This paper draws on Marcia and Porfeli’s identity status models to examine the relationship between adolescent career identity formation and its contextual aspects. Focus group interviews were conducted with 26 students at two Hong Kong senior secondary schools. It was found that most participants exhibited the career identity statuses of achievement, searching moratorium, or moratorium towards the end of school. Influences that were identified from family, school, and social culture varied across individuals with different career identity statuses. By reporting the findings from an East Asian school setting, the paper provides theoretical and practical implications for career development for senior secondary school students.

Dr. Xu Hui Xuan
Associate Head of the Department of Curriculum and Instruction

Prof. Lee Chi-Kin John
Vice President (Academic) and Provost, Director of CRSE and UNESCO Chair in Regional Education Development and Lifelong Learning