Adolescents' Perceived Collective Contributions to Their Career Efficacy From Parents, Teachers, and Peers: Reciprocal and Transactional Associations Over Time With Adolescents' Career Adaptability and Ambivalence.

This article examines the longitudinal and reciprocal associations between adolescents' perceived collective contributions to career efficacy (CCCE)—defined as the perceived support from significant others in career development—and their career adaptability and ambivalence. Using three waves of survey data from 3,196 Chinese high school students, the study found that CCCE from parents and teachers positively and reciprocally predicted adolescents' career adaptability over time, whereas CCCE from peers was only positively influenced by adolescents' career adaptability but did not predict it. Career ambivalence was found to negatively predict subsequent CCCE from all sources, but CCCE did not predict later ambivalence. These findings highlight the dynamic interplay between adolescents’ career development and their perceptions of support from key social agents, emphasizing the prominent roles of parents and teachers in fostering career adaptability within the Chinese collectivist cultural context.