International Journal for Educational and Vocational Guidance最新文献

A translated version of the Personal Globe Inventory (PGI, Tracey, 2002) was administered to a Portuguese sample of college students (n = 312) and the data were examined with respect to its internal structure. Results of component analyses suggested, as expected, four substantive factors underlying PGI: General Interest, People/Things, Data/Ideas and Prestige. The randomized test of hypothesized order relations showed that spherical, eight and six (i.e., RIASEC) type models fit the Portuguese data equally well as data from the United States. No structure differences were found across gender. The results support the structural validity of the PGI to Portuguese respondents.

During adolescence, individuals develop societal views and foster aspirations for future careers. This study investigated a sample of Latinx and White youth (N = 151) in rural Midwestern meatpacking communities in the USA to identify how their work hope is associated with system justification beliefs (beliefs in a just America, class inequality, and educational meritocracy). The study also explored how race moderates the relationship between work hope and system justification beliefs. Results revealed that work hope is associated with their societal views in both Latinx and White youth; however, the direction and the degree of the relationships differ between Latinx and White youth. Implications for youth career development and future research are discussed.

This study assessed the efficacy of My Career Story (MCS)-based online group counseling in enhancing career adaptability. Employing a pre-test, post-test, and control group design, the statistical population of this study consisted of female graduate students enrolled at Kharazmi University during the academic year 2021–2022. A voluntary sample of 16 students participated. Using the Career Adapt-Abilities Scale (CAAS), significant improvements in the concern, control, and curiosity dimensions of career adaptability were noted (P < 0.05), affirming the MCS approach’s efficacy. The results provide solid empirical support for the MCS approach in online group counseling as a means to improve career adaptability.

The aim of this study is to determine the effect of the Narrative Based Online Career Group Counseling Program on the career exploration, career and talent development self-efficacy, and career development of fourth grade primary school students. An explanatory sequential mixed-method design was used in the study. A 2 × 3 quasiexperimental design was used in the quantitative part, and a focus group interview was used in the qualitative part. The results showed that the program had a significant impact and could support career development in children. Thus, a career program with proven effectiveness that can be implemented in schools has been emerged.

The Conceptions of Career Choice and Attainment (CCCA) model has been supporting research on children’s career reasoning, particularly in the USA. This study examines the applicability of the CCCA model to Portuguese preschool and elementary-school children. The CCCA interview was answered by 101 children (38.6% preschoolers, 61.4% elementary schoolers; M_age = 6.68). Results indicated that elementary schoolers present significantly higher levels of career choice and attainment reasoning than preschoolers. Future studies with middle schoolers are needed to keep investigating the model in Portugal. Studies in other countries would also be useful to encourage collaboration in childhood career development research and practice.

A shift has occurred in career attitudes and aspirations of university students within science, technology, engineering, and mathematics (STEM) disciplines, highlighting the importance of investigating students’ strategies for early career planning. This study explores the career orientation of 27 first-year STEM students by utilizing Q methodology, which integrates qualitative and quantitative approaches. The findings provide valuable insights into the career orientation of first-year students in STEM disciplines in the aftermath of the coronavirus disease 2019 (COVID-19) pandemic; their focus includes a goal-oriented mindset, work–life balance, workplace conditions, and physical surroundings. The findings of this study carry practical implications for enhancing career support programs.

We tested a model in which discrepancy with parents’ career goals moderated the indirect path from young adults’ self-perceived career goal discrepancy to career indecision via negative emotions (regret and distress) and self-regulatory capacity. We surveyed 236 young adults (M_Age = 21.77 years; 71.2% female), finding that parent discrepancy strengthened the positive relationships between self-discrepancy and career regret and self-regulatory depletion, but not distress. However, career distress fully explained the self-discrepancy–career indecision relationship, not moderated by parent-discrepancy. Overall, our model explained 70% of the variance in indecision. This has implications for counsellors to assist young adults in managing discrepancy-related distress and indecision.

Motivation decreases in higher education programs and is associated with dropout. Consequently, analyzing the development of motivation and subsequent student behavior is needed. We focused on factors that influence subject interest through the cognitive–rational aspect (university entrance grades) as well as the emotional aspect (perceived support from lecturers) and associated these variables with student dropout. We used data from 2301 co-op students in their first academic year collected by cross-sectional survey and university administration. We identified direct effects of interest, support, and university entrance grade on dropout rates and found that interest mediates lecturers’ perceived support and student dropout.

Using social cognitive career theory, we examine differences in the career development of men and women in nursing technician programs. We recruited nursing students from five Chilean postsecondary vocational–technical education institutions and surveyed them regarding their perceptions of supports, barriers, and beliefs. Despite male nursing technician students reporting more perceived job discrimination and instructional barriers, these factors did not affect their self-efficacy or career expectations. Additionally, males reported less parental support, which exhibited a positive correlation with their career self-efficacy and expectations. We frame these findings within existing literature and offer practical guidance for postsecondary institutions.

The present study aims to validate the Higher Education Orientations Questionnaire (HEOQ) among Turkish university students. The research comprises two studies: 201 Turkish university students were recruited for study 1, while 371 students took part in study 2. The HEOQ was translated in study 1. In study 2, criterion validity was tested by forming a hierarchical regression model on career decision self-efficacy. The HEOQ had adequate fit and measures for validity and reliability in the Turkish sample. Career decision self-efficacy was positively predicted by profession and negatively predicted by external orientation. Implications are presented for career development of university students.