Project – Digital Peer Influence and Career Indecision Among Senior Secondary School Students: The Moderating Role of Parental Career Support in Selected Schools in Ogun State.

CHAPTER ONE

INTRODUCTION

Research Topic: Digital Peer Influence and Career Indecision Among Senior Secondary School Students: The Moderating Role of Parental Career Support in Selected Schools in Ogun State

1.1 Background to the Study

Career development is an important aspect of adolescent growth because the decisions young people make about their educational and occupational futures can influence their personal identity, academic engagement, employment opportunities and overall well-being. Senior secondary school students occupy a particularly important stage in the career development process because they are expected to make decisions concerning subject combinations, further education, professional training and possible occupational pathways. These decisions often require students to understand their interests, abilities, values, academic strengths and the opportunities available within the labour market. However, career decision-making is not always a straightforward process. Some students experience uncertainty about the occupations they should pursue, lack sufficient information about available careers, or struggle to reconcile their personal interests with the expectations of parents, friends and society. Gati, Krausz and Osipow (1996) explain that career indecision may arise from difficulties associated with insufficient information, inconsistent information and problems in the decision-making process. Similarly, Lent, Brown and Hackett (1994) argue that career interests and choices are influenced by personal beliefs, learning experiences, environmental conditions and the support or barriers individuals encounter. These perspectives establish career decision-making as a process shaped by both individual characteristics and social influences. Consequently, understanding the factors that contribute to career indecision among senior secondary school students is important for effective educational guidance and career counselling.

The development of digital technology has significantly changed how adolescents communicate, obtain information, establish relationships and develop opinions about their future. Social media platforms, online discussion groups, messaging applications, video-sharing platforms and digital communities have created opportunities for young people to interact with peers beyond their immediate school and neighbourhood environments. Through these platforms, students encounter information about occupations, university programmes, professional qualifications, salaries, business opportunities and the lifestyles associated with different careers. While digital platforms can provide valuable career information, they also expose students to opinions, expectations, comparisons and trends that may influence their career preferences. Valkenburg and Peter (2011) explain that online communication has become an important aspect of adolescent social development, influencing how young people interact and form relationships. Odgers and Jensen (2020) further observe that digital technology has become deeply integrated into adolescent life, although its psychological and developmental consequences depend on the nature of use and individual circumstances. This means that digital environments are no longer separate from the social experiences of students; rather, they have become important spaces in which opinions, aspirations and perceptions about future careers are developed. As a result, digital peer influence deserves attention as a possible factor affecting the career decisions of senior secondary school students.

Digital peer influence refers to the ways in which students’ career interests, preferences, expectations and decisions are shaped by the opinions, behaviours, recommendations and activities of their peers within online environments. It may occur through social media posts, career-related discussions, online friendship groups, shared videos, influencers within peer networks, educational forums and the circulation of information about particular professions. For example, a student may become interested in medicine, law, entertainment, technology, entrepreneurship or content creation because friends frequently discuss or promote those occupations online. Similarly, students may develop negative perceptions of certain professions because their online peers describe them as less prestigious, financially unattractive or socially undesirable. Brown, Bakken, Ameringer and Mahon (2008) explain that peer relationships and peer-group processes are important influences on adolescent behaviour and development. Bandura (1986), through social cognitive theory, also demonstrates that individuals learn by observing the behaviours and outcomes experienced by others. In digital environments, this observational process can extend beyond face-to-face relationships because students can repeatedly encounter the career choices, achievements and opinions of peers and online personalities. Therefore, digital peer influence may shape not only what students know about careers but also what they consider desirable, achievable or socially acceptable.

One major concern associated with digital peer influence is that it may contribute to career indecision when students are exposed to conflicting opinions, unrealistic expectations and rapidly changing occupational trends. Digital platforms often present attractive images of professional success without adequately explaining the educational requirements, financial costs, challenges and personal commitments associated with particular careers. Students may compare their academic abilities and family circumstances with the achievements displayed by their peers, leading to dissatisfaction with their own aspirations or uncertainty about their choices. Others may abandon previously preferred careers because online friends or social groups promote different occupational paths. Career indecision may therefore arise when students find it difficult to distinguish their genuine interests from the expectations and preferences communicated through digital peer networks. Gati et al. (1996) identify lack of information, inconsistent information and uncertainty about personal preferences as important sources of career decision difficulties. Lent et al. (1994) similarly explain that career choices are influenced by self-efficacy beliefs, outcome expectations and environmental supports or barriers. In this regard, excessive exposure to conflicting digital career messages may weaken students’ confidence in their abilities, create unrealistic expectations and make the process of selecting an appropriate career more difficult.

Parents also play an important role in the career development of adolescents because they provide financial resources, emotional encouragement, guidance, information and opportunities for educational exploration. Parental career support refers to the assistance parents provide to their children as they explore, evaluate and make decisions about future educational and occupational pathways. Such support may involve discussing career interests, providing information about educational requirements, encouraging independent decision-making, helping students identify their abilities and facilitating access to career guidance services. Conversely, parental pressure, criticism, limited communication and unrealistic expectations may increase uncertainty and conflict during the career decision-making process. Lent et al. (1994) identify environmental supports and barriers as important influences on career development, while Dietrich and Kracke (2009) explain that parental behaviours, including support, interference and lack of engagement, are associated with adolescents’ career exploration. In Nigeria, Ezeani, Ogu and Sabboh (2023) investigated parental involvement and career decision-making among secondary school students in Oyo State and reported a significant positive relationship between parental involvement and students’ career decision-making. Their findings reinforce the importance of parental participation in helping adolescents navigate career-related choices. Therefore, parental career support may be an important condition influencing how students respond to career information and opinions encountered through digital peer networks.

The importance of parental career support becomes particularly significant when it is considered as a moderating factor in the relationship between digital peer influence and career indecision. A moderating variable changes the strength or direction of the relationship between two other variables. In this study, parental career support is considered a factor that may strengthen or weaken the influence of digital peer interactions on students’ career indecision. Students who receive consistent guidance, encouragement and open communication from their parents may be better equipped to evaluate online career information, distinguish personal interests from peer expectations and make decisions based on their abilities and aspirations. On the other hand, students who receive little parental guidance may depend more heavily on online friends and digital communities when evaluating career options. Dietrich and Kracke (2009) demonstrate that parental support and interference are relevant to adolescent career exploration, while Anwuzia (2021), in a mixed-methods study of Nigerian adolescents, highlights the importance of parental and teaching styles, career motivation, exploration and self-efficacy in adolescents’ career development and well-being. These findings suggest that parental support may influence how adolescents interpret social information and manage career-related uncertainty. Accordingly, examining parental career support as a moderator will provide a better understanding of the conditions under which digital peer influence may contribute to or reduce career indecision.

In Nigeria, the career development of senior secondary school students takes place within an educational and social environment characterised by increasing digital engagement, changing occupational expectations, competition for admission into higher institutions and uncertainty about future employment opportunities. Students are required to make educational and career decisions at a stage when their personal interests and occupational identities are still developing. In Ogun State, senior secondary school students encounter influences from their families, teachers, friends, social media communities and wider society as they consider future career pathways. The National Policy on Education recognises the importance of guidance and counselling in supporting students’ educational and vocational development (Federal Republic of Nigeria, 2013). However, the increasing role of digital communication creates additional challenges for traditional career guidance approaches because students may receive career information and opinions from sources outside the school and family environment. Alika (2010) examined parental and peer-group influence on career choice among secondary school students in Edo State, while Ezeani et al. (2023) established the relevance of parental involvement to career decision-making among students in Oyo State. More recently, Adegunju, Asiyanbi and Oluwabusola (2025) examined peer pressure and related behavioural factors in relation to career choice among adolescents in Oyo State. These Nigerian studies demonstrate the relevance of social influences to students’ career development, but the increasing importance of online peer interactions and the possible moderating contribution of parental career support require further investigation. It is against this background that the present study examines digital peer influence and career indecision among senior secondary school students, with particular attention to the moderating role of parental career support in selected schools in Ogun State.

1.2 Statement of the Problem

Career decision-making is an important developmental task for senior secondary school students because the choices they make can influence their subject selection, admission opportunities, professional training and future occupational lives. However, many adolescents experience uncertainty when attempting to identify careers that correspond with their interests, abilities and personal aspirations. Some students may lack adequate information about available occupations, while others may find it difficult to choose between competing career options or reconcile their personal preferences with external expectations. Gati et al. (1996) explain that career indecision can result from insufficient information, inconsistent information and difficulties in the decision-making process. Lent et al. (1994) also demonstrate that career choices are influenced by self-efficacy, expected outcomes and environmental conditions. The problem is that students may increasingly depend on social opinions and information obtained from digital platforms when making important career decisions, without necessarily possessing the knowledge and confidence required to evaluate such information. Consequently, some students may experience persistent uncertainty, frequent changes in career preferences and difficulty committing to realistic occupational goals.

Another concern is the increasing influence of digital peer interactions on the career preferences and decisions of adolescents. Through social media platforms and online communities, students are constantly exposed to the career interests, opinions, achievements and lifestyles of their friends and other young people. Although these interactions can promote career awareness and provide useful information, they may also create pressure to follow popular occupational trends, imitate the choices of friends or pursue careers based on social recognition rather than personal suitability. The presentation of unrealistic professional lifestyles and conflicting career opinions may further confuse students who are still exploring their abilities and interests. Valkenburg and Peter (2011) explain the significance of online communication in adolescent social development, while Odgers and Jensen (2020) caution that the effects of digital technology on young people are complex and depend on the circumstances of its use. Although Nigerian studies such as Alika (2010) and Adegunju et al. (2025) have examined peer-related influences on career choices, the specific contribution of digital peer influence to career indecision among senior secondary school students remains an important issue requiring investigation.

Furthermore, the role of parental career support in helping students manage digital peer influence has not received sufficient attention within the specific context of selected secondary schools in Ogun State. Parents are expected to provide guidance, encouragement, relevant career information and emotional support that can help adolescents evaluate occupational alternatives. However, some students may experience limited communication with their parents, inadequate career guidance or parental pressure to pursue occupations that reflect family expectations rather than personal interests. In such situations, students may depend more heavily on digital peers for advice and career-related information. Ezeani et al. (2023) found a significant relationship between parental involvement and career decision-making among secondary school students in Oyo State, while Dietrich and Kracke (2009) identify parental support and interference as important dimensions of adolescent career exploration. Nevertheless, it remains necessary to establish whether parental career support can reduce or strengthen the influence of digital peer interactions on career indecision. Without examining this moderating role, it may be difficult to understand why students exposed to similar digital peer environments experience different levels of career uncertainty.

Finally, although existing studies have examined peer pressure, parental involvement and career decision-making among secondary school students in Nigeria, there is a need for research that specifically investigates digital peer influence, career indecision and parental career support within one explanatory framework. Studies conducted in other Nigerian states provide useful evidence, but their findings may not fully explain the experiences of senior secondary school students in selected schools in Ogun State, where students may differ in their access to digital platforms, family support, educational opportunities and career information. Anwuzia (2021) demonstrates that parental and educational support are relevant to adolescents’ career development in Nigeria, while Ezeani et al. (2023) establish the importance of parental involvement in career decision-making. However, the extent to which parental career support changes the relationship between digital peer influence and career indecision remains insufficiently established in the specific study context. This study therefore seeks to address this gap by examining digital peer influence as a predictor of career indecision and investigating whether parental career support moderates this relationship among senior secondary school students in selected schools in Ogun State.

1.3 Aim and Objectives of the Study

The main aim of this study is to examine digital peer influence and career indecision among senior secondary school students, with particular emphasis on the moderating role of parental career support in selected schools in Ogun State.

The specific objectives are to:

1. Examine the extent of digital peer influence on career-related interests and preferences among senior secondary school students in selected schools in Ogun State.

2. Determine the relationship between digital peer influence and career indecision among senior secondary school students in selected schools in Ogun State.

3. Examine the relationship between parental career support and career indecision among senior secondary school students in selected schools in Ogun State.

4. Investigate the moderating role of parental career support in the relationship between digital peer influence and career indecision among senior secondary school students in selected schools in Ogun State.

1.4 Research Questions

The following research questions will guide the study:

1. To what extent does digital peer influence affect career-related interests and preferences among senior secondary school students in selected schools in Ogun State?

2. What is the relationship between digital peer influence and career indecision among senior secondary school students in selected schools in Ogun State?

3. What is the relationship between parental career support and career indecision among senior secondary school students in selected schools in Ogun State?

4. To what extent does parental career support moderate the relationship between digital peer influence and career indecision among senior secondary school students in selected schools in Ogun State?

1.5 Research Hypothesis

The following null hypothesis will be tested at a 0.05 level of significance:

H₀₁: Parental career support does not significantly moderate the relationship between digital peer influence and career indecision among senior secondary school students in selected schools in Ogun State.

1.6 Significance of the Study

This study will be significant to senior secondary school students because it will increase their awareness of how digital peer interactions may influence their career interests, preferences and decisions. It will encourage students to distinguish between personal career aspirations and occupational choices promoted by online friends and social media communities. The study may also help students understand the importance of evaluating career information according to their abilities, interests, academic strengths and long-term goals.

The study will be beneficial to parents and guardians because it will highlight the importance of providing appropriate career guidance and emotional support to adolescents. The findings may encourage parents to maintain open communication with their children, understand their career interests and provide guidance without imposing unrealistic occupational expectations. It will also help parents appreciate the influence of digital environments on their children’s career development.

The study will be useful to school counsellors and guidance professionals because it will provide information about the possible relationship between digital peer influence and career indecision. It may assist counsellors in designing career education programmes that address online peer pressure, career misinformation, occupational stereotypes and uncertainty about future career choices. It may also encourage the development of digital career literacy programmes that help students assess online career information critically.

The study will also be significant to principals, teachers and school administrators because it will draw attention to the importance of integrating digital awareness and career guidance into school programmes. The findings may encourage schools to strengthen career counselling activities, organise career seminars and create opportunities for students to interact with professionals from different occupational fields.

Furthermore, the study will be useful to educational policymakers and government agencies responsible for secondary education in Ogun State. It may provide relevant information for developing policies and interventions that promote effective career guidance, parental participation and responsible digital engagement among adolescents.

Finally, the study will contribute to academic literature in Educational Psychology, Guidance and Counselling and Educational Administration. It will provide a foundation for further research on digital peer influence, adolescent career development, career indecision and the role of parental support in educational and occupational decision-making.

1.7 Scope of the Study

The study will focus on digital peer influence and career indecision among senior secondary school students, with parental career support examined as a moderating variable. Geographically, the study will be limited to selected public and/or private secondary schools in Ogun State, Nigeria.

In terms of content, digital peer influence will be examined through online peer pressure, career-related discussions on social media, digital sharing of career information, online occupational trends and peer recommendations within digital communities.

Career indecision will be examined through students’ uncertainty about occupational preferences, difficulty identifying suitable careers, lack of confidence in career choices, inconsistent career preferences and difficulty committing to future educational and occupational pathways.

Parental career support will be examined through parental encouragement, career-related communication, provision of career information, emotional support, financial assistance for career exploration and respect for students’ individual career interests.

The respondents will comprise senior secondary school students, particularly those in Senior Secondary Two and Senior Secondary Three, because these students are approaching important educational and career decision-making stages.

1.8 Research Methodology

The study will adopt a quantitative research approach using a descriptive survey and correlational research design. The descriptive survey design will be appropriate because the study will obtain information from students concerning their experiences of digital peer influence, career indecision and parental career support. The correlational aspect will enable the researcher to examine the relationships among the study variables and determine the moderating contribution of parental career support.

The population of the study will comprise senior secondary school students in selected secondary schools in Ogun State. A suitable sample will be selected from the identified schools using an appropriate sampling technique, such as multistage sampling involving the selection of schools and students.

Data will be collected using a structured questionnaire titled Digital Peer Influence, Career Indecision and Parental Career Support Questionnaire (DPICIPCSQ). The instrument will be divided into sections covering respondents’ demographic information, digital peer influence, career indecision and parental career support. Responses will be measured using an appropriate Likert rating scale.

The questionnaire will be subjected to face and content validation by experts in Educational Psychology, Guidance and Counselling and Measurement and Evaluation. Its reliability will be established through a pilot study involving students outside the selected schools. Cronbach’s alpha will be used to determine the internal consistency of the questionnaire.

Data collected will be analysed using descriptive and inferential statistical techniques. Frequency counts, percentages, means and standard deviations will be used to describe respondents’ characteristics and examine the extent of digital peer influence. Pearson Product Moment Correlation will be used to examine the relationships among the variables.

Moderated multiple regression analysis will be employed to determine whether parental career support significantly moderates the relationship between digital peer influence and career indecision. The interaction term between digital peer influence and parental career support will be included in the regression model. The hypothesis will be tested at a 0.05 level of significance.

1.9 Definition of Terms

Digital Peer Influence: The effect of opinions, behaviours, recommendations, expectations and career-related information communicated by friends and other peer groups through social media, messaging applications, online communities and other digital platforms on students’ career interests and decisions.

Career Indecision: The difficulty or uncertainty experienced by students when identifying, evaluating, selecting or committing to an educational or occupational pathway.

Parental Career Support: The emotional, informational, financial and practical assistance provided by parents or guardians to help their children explore, evaluate and make appropriate educational and occupational decisions.

Moderating Role: The influence of a third variable that changes the strength or direction of the relationship between an independent variable and a dependent variable. In this study, parental career support is examined to determine whether it changes the relationship between digital peer influence and career indecision.

Senior Secondary School Students: Students enrolled in the senior secondary level of formal education, particularly those in SS2 and SS3 in the selected schools in Ogun State.

Career Decision-Making: The process through which students identify their interests, assess their abilities, explore occupational opportunities and select appropriate educational and professional pathways.

Peer Pressure: The influence exerted by friends or members of a peer group on an individual’s attitudes, opinions, behaviour and decisions.

Digital Career Information: Career-related knowledge communicated through online platforms, including information about occupations, educational qualifications, professional opportunities, salaries and employment prospects.

Career Preference: The occupation or professional pathway that a student considers desirable based on personal interests, abilities, values and expectations.

Project – Digital Peer Influence and Career Indecision Among Senior Secondary School Students: The Moderating Role of Parental Career Support in Selected Schools in Ogun State.