A qualitative study of the academic performance and career goal orientation of male adolescents With signs of With signs of dependent personality

Rasta Kimiyaee Panah; Farzaneh Latifi

doi:10.63053/ijhes.141

Authors

Rasta Kimiyaee Panah Master of School Counseling, School Counseling Department, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran.
Farzaneh Latifi Master of Rehabilitation, Faculty of Psychology and Educational Sciences, Azad University, Central Tehran Branch, Tehran, Iran.

DOI:

https://doi.org/10.63053/ijhes.141

Keywords:

Academic performance, career purposefulness, dependent personality, adolescents, qualitative research

Abstract

Academic performance and career purposefulness are Important factors in adolescent success, but signs of dependent personality can influence these processes. The aim of this qualitative study was to examine the experiences of adolescents with signs of dependent personality in relation to academic performance and purposefulness. This research was conducted using a qualitative approach and descriptive phenomenological method. The statistical population included male adolescents in Tehran during the 2022-2023 academic year. Using purposive sampling, seven participants were selected. Data were collected through semi-structured interviews (60 to 90 minutes) and analyzed using open, axial, and selective coding. To ensure the validity of the findings, participant review strategies and inter-coder agreement were employed.

In the area of academic performance, the core theme of “dependence as a barrier to academic performance and progress” was identified, which included five organizing themes (such as lack of autonomy in academic management and academic inefficiency due to emotional dependence) and 14 subthemes. In the area of career goal setting, the core theme of “ambiguity in career path due to dependence on support systems” was extracted, which included three organizing themes (such as dependence in macro-decision making and external barriers to goal setting) and six subthemes.

The findings showed that emotional dependency leads to reduced intrinsic motivation, increased reliance on others, and confusion in choosing a career path. Emotional dependency plays a central role in undermining academic performance and creating career goal ambiguity in adolescents. It is suggested that intervention programs be implemented in schools to strengthen autonomy, decision-making skills, and person-centered career counseling. Additionally, it is necessary to increase awareness among families and teachers about the impact of dependent personality traits on academic and career success

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