Contributions of the relational context to career adaptability among urban adolescents

The combined and unique contributions of four relational factors to four dimensions of career adaptability were examined for a sample of 322 urban high school students. When all variables were considered simultaneously, canonical analysis revealed that support from family, teachers, and close friends, and peer beliefs about school contributed significantly to the explanation of the four dimensions of career adaptability, school identification, perceptions of educational barriers, career outcome expectations, and career planning. When controlling for the other relational variables, family support contributed unique variance to the explanation of perceptions of educational barriers and career outcome expectations. Teacher support contributed uniquely to school identification and perceived peer beliefs contributed uniquely to perceptions of educational barriers and school identification.