Parental Involvement, Peer Support, Authoritarian Parenting, and

Prediction to Career Decision-making Self-efficacy among High

School Students

Hazhira Qudsyi

, Viky Raditia Delmi Wantara

, Annike Resty Putri

, Febi Ramadhaniaty

Department of Psychology, Faculty of Psychology and Socio-Cultural Sciences, Islamic University of Indonesia,

Yogyakarta, Indonesia

Students of Department of Psychology, Faculty of Psychology and Socio-Cultural Sciences, Islamic University of

Indonesia, Yogyakarta, Indonesia

Keywords: Career Decision-Making Self-Efficacy, Authoritarian Parenting, Parental Involvement, Peer Support.

Abstract: This study aims to analyze prediction of parental involvement, peer support, and authoritarian parenting to

career decision-making self-efficacy among high-school students. Participants of this study were 261 high

school students from Yogyakarta, Central Java, and Batam City. Measurement of career decision-making

self-efficacy in this study was done by using scale which adapted from Gaudron (Buyukgoze-Kavas, 2014),

parental involvement was measured using Parental Involvement Mechanisms Measurement from Hoover-

Dempsey and Sandler (2005), peer support variable was measured using Perceived Peer Academic Support

Scale from Chen (2005), and authoritarian parenting variable was measured using scales which adapted

from Robinson et al (1996). Result of data analysis showed that parental involvement, peer support, and

authoritarian parenting can predict career decision-making self-efficacy among high school students

(r=0.211, p=0.008), with an effective contribution of 4.5 percent. Besides that, result of data analysis

showed that the highest effective contribution on career decision-making self-efficacy was from parental

involvement (r=0.206, p=0.001) with an effective contribution of 4.2 percent. Parental involvement is the

highest predictor, even the other variables not included into measurement, parental involvement can predict

career decision-making self-efficacy independently. Weakness and research implications will be discussing

further.

1 INTRODUCTION

Havighurst (Hurlock, 2002) stated that as individuals

are moving into adulthood, students have

developmental tasks, one of which is preparing for a

career or a job for the future. There are certain times

in people lives who are always faced with tasks of

career development, which is mainly cognitive by

reviewing yourself and their life situation. Not an

easy matter for students in determining what majors

should students choose after high school. Whatever

decision is taken, it becomes the starting point that

will determine students future. Competition to enter

higher education is increasingly tight, and the cost is

very expensive for some students to be a problem

that narrows the opportunity to continue education.

Many factors are taken into consideration in

choosing a college, especially majors to be taken

(Kompas, 2011).

Choosing a college majors is a part of career

planning that must be prepared early, so this is not

an easy matter. Looks increasingly complicated and

make anxiety when thinking about college majors to

be taken, because only may choose one majors

(Kompas, 2013). The large number of mistakes,

errors and inaccuracies in choosing a study program

in Higher Education that is often faced by high

school students is a problem related to career

decision making (Prameswari, 2013).

Before making a decision, there are a lot of

things that must be considered, because it needs to

be adjusted to interest factor to financing. Likewise,

in choosing college majors, many factors should be

considered. Many cases go wrong and eventually

regret. Or there are also those who because parents

want to finally have to study that is not in

accordance with their interests. There are also those

who regret choosing a major after joining in with

554

Qudsyi, H., Wantara, V., Putri, A. and Ramadhaniaty, F.

Parental Involvement, Peer Support, Authoritarian Parenting, and Prediction to Career Decision-making Self-efﬁcacy among High School Students.

DOI: 10.5220/0009023800002297

In Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018), pages 554-561

ISBN: 978-989-758-470-1

close friends or girlfriends. Maybe initially it can

motivate, but if things happen that are not desirable

(breaking up in the middle, for example) it will

destroy the future itself (Kompas, 2013).

Feeling of dilemma often arises in the minds of

senior high school students. In addition to being

confused with National Examination, it is faced

again with what will be done after graduation, going

to Higher Education or working (Kompas, 2011).

Difficulties, confusion, and doubtfulness of students

in determining the choice of next study is due to

three things. First is lack of self-understanding such

as talents, interests, and students abilities so that

they only follow friends, follow the wishes of

parents, or just look at trends without knowing what

they really want. Second, lack of relevant

information on various college majors and future

employment prospects. Third, lack of students

ability to make consideration, and determine one of

study program alternatives that desired.

Difficulties for career decision making can be

avoided if students have a sufficient amount of

information about matters relating to their career

world. According to Bandura (1997), in decision-

making process regarding career choice, people must

considering uncertainty about his ability to the area

of interest, certainty and future career prospects,

self-identity he seeks, and to overcome uncertainty

about his abilities, people must have belief in their

ability. This process often called with self-efficacy.

Lahey (2007) defines self-efficacy as a

perception that a person is capable of doing

something important to achieve his goals. People

who have low self-efficacy, do not have confidence

to make career decisions, so their try to avoid tasks.

Conversely, people who have self-efficacy, have the

urge to overcome obstacles, seek broader career

information, so that they have more career choice

alternatives to approach or determine decisions and

achieve results in accordance with students interests.

Students' self-efficacy in career decision making

is certainly influenced by many factors. Ghuangpeng

(2011) has proven that there are several factors that

are considered to influence career decision making

process in students, namely reciprocity obtained by

students throughout placement process, rules of

family, gender, career opportunities in industry, and

influence of culture. Austin’s (2010) research results

show that students' self-efficacy in career decisions

making is influenced by students' confidence in their

academic abilities, ethnic identity, relationships with

family, school factors, and social economic status.

Several other studies have also shown how the

influence of social environment on student self-

efficacy in career decisions making, namely

influence of parents (Roach, 2010), role models of

environment (Scott & Ciani, 2008), parental support,

teacher support, and peer support (Grygo, 2006).

Based on this, it can be concluded that social

environment has a significant role in students' career

decision-making self-efficacy.

The statement above illustrates some of results

obtained by researchers through an interview with

one of counseling teachers (BK) in Batam City. As a

high school students, they has responsibility to make

decisions in determining a career in the future. The

number of students feel confused in determining

majors to Higher Education, due to many external

factors that occur in the environment around

students. Some factors that are seen are the high

desire of students generally men to work after

graduating from high school, financial problems that

are less supportive of students to enter universities,

and the intervention of parents who do not allow

students to continue their studies outside the city.

Whereas some students have good self-efficacy to

determine the majors and know their abilities, but

due to the existence of these factors do not support

and become obstacles for students to prepare for a

career in the future.

Not only that, based on the results of interviews

conducted by researchers with high school students,

students said that they has not been able to

determine after graduating high school will work or

continue higher education, one of students said that

will continue in accordance with his ability, but

when his got question about what majors that he will

take, he still consider parent suggestions and friend

invitations. Decision in continuing study or work is a

very important decision for high school students.

Adolescence is the period of choosing, this is

evident from one of adolescence development task is

choosing and prepare to carry out a job (Sukadji,

2000).

According to Bandura (1997), self-efficacy of

career decision making is influenced by four

elements, namely the experience of success, the

experience of others, verbal persuasion and

physiological conditions. Experience of success will

increase individual self-efficacy, while failure

experience will reduce it. Likewise, observation of

the success of others with their abilities will increase

self-efficacy of career decision making, but on the

contrary, observing the failures of others will reduce

individual judgment about their abilities and will

reduce effort they will make. In verbal persuasion,

individuals are directed with advice and guidance so

that they can increase their confidence in their

Parental Involvement, Peer Support, Authoritarian Parenting, and Prediction to Career Decision-making Self-efﬁcacy among High School

Students

555

ability to achieve goals. Whereas the physiological

conditions of people will underlie people to assess

their abilities, such as physical tension in stressful

situations seen by people as a sign of incompetence.

For high school students, career decision making

is an important decision to choose work or continue

to college, while at that time many students who do

not have confidence for it. Hansen, Stevic, &

Warner (1977) argues that maturity of choice of

study programs among students can be caused by

internal and external factors. External factors include

family, peers and parents. In career decision making,

it must be adjusted to the abilities of students

themselves. In addition there are some things that

greatly affect decision making process itself, such as

family socioeconomic factors, influence of parents,

and peers. In addition influenced by external factors,

internal factors are also very influential, such as self-

awareness, interest, and confidence. One that can

affect stability of students' career decision-making in

internal factors is self-efficacy and environmental

factors is social support of family.

Based on previous explanation, this research will

focus on empirical studies on the role of social

environment, in this case, parents and peers on

students career decision-making self-efficacy.

2 RESEARCH METHOD

2.1 Participants

Participants of this study were 261 high school

students from Yogyakarta, Central Java, and Batam

city. There were 90 male students and 171 female

students, and age 16-20 years old.

2.2 Measurement

This research will be conducted in form of

quantitative research to examine predictive power of

several social environmental factors that are

considered to affect students self-efficacy of career

decision making, namely role of parental

involvement, authoritarian parenting, and peer

support. Data collection method in this study was

conducted using a psychological scale.

2.2.1 Career Decision-making Self-efficacy

Career decision-making self-efficacy scale in this

study was adapted from Gaudron (Buyukgoze-

Kavas, 2014) which has 18 items. Items distributed

into 4 dimensions, namely goal selection (5 items),

problem solving (3 items), information gathering (5

items), and goal pursuit management (5 items).

2.2.2 Parental Involvement

Parental involvement scale used in this study was

adapted from Parental Involvement Mechanisms

Measurement by Hoover-Dempsey and Sandler

(2005). This original scale has Alpha Cronbach

Reliability coefficient were 0.92 (parental

encouragement), 0.94 (parental modeling), 0.96

(parental reinforcement), and 0.92 (parental

instruction). Total of items were 51 and distributed

into parental encouragement (13 items), parental

modeling (10 items), parental reinforcement (13

items), and parental instruction (15 items).

2.2.3 Authoritarian Parenting

Authoritarian parenting in this study was measured

with authoritarian parenting scale from Robinson et

al (1996). This original scale has Alpha Cronbach

Reliability coefficient 0.86, that separated into 2

dimensions, namely verbal or physical punishment

(9 items) and directiveness (5 items).

2.2.4 Peer Support

Peer support scale in this study was adapted from

Perceived Peer Academic Support Scale by Chen

(2005). This scale has 5 dimensions, namely include

interpersonal (5 items), cognitive (4 items),

emotional (5 items), behavioral (2 items), and

instrumental (6 items).

2.3 Data Analysis Method

Data analysis is done after research data collected.

These include career decision-making self-efficacy,

parental involvement, authoritarian parenting, and

peer support data. Data analysis in this research will

use multiple linear regression test, and before

hypothesis test, then first test assumption which

include normality test, linearity test, and

multicolinearity test

BICESS 2018 - Borneo International Conference On Education And Social

556

3 RESULT AND DISCUSSION

Table 1: Data Descriptive

Var Hipothetical Empirical

SD Mi

CDMSE 18 90 54 12 27 90 68.

8.99

PI 49 245 147 24,

63 245 179

.61

31.7

PS 20 100 60 13,

35 98 74.

11.0

AP 14 56 35 7 16 55 32.

8.35

*CDMSE = Career decision-making self-efficacy

PI = Parental involvement

PS = Peer support

AP = Authoritarian parenting

Table 2: Respondents categorization of career decision-

making self-efficacy

Scores Category Frequency Percentages

(%)

X < 62 Very low 45 17.24%

< X <

67.8

Low 59 22.61%

67.8

< X <

Average 43 16.48%

< X <

High 65 24.90%

X > 76 Very high 49 18.77%

Total 261 100%

Table 3: Respondents categorization of parental

involvement

Scores Category Frequency Percentages

(%)

X < 152.4 Very low 52 19.92%

152.4

< X <

175.8

Low 52 19.92%

175.8 < X <

187.2

Average 53 20.32%

187.2

< X <

208

High 55 21.07%

X > 208 Very high 49 18.77%

Total 261 100%

Table 4: Respondents categorization of peer support

Scores Category Frequency Percentages

(%)

X < 67 Very low 48 18.39%

< X <

Low 54 20.69%

< X <

Average 47 18.01%

< X <

83.6

High 60 22.99%

X > 83.6 Very high 52 19.92%

Total 261 100%

Table 5: Respondents categorization of authoritarian

parenting

Scores Category Frequency Percentages

(%)

X < 25 Very low 46 17.62%

< X <

Low 52 19.92%

< X <

Average 53 20.32%

< X <

High 62 23.75%

X > 39 Very high 48 18.39%

Total 261 100%

3.1 Normality Test

Table 6: Normality test result

Notes Variables

CDMSE PI PS AP

N 261 261 261 261

SD 8.996 31.797 11.072 8.356

KS- Z 1.076 1.289 1.797 1.639

p (2-tailed) 0.198 0.072 0.003 0.009

Conclusion

Normal Normal Not

normal

Not

normal

3.2 Linearity Test

Table 7: Linearity test result

Independent

Variables

Dependent

Variable

Linearity test Conclusi

F p

CDMSE

10.273 0.002 Linier

PS 0.567 0.980

Deviati

from

linieari

ty)

Linier

AP 0.686 0.905

Deviati

from

linieari

ty)

Linier

3.3 Multicolinearity Test

This multicolinearity test is one form of assumptions

test in multiple regression analysis. Assumption of

multicolinearity states that independent variable

must be free from the symptoms of multicolinearity,

ie, correlation symptoms between independent

variables. These symptoms are indicated by a

significant correlation between independent

variables (Santosa & Ashari, 2005). Symptoms of

multicolinearity can be seen from the results of

Parental Involvement, Peer Support, Authoritarian Parenting, and Prediction to Career Decision-making Self-efﬁcacy among High School

Students

557

colinearity statistics in the coefficients table, through

the values of Tolerance and VIF (Field, 2005;

Santosa & Ashari, 2005; Priyatno, 2009). VIF

(variance inflation factor) indicates whether the

predictor has a strong linear relationship with

another predictor (Field, 2005).

Myers (Field, 2005) states that a VIF score of

less than 10 indicates the absence of multicolinearity

symptoms, whereas Menard (Field, 2005) states that

tolerance values below 0.2 indicate the presence of

serious multicolinearity symptoms. The

multicolinearity test results in this study obtained the

tolerance of 0.973; 0.985; 0.980 and the VIF value

of 1,028; 1,015; and 1,020. Based on previous

opinion and results of the analysis obtained, it can be

said that the regression model of this study does not

occur multicolinearity symptoms.

3.4 Regression Test

Table 8: Regression test result

Variables R R

Square

F p

PI*PS*AP-

CDMSE

0.211 0.045 4.007 0.008

PI*AP –

CDMSE

0.210 0.044 5.959 0.003

PI - CDMSE 0.206 0.042 11.454 0.001

Table 9: Correlation test result

PI PS AP

r (Pearson)

0.206 0.048 -0.069

P (1-tailed)

0.000 0.221 0.134

*dependent variable = career decision making self-efficacy

Based on the results of analysis, it can be

concluded that parental involvement, peer support,

and authoritarian parenting together can predict

career decision-making self-efficacy among high

school students. Based on the results of existing

analysis, it can also be concluded that career

decision-making self-efficacy in high school

students can be predicted significantly from parental

involvement, peer support, and authoritarian

parenting. The three predictors have an effective

contribution of 4.5% to career decision-making self-

efficacy among high school students.

Although career decision-making self-efficacy

can be predictably together from parental

involvement, peer support, and authoritarian

parenting. But based on previous analysis results, it

can be seen that parental involvement has the

highest predictor contribution when compared to

peer support and authoritarian parenting variables. It

can be seen from regression test done, when

analyzed by using backward method, obtained result

that parental involvement becomes the highest

correlation variable with career decision-making

self-efficacy, that is with value of r = 0.206 (p =

0.000). It can be argued that, although peer support

and authoritarian parenting variables are not

included in analysis process, parental involvement

independently can still predict career decision-

making self-efficacy among high school students.

Results of regression analysis also showed that

parental involvement and authoritarian parenting

together can significantly predict career decision-

making self-efficacy among high school students.

The effective contribution of both variables is 4.4%.

Based on this, it can be concluded also that there is

one variable which, if not used together with other

variables, can not be used to predict career decision-

making self-efficacy of high school students, that is

peer support variables. These peer support variables

have no correlation with career decision-making

self-efficacy if linked independently, without being

analyzed with other variables. Specific for

authoritarian parenting, even this variables can

predict career decision-making self-efficacy, but the

way that authoritarian parenting correlate with

career decision-making self-efficacy is negatively.

From correlation analysis, it showed that

authoritarian parenting has negative correlation with

career decision-making self-efficacy (r=-0.069).

Results of this study reinforce previous studies

which suggest that parental involvement (Joseph,

2012: Roach, 2010; Olaosebikan & Olusakin, 2014;

Wantara & Qudsyi, 2015), peer support (Joel, 2017;

Nawaz & Gilani, 2011; Wantara & Qudsyi, 2015),

and parenting style (Rani, 2014; Sovet & Metz,

2014; Ramadhaniaty & Qudsyi, 2015) have a role in

students' self-efficacy in determining their academic

career choices. It is undeniable that in determining

career choices, students are still quite influenced by

the role of their social environment (Patel, 2005),

such as family (parents) (Putrie & Qudsyi, 2015)

and peers. Nevertheless, this study was not in line

with the study of Magallanes and Castronuevo

(2016) which states that the higher parental

involvement in the process of determining career,

the higher tendency of adolescents to not be able to

determine their career.

Although parental involvement, peer support,

and parenting style (authoritarian) can

simultaneously predict students' career decision-

making self-efficacy, the strongest variable

predictions and can predict independently are

parental involvement. While for other variables can

not predict independently.

BICESS 2018 - Borneo International Conference On Education And Social

558

Research has proven that parental involvement

has a significant role in the process of student

education. Parental involvement does not only play a

role in student's career decision-making process, but

on other aspects, including students' academic ability

(Qudsyi & Wimbarti, 2018), academic achievement

/ performance (Chen & Ho, 2012; Topor, Keane,

Shelton, & Calkins , 2010, Jeynes, 2005), student

engagement (Mulya & Qudsyi, 2017), and students

mental health (Tammariello, Gallahue, & Ellard,

2012; Shucksmith, Jones, & Summerbell, 2010).

Given the considerable role of parental involvement

in student education, it is not surprising that in the

career decision-making process, students are still

considering parental involvement.

The role of parental involvement in student

academic career decision-making can be seen

through the process of recognizing students' choices.

As Simoes, Gamboa, and Paixao (2016) have

pointed out that parents' interest in adolescent career

choices is positively related to adolescent behavior

in exploring career choices. This parental

involvement also begins with how parents engage in

each student's curricular activity. As Joseph (2012)

points out, the parents of fully engaged students are

parents who are directly involved in clubs,

organizations, or activities that are followed by

students at school. Not only that, parental

involvement is also evident from how parents

engage in parent-teacher meeting and volunteer in

school activities (Joseph, 2012).

The role of parental involvement, as one

contextual factor, can also be explained through

social cognitive career theory (SCCT). Referring to

SCCT theory, contextual (environmental) variables

can moderate and directly influence individual

processes in creating and implementing relevant

career choices (Lent, Brown, & Hackett, 2000). In

particular, contextual factors make it possible to

relate to individual interests in choosing goals as

well as how individuals define goals in action (Lent,

Brown, & Hackett, 2000). Not only that, contextual

factors are also possible in directly affecting

individual implementation in career or career

decision making (Lent, Brown, & Hackett, 2000).

Joseph (2012) explains, that parental

involvement in student's career decision-making

process has a different form between father and

mother. Results of the study showed that more

maternal involvement in the form of attending

meetings, grades monitoring, and offering support.

In the meantime, father involvement is more on

discussions in identifying career or study options,

career goals, providing support and mentoring as

role models, or through clear means (providing

recommendations or direct referrals) (Joseph, 2012).

Roach (2010) adds that there were specific behaviors

form parents can predict students' career decision-

making self-efficacy, that is, parents believe in

students' ability and have high expectations for

them.

4 CONCLUSIONS

Based on research results, it can be concluded that

parental involvement, peer support, and authoritarian

parenting (negative direction), together can predict

self-efficacy of career decision making among high

school students. Nevertheless, parental involvement

becomes the strongest predictor of self-efficacy of

career decision making among high school students.

As for suggestions and recommendations that can be

given based on this research are, first, it is necessary

to explore other variables that are considered to have

an effect on self-efficacy of career decision making;

second, it is necessary to consider using more

compact instrument so that respondents are less tired

when filling more than two scales; third, it is

necessary to find respondents with various

characteristics and backgrounds, for example, those

who attend school in the city and in the village.

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