Motivation and emotion/Book/2023/Vocational identity
What is vocational identity and how does it develop?
Overview[edit | edit source]
The focus of this chapter is understanding vocational identity and what factors influence the development of vocational identity.
Current evidence suggests that personal interests, values, skills, social support, and educational experiences shape one's vocational identity. This process requires exploration and commitment, and those who actively engage in self-discovery are more likely to develop a strong vocational identity. Theories such as Holland's Vocational Choice theory, Erikson's Theory of Psychosocial Development and Super's Career Development Theory further emphasise the importance of self-exploration, identity formation, and career decision-making at various stages of life to support and develop vocational identity.
After reading this chapter, the following learning outcomes will have been addressed:
|
What is vocational identity?[edit | edit source]
Vocational identity is defined as having a clear understanding of one's career goals, abilities, educational interests, and personal values (Skorikov & Vondracek, 2007). All of which are essential in developing a strong vocational identity (Skorikov & Vondracek, 2007). Researchers believe that a secure vocational identity allows individuals to make informed decisions about their career paths and feel confident in their choices.
If individuals undertake in the journey of exploring and recognising their own strengths and interests, they can better align their career goals with their personal values and lead a fulfilling professional life. A secure vocational identity also enables individuals to adapt to changes and challenges in their careers, as they have a solid foundation of self-awareness and confidence.
Table 1. Definitions useful to understand for this chapter.
| Word | Description |
|---|---|
| Vocational | adjective
|
| Identity | noun
|
 Test your knowledge!
|
Secure vocational identity[edit | edit source]
A strong vocational identity means having a clear purpose, confidence, and direction in your professional life. It comes from understanding your values, interests, and strengths and defining a clear path for yourself. This leads to greater job satisfaction and overall fulfilment. Those with a strong vocational identity set clear goals and objectives within their field and seek out opportunities for growth and advancement. They have unshakable self-belief and healthy self-esteem, which allows them to overcome challenges with ease and adapt to changes in their profession (Santisi et al., 2018).
Sebastian, 25, has established a secure vocational identity as a roof plumber. Sebastian has undertaken an apprenticeship and hands on training from his mentor of 7 years. He is capable of managing roofing challenges and is coupled with a deep sense of accomplishment for his work. This has solidified a career path for Sebastian and paved the way for continued growth in the industry. As briefly mentioned in Figure 1., Sebastian has put the time, energy and effort into establishing his vocational identity and is now feeling fulfilled as a result. |
Insecure vocational identity[edit | edit source]
An insecure vocational identity is characterised by uncertainty, doubt, and a lack of clarity about one's career direction. Individuals with an insecure vocational identity may feel lost or stuck, often leading to job dissatisfaction and a sense of aimlessness. They may struggle to define their career objectives and may not have a strong belief in their capabilities, which can hinder their professional growth and development (Santisi et al., 2018).
Sadie, 34, struggles with a weak and insecure vocational identity. Sadie has jumped between multiple roles without a clear sense of direction. She is also uncertain about her skills, interests and long-term goals which has prevented her from committing to a specific career path. Sadie's lack of focus has lead to job dissatisfaction and limited professional growth, leaving her feeling unfulfilled. |
The formation of vocational identity[edit | edit source]
The formation process of vocational identity is fluid, not linear and happens over time. It is influenced by various factors and requires individuals to form career objectives, goals, aspirations, and plans (n/a, 2016). One is able to do this by having a deep understanding of oneself and the various personal and social factors that influence career choices (n/a, 2016).
Personal attributes, such as interests, strengths, and values, play a crucial role in aligning with a suitable career. At the same time, social attributes, such as family expectations and cultural values, can either constrain or encourage certain paths (Keijzer et al., 2019). Peer influences, mentorship, and networking can also expand opportunities and provide guidance in vocational development. It's important to balance these personal and social attributes to create a well-rounded vocational identity that reflects broader societal dynamics.
Table 2. Personal and societal attributes of vocational identity.
|
Values: A crucial guide for choosing a career path; aiding individuals to undertake in a professional career that aligns with their morals, principles, and beliefs, fostering job contentment and a sense of direction (Gamage et al., 2021). Values also guarantee that the career individuals choose is consistent with their personal values, promoting dedication and enthusiasm in their professional life (Gamage et al., 2021).
Interests: This factor plays an important role in influencing vocational identity as it drives motivation, satisfaction, and longevity in a career, enhancing performance, resilience, personal growth, and work-life balance for individuals (Hasan et al., 2021). John L. Holland created the career development model that carries the idea that people should seek work environments that align with their personal vocational interests and from this, they will be satisfied and successful (Hartmann et al., 2021), developing a strong vocational identity. Strengths and skills: This is vital for vocational identity and establishing a professional career. Individuals that leverage their skills can enhance job performance, job satisfaction, and personal growth; aligning strengths with job responsibilities leads to a fulfilling career that maximises an individual's potential and contributions (Kosine et al., 2018). |
|---|---|
|
Cultural: Research has uncovered that cultural heritage can conflict with youths' personal interests (Akosah-Twumasi et al., 2018), therefore impacting decision making for an individuals career preferences and opportunities (Gamage et al., 2021). People often opt for careers that align with societal expectations or face cultural obstacles that impact their career satisfaction and sense of identity; It can be beneficial for individuals to be aware of their cultural context before making decisions on their career (Koçak et al., 2021).
Norms: This can be a strong influence on the development of vocational identity as it aids in influencing defining 'acceptable' paths and expectations. Conforming to or challenging these norms can impact career choices and fulfillment. Alignment with societal norms can provide a sense of validation but may limit individual authenticity, highlighting the complex interplay between cultural expectations and vocational identity. Trends: Impacts vocational identity by shaping potential incoming career opportunities. Adapting to current trends, such as technological advancements or changing industry landscapes, can influence individuals' vocational choices and shape their sense of identity within evolving professional contexts. Staying attuned to societal trends is key to shaping one's vocational identity. Expectations: Expectations from one's family, friend group, or within any group a member to can have a significant impact on the formation of one's professional identity. Similar to norms they can dictate which career paths are considered acceptable. If an individual chooses to accept the expectations and adhere to them the expectations can bring a sense of validation; on the other-hand it can also leave them with a lack of individuality. Confronting or negotiating societal expectations opens up the opportunity for self-exploration and the cultivation of a distinct vocational identity that reflects personal ambitions and principles. |
Developmental theories within vocational identity[edit | edit source]
Theories such as Erikson's Theory of Psychosocial Development and Super's Career Development Theory support the notion of supporting and developing vocational identity by emphasising the importance of self-exploration, identity formation, and career decision-making in different life stages.
Psychosocial stages of development[edit | edit source]
The Psychosocial development stages, identified by Erik Erikson and built on Freud's theory of psychosexual development, explains the idea that an individual will experience key milestones throughout life for lifelong psychological and social growth (Carrey, 2010). Figure 3 shows the eight different stages that individuals experience, which are characterised either by a unique psychosocial crisis or challenge (For eg. Stage 1/age 0-2, this is vital for Infants to develop a sense of trust in their caregivers). The stages span from infancy to old age and encompass critical issues such as: trust versus mistrust, autonomy versus shame and doubt, initiative versus guilt, industry versus inferiority, identity versus role confusion, intimacy versus isolation, generativity versus stagnation, and ego integrity versus despair. Erik Erikson's approach has influenced several fields of study, not limited but including personality development, identity formation and life cycle development (Knight, 2017). Erikson's psychosocial stages on influence vocational identity, highlights the different development stages, and the influence each stage has on vocational identity. Successfully navigating these crises contributes to the development of a person's sense of self, relationships, and overall life satisfaction, with a lasting impact on their vocational identity and choices. It is also important to note that although these stages occur in a linear fashion and are vital in the development of particular personality attributes, vocational identity does not develop in a linear fashion.
Table 3. Erikson's psychosocial stages on influence vocational identity.
| Stage | Period | Personality Attributes | Influence on vocational identity |
|---|---|---|---|
| 1 | Early Infancy | Trust vs. Mistrust | This period is responsible for building a foundation of trust in infancy. If trust is developed it can lead to children feeling safe, secure, and supported. The foundation of trust occurring has the ability to positively affect career choices and support a comfortable amount of well-being later in life. |
| 2 | Toddler | Autonomy vs. Shame and Doubt | This period is responsible for developing a sense of independence and autonomy in children. This can lead to greater success in their future careers by instilling confidence and a willingness to explore different paths. |
| 3 | Early Childhood | Initiative vs. Guilt | This stage focuses on the development of initiative. When this is encouraged, responsibility during preschool has potential to translate into a proactive and goal-oriented approach, therefore aiding an individuals approach to career development. |
| 4 | Middle Childhood | Industry vs. Inferiority | During this period children must focus on building competence and a sense of accomplishment. This can produce and instil confidence and influence a positive work ethic, therefore, influencing career choices. |
| 5 | Adolescence | Identity vs. Identity Confusion | During adolescence it is critical for individuals to explore their sense of identity. This includes vocational interests and values, which helps in making informed career decisions. |
| 6 | Young Adulthood | Intimacy vs. Isolation | In young adulthood it is important to establish meaningful relationships that can provide emotional support, open the door for opportunities, such as: making new friends, learning new skills and networking for career aspects. Skills developed during this period can support relationships made in professional aspects. |
| 7 | Middle Adulthood | Generativity vs Stagnation | This stage focuses on individuals in middle adulthood to contribute to society and future generations, providing a sense of purpose and direction in one's career choices. |
| 8 | Older Adulthood | Integrity vs. Despair | Reflecting on one's life in late adulthood can lead to a sense of satisfaction and pride in one's career accomplishments or, conversely, regrets if vocational goals were not met. |
(Maree, 2021).
Career Development Theory[edit | edit source]
Donald E. Super's Career Development Theory, also known as the Lifespan and Life-Space Theory, is the idea of understanding how an individual’s career evolves over time (Skorikov & Vondracek, 2007). It's all about how an individual see’s themselves, what they want to do for their career, and the potential opportunities an individual gets to make it happen. Super's Career Development theory assists individuals to make sense of all those factors to make smarter choices about our careers (Skorikov & Vondracek, 2007). In the theory there are five life stages that overlap and are flexible with each other. The stages of vocational development are as shown in Figure 4 according to Donald E. Super are known as: Growth, Exploration, Establishment, Maintenance and Decline.
According to this theory, the development of a self-concept or self-image is crucial; as individuals progress through life, they explore different roles and career options while refining their self-concept (London et al., 2023). This process helps them align their career choices with personal values, interests, and abilities, leading to the formation of a secure vocational identity (Kamhawy et al., 2020).
Super's theory emphasises that vocational identity is not fixed but rather evolves as individuals encounter new experiences and roles. By adapting to these changes, similar to Erik Erikson's psychosocial stages of development, individuals can create a secure vocational identity that aligns with their evolving self-concept (Kamhawy et al., 2020).
Table 4. Donald E. Super's five stages of life and vocational development, including: growth, exploratory, establishment, maintenance, and decline.
| Stage | Description |
|---|---|
| Growth (Birth-14) | Individuals develop a self-concept and begin to form preferences and attitudes about careers based on their interests and experiences. |
| Exploration (15-24) | Adolescents explore various career options through education and part-time jobs, gaining insight into their skills and interests. |
| Establishment (25-44) | This stage focuses on securing a career and finding one's place in the workforce, often involving job changes and skill development. |
| Maintenance (44-65) | Individuals seek to maintain and advance in their chosen career, concentrating on skill mastery and career stability. |
| Decline (65+) | In the final stage, retirement planning and transition are critical as individuals prepare for a decreased work role and possible leisure activities. |
(Kosine & Lewis, 2008).
|
Test your knowledge!
|
Vocational Choice Theory[edit | edit source]
Scarlett, 24, has always enjoyed music and has tried a variety of instruments, but loves singing the most. Scarlett recently started working in the music industry with likeminded people, from this they have created an environment that fosters creativity, leaving Scarlett feeling fulfilled and with a stronger vocational identity. Scarlett falls within the 'Artistic' category due to her personal interests and skills. |
Developing a strong vocational identity requires considering personal interests, values, skills, social support, and education. This involves exploring and making commitments. Career development initiatives that individuals undertake are primarily driven by their personal values, interests, and goals alongside the necessary steps needed to achieve these aspirations (McDonald & Hite, 2016). Vocational choice theory addresses this and supports individuals to take control of their career path, and to assist people with choosing a career or education based on your personality and interest's. It is centred around the idea that one's career path is dependent on the anchor that aligns with their personality traits (Osipow et al., 1966).
John L. Holland's 6 career anchors classify individuals as realistic, investigative, artistic, social, enterprising, and conventional, and are also known as the Holland Codes or the Holland Occupational Themes (RIASEC). These codes and the theme in general is important to consider as people prefer roles in which they can be around similar people; searching for environments supporting the use of their skills while also having the freedom to express themselves.
This theory approaches vocational development from a problem-solving, cognitive approach and is often used in career counselling via assessment tools such as: Self-Directed Search, Vocational Preference Inventory and Strong Interest Inventory.
Theory of planned behaviour (TPB) and Vocational identity[edit | edit source]
The Theory of Planned Behaviour (TPB) suggests that one's intention to perform a behaviour, such as choosing a career, is influenced by attitudes, subjective norms, and perceived behavioural control. In vocational development, TPB underscores how an individuals beliefs, social pressures, and perceived control over their career choices impact decision-making and goal pursuit, shaping their vocational path.
The Theory of Planned Behaviour (TPB) primarily applies to understanding behaviour and decision-making in various contexts, including career choices. While it offers insights into the factors influencing vocational decisions, it's not specifically a theory of vocational identity development. Vocational identity theories like Super's and Holland's delve more directly into the concept of career identity formation. (Tegova, 2010).
Conclusion[edit | edit source]
Vocational identity is having a clear understanding of one's career goals, abilities, educational interests, and personal values (Skorikov & Vondracek, 2007); an individual will have a secure vocational identity if this is achieved. The development of vocational identity is influenced by a combination of both personal and social factors. The personal attributes assist individuals in aligning career choices with their self-concept; these attributes include interests, values, and strengths or skills. The social attributes include expectations, norms, trends, and peer influences. These attributes can either encourage or constrain career paths. A healthy balance of both sets of attributes is vital in establishing a secure vocational identity.
In terms of theory, Erik Erikson's theory of Psychosocial Development and Donald E. Super's Career Development theory both focus on the significance of self-awareness, exploration, the formation of vocational identity, and the influence of vocational decision-making at different life stages. Specifically, in Psychosocial development theory, there is a focus on effectively approaching psychosocial situations throughout the different stages of life and the possibilities of the impacts on vocational development. On the other hand, the Career development theory establishes the five different stages of vocational development, emphasising the fluidity and plasticity of vocational identity for an individual as they experience more in life. John L. Holland's vocational choice theory works by grouping individuals based on their personality traits, preferences, and skills. Understanding these theories and the factors influencing vocational identity can inspire individuals to make informed and satisfying career decisions throughout their lives.
To conclude, individuals develop a secure vocational identity because of active commitment to self-discovery and alignment of their career choices with personal values and interests. Secure vocational identity results in individuals experiencing greater levels of job satisfaction, and fulfilment in one's professional life.
See also[edit | edit source]
- Identity formation (Wikipedia)
- John L. Holland (Wikipedia)
- Identity fusion and motivation (Book chapter, 2023)
- Emotion across the lifespan (Book chapter, 2023)
- Unemployment and mental health (Book chapter, 2023)
- Self-affirmation and psychological change (Book chapter, 2023)
References[edit | edit source]
Carrey, N. (2010, November 19). The two ericksons: Forgotten concepts and what constitutes an appropriate professional knowledge base in psychiatry. Journal of the Canadian Academy of Child and Adolescent Psychiatry = Journal de l’Academie canadienne de psychiatrie de l’enfant et de l’adolescent. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2962535/
Gamage, K. A., Dehideniya, D. M., & Ekanayake, S. Y. (2021). The role of personal values in learning approaches and student achievements. Behavioral Sciences, 11(7), 102. https://doi.org/10.3390/bs11070102
Hartmann, F., Heine, J.-H., & Ertl, B. (2021). Concepts and coefficients based on John L. Holland’s theory of Vocational Choice—examining the R package holland. Psych, 3(4), 728–750. https://doi.org/10.3390/psych3040047
Hasan, T., Jawaad, M., & Butt, I. (2021). The influence of person–job fit, work–life balance, and work conditions on organizational commitment: Investigating the mediation of job satisfaction in the private sector of the emerging market. Sustainability, 13(12), 6622. https://doi.org/10.3390/su13126622
Kamhawy, R., Chan, T., & Mondoux, S. (2020). Enabling Positive Practice Improvement through Data-Driven Growth: A Model for Understanding How Data and Self-Perception Lead to Practice Change. https://doi.org/10.22541/au.159318396.69126591
Keijzer, R., Admiraal, W., Van der Rijst, R., & Van Schooten, E. (2019). Vocational identity of at-risk emerging adults and its relationship with individual characteristics. International Journal for Educational and Vocational Guidance, 20(2), 375–410. https://doi.org/10.1007/s10775-019-09409-z
Koçak, O., Ak, N., Erdem, S. S., Sinan, M., Younis, M. Z., & Erdoğan, A. (2021). The role of family influence and academic satisfaction on career decision-making self-efficacy and happiness. International Journal of Environmental Research and Public Health, 18(11), 5919. https://doi.org/10.3390/ijerph18115919
Kosine, N. R., & Lewis, M. V. (2008). Growth and exploration: Career Development Theory and programs of study. Career and Technical Education Research, 33(3), 227–243. https://doi.org/10.5328/cter33.3.227
Kosine, N. R., Steger, M. F., & Duncan, S. (2018). Purpose-centered career development: A strengths-based approach to finding meaning and purpose in careers. Professional School Counseling, 12(2). https://doi.org/10.1177/2156759x0801200209
Knight, Z. G. (2017). A proposed model of psychodynamic psychotherapy linked to Erik Erikson’s eight stages of psychosocial development. Clinical Psychology & Psychotherapy, 24(5), 1047–1058. https://doi.org/10.1002/cpp.2066
London, M., Sessa, V. I., & Shelley, L. A. (2023). Developing self-awareness: Learning processes for self- and interpersonal growth. Annual Review of Organizational Psychology and Organizational Behavior, 10(1), 261–288. https://doi.org/10.1146/annurev-orgpsych-120920-044531
Maree, J. G. (2021). The Psychosocial Development Theory of Erik Erikson: Critical overview. Early Child Development and Care, 191(7–8), 1107–1121. https://doi.org/10.1080/03004430.2020.1845163
McDonald, K., & Hite, L. (2016). Career development: A human resource development perspective. Routledge.
n/a. (2016). Vocational identity - iresearchnet. Psychology. https://psychology.iresearchnet.com/counseling-psychology/identity-development/vocational-identity/
Osipow, S. H., Ashby, J. D., & Wall, H. W. (1966). Personality types and vocational choice: A test of Holland’s theory. The Personnel and Guidance Journal, 45(1), 37–42. https://doi.org/10.1002/j.2164-4918.1966.tb03063.x
Santisi, G., Magnano, P., Platania, S., & Ramaci, T. (2018). Psychological Resources, satisfaction, and career identity in the work transition: An outlook on sicilian college students. Psychology Research and Behavior Management, Volume 11, 187–195. https://doi.org/10.2147/prbm.s164745
Skorikov, V. B., & Vondracek, F. W. (2007). Vocational identity. Career Development in Childhood and Adolescence, 143–168. https://doi.org/10.1163/9789460911392_010
Tegova, S. (2010). Application of the theory of planned behaviour to career choice: The role of an improved measure of emotion. Edith Cowan University. https://ro.ecu.edu.au/theses_hons/1424
Vondracek, F., & Skorikov, V. B. (2007, February). Vocational identity | request PDF - researchgate. Vocational Identity. https://www.researchgate.net/publication/284061830_Vocational_identity