Abstract
This study proposed and tested a model for predicting vocational identity that sequentially considered information on students' current family dynamics, trait anxiety, and academic adjustment. The model assumed that problems in vocational identity development are best viewed as the outcome of student anxiety and academic difficulties occurring within an existing family context which is unable to provide appropriate support and influence due to its current level of emotional reactivity. A large sample of college students completed relevant measures, and separate hierarchical regressions of vocational identity scores were conducted for male and female groups. In both cases, results confirmed expectations that the model would predict significant variance in vocational identity and that each component would contribute importantly to that prediction. Variations in the prediction of vocational identity among men and women were also discussed.
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