Journal of Employment Counseling最新文献

Eighty-six individuals seeking counseling at a university career center completed the Career Thoughts Inventory and the Self-Directed Search, 5th Edition, agreeing to participate in the present study exploring relationships among dysfunctional career thoughts (DCTs), profile elevation, and RIASEC skills. Multiple regression analyses indicated that DCTs captured 16% of variance in profile elevation and 16% of variance in RIASEC skills. Seven percent of the variance in DCTs were predicted by RIASEC skills and profile elevation. A discussion includes examination of results and limitations, as well as implications for theory, research, and practice.

Research suggests that career interest may originate from learning-related traits. Extending this area, this study examined (a) the effect of learning goal orientation on career interest via career self-efficacy and (b) the moderating effect of learning goal orientation on the career self-efficacy–career interest relationship. Using a sample of 178 full-time employees, this study found that career self-efficacy mediated the positive learning goal orientation–career interest relationship. Results also showed a stronger relationship between career self-efficacy and career interest for workers with stronger rather than weaker learning goal orientation. Regarding practical implications, employers may wish to initiate in-service training to enhance employees’ career interest, and career counselors could set achievable goals to strengthen clients’ interest in their career.

According to the International Employee Assistance Professionals Association (2011), employee assistance programs (EAPs) are integrated programs in which various methods are used to provide organizations and their employees with different services. However, despite the increasing implementation of EAPs, quantitative meta-analyses on EAPs have yet to be conducted. Thus, following Rosenthal's (1991) recommendations for meta-analysis, we performed a meta-analysis of 14 quantitative studies on EAPs in Taiwan. Results indicated that EAPs are negatively correlated with work stress and positively correlated with organizational commitment, job satisfaction, and social support. This study also offers prescriptions for the organizational conduct of EAPs with respect to job satisfaction, organizational commitment, social support, and work stress.

This research examined the indirect effects of hindrance stressors on work-family conflict and job disengagement through emotional exhaustion, moderated by employees’ political skills. Data were collected from 218 employees (64% male, 36% female) working in public and private universities in Pakistan. The findings indicated that emotional exhaustion mediates the relationship between hindrance stressors and both study outcomes (i.e., work-family conflict and job disengagement). In addition, the indirect relationship between the employees’ hindrance stressors and both study outcomes through emotional exhaustion was moderated by their political skills such that the indirect effect was weaker at higher levels of political skills.

Grounded in the theories of career construction, planned behavior, and intelligence, this study examined the antecedents or mechanisms of effective planning for an overseas career among university students. Two studies were conducted (for Study 1, N = 243 students in the Philippines; for Study 2, N = 274 students in Australia). Results indicated that career adaptability (and its dimensions) was significantly related to expatriate career planning effectiveness and that expatriate career intention and cultural intelligence (and its dimensions) played important roles in the relationship. Findings contribute to the knowledge base regarding expatriation and offer practical insights relevant for career counselors, particularly in the assessment and effective preparation of students aiming to embark and establish overseas careers.

Computer-assisted career guidance (CACG) systems provide a comprehensive intervention for career exploration and decision-making. Ninety students completed a CACG system bookended by pre- and postintervention surveys as part of an undergraduate career class. Results indicated high expectations for CACG systems but lower experience ratings. Interaction with CACG systems was associated with increases in students' metacognitive beliefs and experiences associated with career development, with most students progressing in their career decision-making as defined by cognitive information processing theory. When experience with the CACG system exceeded expectations, students reported larger gains in their belief that they had the knowledge necessary to make a career decision.