The role of parental expectations in shaping rural students’ career-exploratory beliefs and goals: insights from social cognitive career theory

Although Vietnam has introduced national initiatives to promote career awareness in secondary education, implementation remains limited, particularly in rural areas characterised by persistent poverty and high dropout rates. To address this gap, this study examined how parental expectations influence students’ career-exploratory beliefs and goals in disadvantaged rural contexts. Drawing on Social Cognitive Career Theory, data were collected from 372 secondary students in one of the regions with the highest dropout rates. Using partial least squares structural equation modelling, the study tested both the direct effects of parental expectations on students’ career-exploratory beliefs and goals, and the indirect effects mediated by these belief-based processes. The results indicated that all hypothesised relationships were positive and statistically significant. The findings highlight the crucial role of parental influence in early career development and underscore the importance of integrating structured parental engagement and teacher preparation into national career guidance policies to support rural youth.