International Journal for Educational and Vocational Guidance最新文献

Defined as occupations, tasks, or roles perceived as disgusting or degrading, dirty work results from perceptions of a broad array of actors in society. This study aimed at identifying descriptors adolescents in Switzerland associate with dirty work. The originality of this study stems from investigating dirty work on the basis of adolescents’ perceptions, which represent an outsider group receptive to social norms, and thus informative of social stigmatizations. Responses of 225 adolescents to an open-ended question were analyzed using a consensual qualitative research-modified approach. Participants associated dirty work with adverse working conditions, adverse employment conditions, negative social images, and negative well-being outcomes.

The present research provides evidence of the measurement properties of the Career Education and Development Scale-Junior (CEDS-Junior) and the Career Education and Development Scale-Primary (CEDS-Primary). Study 1 tested a theoretically informed three-factor structure of the CEDS-Junior using a sample of N = 381 junior high school students in grades 7, 8 and 9, and Study 2 tested the CEDS-Primary using a sample of N = 179 primary school students in grades 5 and 6. Three hypothesized factors were recovered from the data: understanding, action and attitude. These novel measures are a resource for exploring and tracking students’ career development learning.

The aim of this research study was to identify the perception that managers have of the main challenges facing their company, and their impact on human resource and career management practices. The focus was on the place of the ecological transition among these challenges. The structural model of social representation was used as theoretical framework. A total of 30 managers of 20 organisations in the industry and cultural sectors based in France took part in a semi-structured interview. The data were analysed using consensual thematic analysis. The results show that the coronavirus disease 2019 (COVID-19) pandemic and the digitalisation of society were mentioned first. The ecological transition is mentioned by just over half of managers. The discussion deals with the current mindset of managers regarding the Anthropocene crisis.

We propose a model of the anxiety adolescents experience about their educational and occupational future that includes three topics they worry about: (a) career failure, (b) parental disappointment, and (c) separation from loved ones to achieve one’s career. A total of 16,663 15-year-old French participants filled out a new anxiety questionnaire and other self-reports. Factor analyses showed that all three topics belong to the same type of anxiety, and suggested that the adolescents’ fear about their career is closely interwoven with parental attachment. This new kind of anxiety varied across gender and was correlated with school-adjustment and personality variables.

Today’s youth have grown up according to a largely neoliberal dominance. To assess youth’s views of the economy in relation to their career choices, we developed the Economy and Career Choices Scale (ECCS). Two studies involving Italian youth were conducted to develop the scale and examine its psychometric properties. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) conducted with two groups of high-school students confirmed the two-factor structure, specifically related to thoughts more consistent with a neoliberal view of the economy and thoughts in tune with a more equitable and supportive conception of it. Moreover, correlational analyses were conducted with the Career Adapt-Abilities Scale and Views of the Future Scale.

Guided by social cognitive career theory (SCCT; Lent et al. in J Vocat Behav 45(1):79-122, 1994), we assessed sociocultural (e.g., home-school cultural value mismatch) and contextual barriers (e.g., institutional climate) in science education and career development at both a baccalaureate-granting institution (BGI) and community college (CC) among 263 students (72.4% female; M_age = 22.96, SD = 5.70) in the USA. For BGI students, path analyses suggest proximal factors such as in-class prejudice negatively predicted science self-efficacy and prejudice from faculty and staff predicted lower career outcome expectations. For CC students, home-school cultural value mismatch directly predicted science career goals. Implications for future research, intervention and policy are discussed.

The Psychology of Working Theory (PWT) has been effective in fostering discussions about social justice and career development. In this study, psychometric scales that assess economic constraints, experiences with marginalization, and job satisfaction were adapted, and comprehensive theoretical models were illustrated in the analysis. With a sample of 399 Brazilian workers, the scales showed a satisfactory evidence of internal and external structure and adequate levels of precision. The results of the structural model of PWT partially support the hypotheses of the original theory. Further research on specific Latin American and other impoverished populations worldwide is recommended.