Association Among Parent–Teacher Relationship, Autonomy Support, and Career Development of High School Students Across School Types.

This article investigates the influence of the parent–teacher relationship on the career development of high school students in Beijing, China, guided by the systems theory framework of career development and spillover theory. Analyzing data from 1,452 tenth-grade students attending academically oriented and vocational high schools, the study found that a positive parent–teacher relationship directly predicts students' career development and indirectly influences it through parental autonomy support, while teacher autonomy support showed no significant indirect effect. Additionally, the type of school did not moderate these associations, indicating the parent–teacher relationship and parental autonomy support are equally important across different school contexts. The findings highlight the role of family–school collaboration in supporting adolescent career development and suggest practical interventions to enhance parent–teacher communication and parental support for student autonomy.