Ryan J. |
| Author email | rjameswhite@gmail.com; ryan.white@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Psychology & Technology) |
| School | Rossier School of Education |
| Date defended/completed | 2009-05-14 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-08-06 |
| Advisor (committee chair) | Chung, Ruth H. |
| Advisor (committee member) |
Seli, Helena Dembo, Myron H. |
| Abstract | The purpose of this study was to examine the relationship among ethnicity, parenting styles, identity styles, identity commitment, and career decision self-efficacy in early college students. A non-experimental quantitative design was utilized to sample 210 students from a four-year private university in Southern California. The survey consisted of demographic information, the Parental Authority Questionnaire, the Identity Style Inventory - Version 4, and the Career Decision Making Self-Efficacy - Short Form.; Results indicate that ethnicity and parenting styles play a role in predicting identity style, identity commitment, and career decision self-efficacy in adolescents. Parenting styles and identity styles combined accounted for 43.5% of the variance in the strength of identity commitment. Ethnicity was not a factor in predicting identity commitment. Ethnicity, parenting styles, and identity styles combined accounted for 31.8% of the variance in the level of career decision self-efficacy.; Identity styles proved the most significant indicator of identity commitment and career decision self-efficacy. After ethnicity and parenting styles were controlled for, identity styles accounted for 30.9% of the variance in identity commitment and 15.3% of the variance in career decision self-efficacy. As hypothesized, identity styles mediated the relationship between parenting styles and identity commitment as well as parenting styles and career decision self-efficacy.; The results provide support for the importance of identity processing styles in the formation of adolescent identity. Identity styles may provide educators with suggestions for interventions aimed at improving key identity developmental constructs through targeted strategies encouraging the active engagement that is characteristic of adolescents embracing an informational identity style. The results of these and related findings are discussed. |
| Keyword | career decision self-efficacy; career development; identity; identity commitment; identity style; parenting style |
| Geographic subject (state) | California |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2516 |
| Rights | White, Ryan J. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-White-2992 |
| Archival file | uscthesesreloadpub_Volume40/etd-White-2992.pdf |
Description
| Title | Page 1 |
| Full text | THE ROLE OF PARENTING STYLE, ETHNICITY, AND IDENTITY STYLE ON IDENTITY COMMITMENT AND CAREER DECISION SELF-EFFICACY by Ryan J. White A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirement for the Degree DOCTOR OF EDUCATION August 2009 Copyright 2009 Ryan J. White |
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