Perceived Parental Expectation: The Effect of Emotional Intelligence

toward Career Decision Self-efficacy

Ulfa Nurida

and Puji Lestari Suharso

Faculty of Psychology, Universitas Indonesia, Depok, Indonesia

Keywords: Career Decision Self-efficacy, Emotional Intelligence, Parental Expectation.

Abstract: This study examined the effect of emotional intelligence on career decision self-efficacy with parental

expectation as a moderating variable. In this study, 785 high-school students in several provinces, such as

West Java, Jakarta, and Banten, Indonesia were recruited by using the convenience sampling method.

Moderation analysis was used as the data analysis technique through PROCESS. Results confirmed the

moderating role of parental expectation on emotional intelligence and career decision self-efficacy. The study

provided several implications for schools and school psychologists by clarifying the crucial role that parents

play in influencing the career decision self-efficacy of high-school students.

1 INTRODUCTION

According to adolescent career development, high-

school students rely on the exploration stage to decide

their future career in selecting a profession or course

of study at a university (Papalia, Olds, & Feldman,

2010; Super, 1972). Before conducting this research,

the authors conducted a pre-study on 100 high-school

students in January 2019. We demonstrated that 30%

of students had insufficient confidence in their career

decision because they had not acknowledged that

their ability and competency were suitable for the

intended major. Moreover, according to 27.7% of

students, their parents played a significant role in their

future courses. Thus, the result indicates that students

may be unaware of their level of competency, which

is crucial and may lead to difficulties in career

decision-making.

1.1 Self-efficacy and Career Decisions

Self-efficacy

Students who still doubt their abilities and

competencies showed that they had not recognized or

assessed their strengths and weaknesses, so they have

difficulty making career decisions. Based on the

preliminary study results, it can be concluded that

there are still students who felt doubt about the

suitability of their abilities and competencies with

their future career decisions. When someone made a

career decision, it takes various abilities, one of which

is self-assess (Crites & Savickas, 1978). These

competencies will support individuals in choosing

their careers, thereby raising confidence in their

abilities to complete their tasks.

Students with difficulties in career decision-

making display uncertainty in their decisions,

indicating a lack of self- efficacy. By definition, self-

efficacy pertains to an individual's confidence in her

ability to produce optimum performance such that it

affects her life (Bandura, 1995). In general, an

individual with high self- efficacy desires to become

successful and survives by completing tasks. By

contrast, an individual with inadequate self-efficacy

avoids challenging activities and anticipates failure

(Kear, 2004). Self- efficacy is required in career

decision- making because individuals are encouraged

to optimize performance and obtain success through

personal awareness of their ability. Career decision

self-efficacy (CDSE) is defined as an individual's

confidence in her ability to conduct assignments

related to career decisions (Betz, Klein, & Taylor,

1996). Students are required to undergo self-

assessment mainly of their mastered skills and have

confidence in managing challenges. Scholars have

proposed that if students learn with uncertainty, they

continue to doubt and experience difficulties in their

career path.

Restubog, Florentino, and Gracia (2010)

elaborated on the importance of CDSE because it

influences the attitude toward completing tasks in the

Nurida, U. and Suharso, P.

Perceived Parental Expectation: The Effect of Emotional Intelligence toward Career Decision Self-efﬁcacy.

DOI: 10.5220/0010808300003347

In Proceedings of the 2nd International Conference on Psychological Studies (ICPsyche 2021), pages 21-30

ISBN: 978-989-758-580-7

selected career. Therefore, adolescents with high

levels of self-efficacy regarding career decision-

making learn to focus more on this aspect than

students with low self- efficacy do (Wright, Jenkins-

Guarnieri, & Murdock, 2013). Several factors, such

as individual experience, can influence the

measurement level of self-efficacy in career decision-

making.

1.2 Career Decisions Self-efficacy and

Emotional Intelligence

Various factors influence the high and low levels of

career decisions self-efficacy. Talking about the

factors that influence self-efficacy in one's career

decisions cannot be separated from internal and

external factors (Lent & Brown, 2006, 2008; Lent,

Brown, & Hackett, 1994, 2000). Internal factors

related to the individual are emotional intelligence,

gender, and age (Emmerling & Chernis, 2003;

Ganske & Ashby, 2007; Hackett & Betz, 1981). On

the other hand, external factors that also affect career

decisions self-efficacy include parental expectations,

social support, and perceptions of career barriers

(DiBartolo & Rendón, 2012; Wright et al., 2014;

Gushue & Whitson, 2006; Metheny & McWhirter,

2013; Zhang & Huang, 2018).

In terms of influencing factors, emotional

intelligence is an internal factor in career decisions

because individuals with high emotional intelligence

generally tend to be sensitive to their emotional states

and can integrate their emotions with their

performance and actions (Di Fabio & Palazzeschi,

2009). Emotional intelligence becomes important in

career decisions because individuals need to balance

themselves with emotional preferences to have no

difficulty making the right choice (Brown, George-

Curran, & Smith, 2003; Goleman, 1995). Judging

from the factors that influence career decisions self-

efficacy, the researcher believes that emotional

intelligence is one of the essential components in the

career decision process because emotional conditions

play an essential role in shaping one's career picture

(Young, Valach, & Collin, 1996; Emmerling &

Chernis, 2003). Career decision-making is not a

single decision but involves a series of decisions

influenced by emotional bias (Emmerling &

Cherniss, 2003).

When individuals are in a positive mood, the

decisions taken will be wise and full of careful

consideration and vice versa (Salovey & Bimbaum,

1989; Jiang, 2016). Thus, emotional intelligence

becomes an internal factor that will be examined in

this study. Previous research found that emotional

intelligence has a positive and significant relationship

with career decisions self-efficacy, so the higher a

person's emotional intelligence, the higher the self-

efficacy in career decisions (Brown, George-Curran,

Smith, 2003; Jiang, 2014). Another research is also

expressed by Jiang (2016) that in the context of career

decisions, the process of determining a profession or

study program at the university is a sensitive issue for

students who need to involve emotional intelligence.

With emotional intelligence, individuals can control

and manage their expectations and reduce worries

about obstacles that arise during career selection to

increase career confidence (Emmerling & Cherniss,

2003; Jiang, 2014). Emotional intelligence is an

individual's ability to recognize, understand, and

manage the emotions he feels so that it can be used to

support individual performance (Salovey & Mayer,

1990). Individuals with high emotional intelligence

will understand emotions and regulate emotions

reflectively to increase their capacity both emotionally

and intellectually (Salovey & Mayer, 1997).

However, the results of research on emotional

intelligence in career decisions have not been

established with certainty in the literature (Di Fabio,

2012). It is considering that most studies that examine

the relationship between emotional intelligence and

career decisions self- efficacy have only been

conducted in Western countries such as Europe and

the United States. Meanwhile, it is unclear whether

the relationship between emotional intelligence and

career decisions self-efficacy in Asian countries is

culturally different from Western culture (Di Fabio et

al., 2003) because the results are still inconsistent

(Mau, 2000; Jiang, 2014). Therefore, researchers

consider it necessary to examine the effect of

emotional intelligence on career decisions self-

efficacy in this study.

1.3 Career Decisions Self-efficacy and

Perceived Parental Expectation

As an adolescent, although there have been demands

and efforts to be independent both academically and

non-academically, the role of parents is still quite

significant in them. Family process variables, such as

parental expectations and encouragement, have been

shown to affect children's career development over

and above that of family structural variables, such as

socio- economic level and the number of children in

the family (Whiston & Keller, 2008). First, parents

influence their children's values, interests, and skills

and foster motivation and effort towards their career

goals (Duffy & Dik, 2009). For example, Ashby and

Schoon (2010) found that parents' background and

ICPsyche 2021 - International Conference on Psychological Studies

education expectations influence their children’s

career expectations and academic performance.

Second, parents significantly contribute to adolescent

career preparation (Perry, Liu, & Pabian, 2009).

Specific examples of process variables include the

family's emotional climate related to career planning,

vocational identity, and career decision-making self-

efficacy (Hargrove, Creagh, & Burgess, 2002;

Hargrove, Inman, & Crane, 2005; Sawitri et al., 2014).

Moreover, family support also associated with career

search self-efficacy and decision-making (Nota,

Ferrari, Solberg & Soresi, 2007; Sawitri et al., 2014).

Parents generally have their values and goals

about what they want for their children, including

career choices for their children (Dix & Branca,

2003). At the same time, children view their parents

as the primary source of reference regarding their

career choices (Alika, 2010). In addition, they also

have a perception that parents should contribute to

their career development, such as facilitating them

financially (Phillips, Christopher-Sisk, & Gravino,

2001). This condition also makes children perceive

their parents as partners in career development so that

when making career decisions, they must involve

their parents (Phillips et al., 2001; Tynkkynen et al.,

2010; Sawitri et al., 2012).

In Indonesia, parents tend to be involved in

decisions made by their children, especially decisions

related to their children's future, such as education

level and job choices (Firdaus & Kustanti, 2019). The

involvement of parents in their children's career

decisions is generally reflected in the expectations of

parents who want their children to be successful in

life (DiBartolo & Rendon, 2012). Other findings also

support parents' expectations of their children's future

careers (Sawitri, Creed, & Zimmer-Gembeck, 2014).

Parents' expectations are generally defined as the

beliefs and judgments of parents about their children's

future achievements as reflected in the achievement

values, how far their children will go to school,

expected to reach the highest level of education

achieved, or a brilliant career (DiBartolo & Rendon,

2012; Neuenschwander, Vida, Garrett, & Eccles,

2007; Glick & White, 2004; Goldenberg, et al., 2001).

According to Burke (2013), parents' expectations

are reviewed from the parent's side and on the child's

side. Therefore, the researcher uses the definition of

parental expectations proposed by Burke (2013),

namely the child's perception of parents' beliefs and

assessments of themselves in their academic

achievement. Wigfield and Eccles (2002) found that

adolescents' expectations and values are influenced by

their parents, so that adolescents tend to internalize

parental expectations and incorporate them into their

expectations for success to contribute to their academic

achievement (Zhang, Haddad, Torres & Chen, 2011).

Many previous studies have shown that parental

expectations are positively related to their children's

high academic performance (Danişman, 2017;

Yamamoto & Holloway, 2010; Zhan, 2006), and

parental expectations can have a significant long-term

effect on children's academic achievement (Froiland,

Peterson, & Davison, 2013). Parents with higher

expectations are more likely to set higher standards

for their children's performance, such as their

children's studies. Moreover, provide more

supportive resources than parents with lower

expectations (Yeung et al., 2010; Zhan, 2006).

Meanwhile, parents with low expectations tend to be

less involved in activities that support their children's

achievement. They generally pay less attention to

academic progress or provide less educational

resources for their children (Englund, Luckner,

Whaley, & Egeland, 2004; Long & Pang, 2016). This

condition can allegedly affect self-efficacy in their

children (Simpkins, Fredricks, & Eccles, 2012).

Other research shows that parents can increase career

decisions self- efficacy due to the similarity between

parents' expectations and their children (Garcia,

Restubog, Toledano, Tolentino, & Rafferti, 2012).

However, this influence can strengthen self-

confidence in career decisions if adolescents have the

same perception of parental expectations (Garcia,

Restubog, Toledano, Tolentino, & Rafferti, 2012,

Sawitri et al., 2014). Therefore, researchers consider

it is necessary to examine the role of parents'

expectations on children's self-confidence levels

through their children's perceptions.

1.4 The Current Study

In adolescence, high school students begin to explore

themselves by seeking information about various

fields of majors or occupations in their future career

decisions (Super, 1972). In determining career

decisions, students need to have self-efficacy in

career decisions so that adolescents are encouraged to

produce optimal performance because they are

confident in their abilities. However, career decisions

are one of the most critical and difficult decisions for

students. The transition from high school students to

the next level as students becomes a critical turning

point in their lives. It can be a source of conflict if

passed without careful consideration and preparation.

Individuals who have a high level of self-efficacy in

career decisions experience less difficulty carrying

out tasks related to career decisions. With high self-

efficacy, they can assess themselves, especially the

Perceived Parental Expectation: The Effect of Emotional Intelligence toward Career Decision Self-efﬁcacy

suitability of their competencies with those required

by their career goals. On the other hand, individuals

with low levels of career decisions self-efficacy tend

to doubt their competencies according to their career

choices. It indicates, career decisions self- efficacy

becomes essential for students to have.

The level of career decisions self- efficacy

influence by various factors, mainly internal and

external factors. Internal factors that come from

within oneself, one of which is emotional

intelligence. Emotional intelligence is one of the

factors that can influence the level of self-efficacy in

career decisions. In career decisions, students involve

cognitive processes and affectively contribute to

producing mature career decisions. Emotions

influence decision- making to direct individuals to act

according to their needs, goals, and plans in the

future. Individuals who are adept at managing

emotions tend to adapt better to career decisions

because they can better imagine the emotional

consequences of career choices.

Moreover, the career decision process is one of

the most sensitive issues for students, so emotional

bias can occur if it is not balanced with adequate

emotional intelligence. It will also increase self-

efficacy in career decisions career decisions self-

efficacy for students by involving emotional

intelligence in the career determination process.

Therefore, the first hypothesis of this study is that

there is an influence of emotional intelligence on

career decisions self- efficacy.

High school students should have started to make

career decisions independently based on career

development, but parents are generally involved in

their children's career decisions. Furthermore, it can

be seen in searching for information related to career

decisions; students generally involve their parents to

picture their future career. By involving parents in

their children's career decisions, of course, parents

raise expectations for their children's success.

In general, parents with higher expectations tend

to set higher standards for their children's

performance and provide more supportive resources

than parents with lower expectations (Gniewosz et al.,

2015; Simpkins, Fredricks, & Eccles, 2012; Philip,

Christopher-Sisk, & Grauino, 2001). Besides that,

adolescents tend to internalize the expectations of

their parents into their expectations as well, so that

high parental expectations encourage them to achieve

success in the future. In addition, parents with high

expectations generally provide feedback for their

children to become a direction for their children to

achieve success (Gniewosz et al., 2015; Simpkins,

Fredricks, & Eccles, 2012).

On the other hand, parents with low expectations

will lower their children's academic performance.

This condition raises the perception in their children

that if their parents do not support their career

development, they tend to be unsure of their ability to

achieve their career goals. That way, students

supported by high parental expectations tend to

achieve academic success further to increase their

confidence in their competence. Therefore, parental

expectations are external factors that can strengthen

or weaken self-efficacy in career decisions.

Based on the explanation above, we concludes

that adolescents in their career decisions still need

help from their parents, especially when they

generally reach something or their goals as their

parents expect. Therefore, an adolescent who has

emotional intelligence is not enough to be sure of

their career decisions. This condition needs to be

supported by parents' expectations, so they were more

confident about their career decisions. Thus, the

following hypothesis in this study is that there is a

role for parental expectations to moderate the

influence of emotional intelligence on self-efficacy in

career decisions.

This research is quantitative research that will

involve high school students who are in the career

exploration stage. The study was conducted on high

school students in West Java, Jakarta, and Banten,

Indonesia through a survey by giving questionnaires

about emotional intelligence, career decisions self-

efficacy, and perceived parental expectations of

adolescent.

2 METHOD

2.1 Participant

Participants were 785 grade 11

Indonesian students

(55.3%, mean age = 15.98 years; SD = .525) from

national and private high schools in West Java,

Jakarta, and Banten, Indonesia. The majority of the

respondents stated that parents, especially mothers

(n=250; 32%), mainly influenced their career

decision making on a self- report family’s role in

career decision- making.

2.2 Materials

Participants responded to all items using a 6-point

Likert Scale (1= strongly disagree to 6= strongly

agree), which higher scores reflecting higher levels of

each construct.

ICPsyche 2021 - International Conference on Psychological Studies

First, this study used the Career Decision Self-

Efficacy Short Form (CDSE- SF) measuring

instrument compiled by Taylor, Betz, and Klein

(1996). The CDSE- SF used is the result of an

adaptation in Indonesian by Sawitri (2008). This scale

aims to measure the level of individual confidence in

their abilities to complete career decision-making.

Each subscale consists of five items for a total of 25

items. Alpha has been reported as .89.

Second, this study uses a measuring instrument,

Wong and Law Emotional Intelligence Scale

(WLEIS), compiled by Wong and Law (2004). This

measuring instrument consisting of 16 items consists

of four dimensions measured, namely understanding

one's own emotions understanding other people's

emotions, using emotions, and regulating emotions.

Based on the results of research conducted by Wong

and Law (2004), this measuring instrument has a

reliability of 0.94.

Third, in this study we were using a parental

expectation measurement tool compiled by Burke

(2013). The parental expectation scale aims to

measure students' perceptions of parents' expectations

and consists of 12 items. Based on the research results

conducted by Burke (2013), alpha has been reported

as 0.78.

2.3 Procedure

Data collection was carried out from August to

October 2019 at four public high schools and two

private high schools spread across the Jakarta, Bogor,

Depok, Tangerang, and Bekasi (Jabodetabek) areas.

We targeted 100 student participants in each school

so that they were targeted 600 participants in total.

After data was collected, we got 819 student

participants because the number of students in each

school differed. Participants were given 45 minutes to

work on a set of questionnaires. Before the

participants started working, we explained the

research objectives of filling out the questionnaire. In

addition, we also asked participants to fill out an

informed consent form as proof of their willingness

to participate in this study. In addition, the researcher

also sorted the data by looking at the data classified

as outliers so that the data used were 785 participants

from the total participants.

3 RESULT

Based on the average score of career decisions self-

efficacy (mean=113.15; SD=12.20), high-school

students in Jabodetabek have a high level of self-

efficacy in career decisions. Thus, the study results

indicate that students have self- efficacy in career

decisions to choose a major or a future job. When

viewed from the average score of emotional

intelligence (mean=71.37; SD=9.56), high-school

students in Jabodetabek have a high level of

emotional intelligence. Thus, the results demonstrate

that students have adequate emotional intelligence in

their daily lives.

Based on the average score of parents’

expectations (mean= 44.73; SD=8.77), high-school

students in Jabodetabek have a high level of parental

expectations. To support the first hypothesis, we used

a linear regression test to determine the effect of

emotional intelligence on CDSE.

Based on the linear regression statistical test

between emotional intelligence and self-efficacy in

career decisions (N = 785), emotional intelligence has

a contribution value of R2 = 0.256 with a significance

level of 0.000 (<0.05); thus, there is an effect of

emotional intelligence on self- efficacy in significant

career decisions. This finding means that the variants

of emotional intelligence can predict 25.6% of the

self-efficacy scores in career decisions, and other

variables predict 74.4% of the variants in the self-

efficacy scores in career decisions.

The study aimed to elucidate the role of parental

expectation as a moderating influence on emotional

intelligence for the CDSE of high-school students. In

this manner, the influence of the predictor on the

criterion can be determined. Table 2 displays the

results of the interaction between parental expectation

as a moderating variable and emotional intelligence.

The results of the moderated regression analysis

indicate that parental expectation moderated the

influence of emotional intelligence on CDSE

(p<0.05).

4 DISCUSSION

This study examines internal and external factors that

influence career decisions self- efficacy. The

importance of including internal and external factors

is because the career decision-making process is not

a single process for individuals but involves an

interaction between internal and external factors

(Lent et al., 2005). Based on this view, it is necessary

to examine internal factors (emotional intelligence)

and external factors (parents' expectations) on self-

efficacy in career decisions reviewed from the point

of view of high school students.

The main findings in this study are emotional

intelligence and career decisions self-efficacy which

Perceived Parental Expectation: The Effect of Emotional Intelligence toward Career Decision Self-efﬁcacy

show a significant influence, meaning that individuals

who have high emotional intelligence are likely to

increase their confidence in career decisions. Having

high emotional intelligence is certainly related to

sensitivity to their emotional state to integrate it with

performance to achieve goals (Di Fabio &

Palazzeschi, 2009). These findings are certainly

related to career decisions because the decision-

making process requires emotional preferences to

produce the right career decisions for individuals in

the future (Goleman, 1995). That way, individuals

who can integrate emotions with performance and

actions will increase career decisions self-efficacy

(Brown, George-Curran, & Smith, 2003).

In career decisions, students need a sufficient

level of confidence to make mature decisions for their

future. This decision-making process certainly

requires various supporting factors that can help

adolescents to make the right decisions. In general,

adolescents need adequate emotional intelligence to

direct themselves in constructing a career picture so

that they can determine their career choices. This

explanation is illustrating in one of the emotional

intelligence items regarding understanding emotions

in oneself. That is, when individuals have an

understanding of the emotions they feel, they will

more easily identify the values and interests they

have. It indicates, they will be helped to develop a

career picture that suits them (Emmerling & Cherniss,

2003). After getting a clear career picture for them

through adequate self-assessment, it will increase the

individual's career confidence (Emmerling &

Cherniss, 2003; Brown, George-Curran, & Smith,

2003).

Subsequent findings in this study indicate a

significant role of parental expectations in

moderating the effect of emotional intelligence on

career decisions self-efficacy. High parental

expectations will also strengthen the influence of

emotional intelligence on career decisions self-

efficacy so that students will be more confident in

their career decisions and vice versa. The role of

parental expectations is inseparable from the

involvement of parents as the main source, which

considering to be able to provide an overview of

future careers, such as job information or

competencies needed in certain work fields. This

parental involvement then develops into parents'

expectations of their children (Zhang, Haddad,

Torres, & Chen, 2011). The expectations of these

parents are internalized by their children into their

own expectations so that when their parents'

expectations are high, they will be motivated to

achieve these expectations successfully (Wigfield &

Ecless, 2002).

Parents' expectations of their children can also

highlight as a source of self- efficacy, namely

vicarious learning. Children observe their parents'

experiences related to careers, such as the parents'

persistence at work or the job prospects that their

parents have experienced. So, the children get a

career picture of what their parents have achieved.

Previous research also supports the above findings;

namely, the support provided by parents through their

expectations tends to have a greater direct influence

on career decisions self- efficacy (Wright, Perrone-

McGovern, Boo, & White, 2014). Other research also

shows that parents affect individual career

development, especially in exploring careers, career

aspirations, and determining their children's career

decisions (Keller & Whiston, 2008; Lindstrom,

Doren, Metheny, Johnson, & Zane, 2007; Metheny &

McWhirter, 2007). 2013; Rogers & Creed, 2011).

Further findings that support the influence of

emotional intelligence on self- efficacy in career

decisions can be seen from the emotional intelligence

of high school students in the high category. In other

words, students can think carefully and are not

affected by emotional conditions that can cause bias

when making career decisions. In addition, students

can also use their emotions to direct themselves in

achieving certain goals. It can be explained in one of

the items on the use of emotions that reviews that

individuals can set goals and try to achieve them as

best they can. The ability to use adequate emotions

will help individual performance (in this case, high

school students) in everyday life to achieve their

goals. This study is in line with Jiang (2014), who

argues that this ability is very helpful in motivating,

planning, and achieving career goals to increase self-

efficacy in career decisions (Brown, George-Curran,

& Smith, 2003; Jiang, 2014). High emotional

intelligence can also help students control their

actions and consider the consequences to not act

rashly in making their choices (Santos, Wang, &

Lewis, 2018; Moore, 2016). That way, individuals

can use their emotions to do their best to achieve their

goals.

Regarding career decisions self- efficacy, we

found that high school students, especially grade 11

students, mostly had high career decisions self-

efficacy, meaning that they believed in their ability to

adequately make decisions related to the major or

field of work they would pursue the future. This study

also shows that most of them consider their career

decisions based on job information, self- assessment,

and career determination compared to other

ICPsyche 2021 - International Conference on Psychological Studies

competencies that can also be considered in career

decisions, such as goal selection and problem-

solving. This result is in line with the age of the

respondents who are dominated by students aged 16

years who, according to Super (1972), are in the

crystallizing stage, meaning they are looking for

information about potential, interests, and various

available career opportunities before making the right

career decisions for them in the future. In addition,

the school's policy regarding the choice of majors in

grade 10 is an initial experience for students in their

career decisions. Students will begin to plan their

careers at this stage according to an assessment of the

existing reality. When students can pass the career

exploration stage well, the information obtained will

be sufficient so that it can be the basis for developing

a career that is following their abilities (Seligman,

1994). That is why a grade 11 student already has

confidence in his career decisions because he has

passed grade 10, where he has already determined the

choice of major or field of study to be pursued during

school.

In this study, we also found that students'

perceptions of parents' expectations of themselves

were in the moderate category. According to this

statement, they view that their parents have adequate

expectations regarding their current academic

achievements when deciding their future career

choices. This result is in line with Dibartolo and

Rendon (2012), who stated that parents' expectations

for their children often reflect in their children's

success in getting the highest education and decent

jobs. Moreover, other studies have shown that having

high parental expectations will impact their children's

academic achievement in the future (Danisman, 2017;

Froiland, Peterseon, & Davison, 2013). In addition,

this result is supported by other findings in this study.

Although shows that parents, both father and mother,

have a more significant role than themselves in

determining career decisions. In line with these

findings, previous researchers also stated that high

parental expectations are generally offset by parental

involvement in activities related to their children's

achievement so that parents provide more support to

their children (Englund, Luckner, Whaley, &

Egeland, 2004; Long & Pang, 2016; Simpkins et al.,

2012). This influence is more prominent during

adolescence because adolescents begin to form and

clarify their identity through a picture of a future

career that is supported by their parents' expectations

(Rodríguez, Inda, & Fernández, 2015). Parents plays

an important role in preparing their children to

succeed in their careers.

We realized that in this study, there was a

limitation. When collecting data on participants, the

authors were not to remind students to imagine one of

the parents considered to play a role when students

were asked to fill out a questionnaire on parental

expectations. Therefore, it is possible that when

filling out the questionnaire on parental expectations,

students do not consistently imagine the intended

parent when answering several statements on the

questionnaire that measures parental expectations.

Based on the findings in this study, the further

researcher needs to instruct students to imagine one

of the parents when filling out a questionnaire

regarding their parents' expectations of themselves to

analyze the role of parents who tend to contribute

more to their parents' children's career decisions.

We recommend the school and school

psychologists form a career guidance program for

students based on the five competencies of career

decisions self- efficacy. The five competencies

include job information, self-assessment, goal

selection, career determination, and problem-solving

related to career decisions. With adequate career

guidance, it is possible to minimize future career

barriers to students to direct their actions to career

success. We also recommend that school

psychologists understand parents' expectations have a

vital role for their children, especially when they

make career decisions. Parents and children need to

convey their hopes to each other and then harmonize

the expectations of parents and children. In addition,

if there is a difference in expectations between

parents and children, parents need to give freedom to

children to make decisions according to the interests

and competencies of children to support their future

career tasks and align such expectations with those of

their children. Therefore, children will be encouraged

to achieve their goals without the pressure of parental

expectations.

5 CONCLUSION

The study aimed to determine and confirm the

moderating role of parental expectation on the

influence of emotional intelligence on the CDSE of

high-school students in Jawa Barat, Jakarta, and

Banten. We found that parental expectation was one

of the factors that could increase the influence of

emotional intelligence and career decisions self-

efficacy. However, we controlled several supporting

factors—socioeconomic status, parental education

level, and parents' occupations—that could support

further research.

Perceived Parental Expectation: The Effect of Emotional Intelligence toward Career Decision Self-efﬁcacy

ACKNOWLEDGMENT

The authors would like to thank the Directorate of

Research & Community Service Universitas

Indonesia for the financial support in the form of the

International Scientific Publication Index of Master

Degree Students (PITMA B).

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