STUDENTS ENGAGEMENT IN SCHOOL, ACADEMIC ASPIRATIONS, AND CAREER EXPLORATION OF PORTUGUESE ADOLESCENTS

This study examined career profiles derived from students’ engagement in school, academic aspirations and sources of career exploration, as part of a larger research project on the differentiation and promotion of students’ engagement in school (PEst­OE/CED/UI4107/2011). The sample included 685 students attending sixth, seventh, ninth and tenth grades (Mage = 13.82, SD = 1.92). The students completed measures of engagement in school, academic aspirations and career exploration. Based on a non-hierarchal cluster analysis (K-means clustering), three career profiles of students were identified. The profile disengaged looking for other opportunities included students (n=135; Mage=14.6, SD=2.12) with values lower than the group’s mean score in the agency, affective, cognitive and behavioral dimensions of engagement in school, in academic aspirations, and higher values than the group’s mean values in self- and environment exploration. The profile confident students (n=281; Mage=13.45, DP=1,71) presented values higher than the group’s mean score in the four dimensions of engagement in school, in academic aspirations and in self- and environment exploration. The profile slightly disengaged without other options included students (n=269; Mage=13.83, DP=1,90) with values below the sample’s mean score in the agency and cognitive dimensions of engagement in school, in academic aspirations and in self- and environment exploration, but with values higher than the group’s mean score in the affective and behavioral dimensions of engagement in school. This study supports the idea of a comprehensive approach of career construction, including academic and career development dimensions and results. Students who are more engaged in school have higher intentions to continue educationally enrolled and are more involved in career exploration. Students who are globally or partially less engaged in school, have lower intentions to continue educationally enrolled but can differ in their involvement in career exploration. Career exploration can be a facilitative condition for different subgroups of students. Longitudinal studies may address the (dis)continuities in school involvement and academic aspirations according to career exploration profiles. Further research covering the students’ assigned importance to engage in school and in career exploration may also enrich this research domain.