Pub Date : 2022-01-27DOI: 10.1177/08948453211070829
Sheng Cheng, C. Kuo, Huai-Chieh Chen, Mei-Chih Lin
Although the research has demonstrated the crucial effect of perceived organizational care on employees’ interests and development in the workplace, the psychological mechanism by which it affects employees’ attitudes and behaviors at work remains unclear. This three-wave prospective study examined the effects of organizational care on employees’ work outcomes and elucidated the underlying mechanism from the perspective of psychological capital theory. The results obtained from 194 individual employees revealed that positive psychological capital generated a positive correlation between organizational care and work engagement. Furthermore, managing boundaries not only moderated the relationship between organizational care and psychological capital, but also played a notable moderated-mediating role in the indirect relationship between organizational care and work engagement through psychological capital.
{"title":"The Impact of Perceived Organizational Care on Employee Engagement: A Moderated Mediation Model of Psychological Capital and Managing Boundaries","authors":"Sheng Cheng, C. Kuo, Huai-Chieh Chen, Mei-Chih Lin","doi":"10.1177/08948453211070829","DOIUrl":"https://doi.org/10.1177/08948453211070829","url":null,"abstract":"Although the research has demonstrated the crucial effect of perceived organizational care on employees’ interests and development in the workplace, the psychological mechanism by which it affects employees’ attitudes and behaviors at work remains unclear. This three-wave prospective study examined the effects of organizational care on employees’ work outcomes and elucidated the underlying mechanism from the perspective of psychological capital theory. The results obtained from 194 individual employees revealed that positive psychological capital generated a positive correlation between organizational care and work engagement. Furthermore, managing boundaries not only moderated the relationship between organizational care and psychological capital, but also played a notable moderated-mediating role in the indirect relationship between organizational care and work engagement through psychological capital.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"95 1","pages":"150 - 167"},"PeriodicalIF":2.9,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79641749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-27DOI: 10.1177/08948453211069600
Daniel G. Lannin, Jeremy B. Kanter, Dominiqueca Lewis, A. Greer, Wyndolyn M. A. Ludwikowski
The current study examined associations of intersectional social identities on Black women’s (N = 126) career self-efficacy and interests at a Historically Black College and University (HBCU). Structural models examined associations of different aspects of gender and racial identity on Social Cognitive Career Theory (SCCT) predictors (i.e., learning experiences and self-efficacy) for each RIASEC career interest. Social Cognitive Career Theory paths from learning experiences to career interests, via self-efficacy, were supported for all six career interests. For gender norms, domesticity directly predicted learning experiences and indirectly predicted interests for enterprising, investigative, social, and conventional themes; however, primacy of work conformity was not associated with learning experiences or indirect effects for any career interest. Racial centrality only predicted learning experiences and indirect effects on career interests for social careers. Aspects of racial and gender identity may set forth educational decisions that have implications for the eventual careers that many undergraduates pursue.
{"title":"Examining Links Between Black Women’s Intersectional Identities and Career Interests","authors":"Daniel G. Lannin, Jeremy B. Kanter, Dominiqueca Lewis, A. Greer, Wyndolyn M. A. Ludwikowski","doi":"10.1177/08948453211069600","DOIUrl":"https://doi.org/10.1177/08948453211069600","url":null,"abstract":"The current study examined associations of intersectional social identities on Black women’s (N = 126) career self-efficacy and interests at a Historically Black College and University (HBCU). Structural models examined associations of different aspects of gender and racial identity on Social Cognitive Career Theory (SCCT) predictors (i.e., learning experiences and self-efficacy) for each RIASEC career interest. Social Cognitive Career Theory paths from learning experiences to career interests, via self-efficacy, were supported for all six career interests. For gender norms, domesticity directly predicted learning experiences and indirectly predicted interests for enterprising, investigative, social, and conventional themes; however, primacy of work conformity was not associated with learning experiences or indirect effects for any career interest. Racial centrality only predicted learning experiences and indirect effects on career interests for social careers. Aspects of racial and gender identity may set forth educational decisions that have implications for the eventual careers that many undergraduates pursue.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"23 1","pages":"104 - 118"},"PeriodicalIF":2.9,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83211914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-05DOI: 10.1177/08948453211064943
J. Chen, Douglas R. May, Catherine E. Schwoerer, Matthias Deeg
This study is the first one to explore the relation between career calling and employee voice and two potential mediators of this relationship, felt responsibility for constructive change and employee optimism about the future. Surveys from 406 employees of a law enforcement agency in the Midwest U.S. were analyzed using logistic regression and bootstrapping method with Structural Equation Modeling (SEM) to examine support for the hypotheses’ main and mediating effects. A behavioral measure was used to capture employees’ promotive voice behavior. Results indicated that individuals with stronger career calling were more likely to engage in promotive voice, after controlling for personality, perceptions toward work, and organizational tenure. In addition, career calling was positively associated with both felt responsibility and employee optimism. Finally, felt responsibility for constructive change fully mediated the relationship between career calling and promotive voice. The implications of these findings for researchers and practitioners are discussed.
{"title":"“Called” To Speak Out: Employee Career Calling and Voice Behavior","authors":"J. Chen, Douglas R. May, Catherine E. Schwoerer, Matthias Deeg","doi":"10.1177/08948453211064943","DOIUrl":"https://doi.org/10.1177/08948453211064943","url":null,"abstract":"This study is the first one to explore the relation between career calling and employee voice and two potential mediators of this relationship, felt responsibility for constructive change and employee optimism about the future. Surveys from 406 employees of a law enforcement agency in the Midwest U.S. were analyzed using logistic regression and bootstrapping method with Structural Equation Modeling (SEM) to examine support for the hypotheses’ main and mediating effects. A behavioral measure was used to capture employees’ promotive voice behavior. Results indicated that individuals with stronger career calling were more likely to engage in promotive voice, after controlling for personality, perceptions toward work, and organizational tenure. In addition, career calling was positively associated with both felt responsibility and employee optimism. Finally, felt responsibility for constructive change fully mediated the relationship between career calling and promotive voice. The implications of these findings for researchers and practitioners are discussed.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"19 1","pages":"3 - 19"},"PeriodicalIF":2.9,"publicationDate":"2022-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81748248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-30DOI: 10.1177/08948453211066343
Laurence Fedrigo, Marine Cerantola, Caroline E. Frésard, J. Masdonati
This study explores the meaning of work for 22 young refugees aged from 18 to 35 from Afghanistan, Eritrea, Iran, Somalia, Syria, Turkey, Ukraine, and Yemen through semistructured interviews. Using consensual qualitative research, we sought to understand the purposes work fulfills, their work expectations, and how purposes and expectations might have changed over time. Results showed that work fulfills many purposes found in the literature, (e.g., development, structure, health, identity, and material benefits) as well as purposes in relation with others and the larger society. Participants expect their work to correspond to their selves (e.g., interests and personality), offer decent working conditions, and allow meaningful relationships and opportunities to help others. Illustrations of two participants’ paths provided insights into a possible change of meaning of work. In addition to implications for practice, the influence of relational and contextual factors is discussed.
{"title":"Refugees’ Meaning of Work: A Qualitative Investigation of Work Purposes and Expectations","authors":"Laurence Fedrigo, Marine Cerantola, Caroline E. Frésard, J. Masdonati","doi":"10.1177/08948453211066343","DOIUrl":"https://doi.org/10.1177/08948453211066343","url":null,"abstract":"This study explores the meaning of work for 22 young refugees aged from 18 to 35 from Afghanistan, Eritrea, Iran, Somalia, Syria, Turkey, Ukraine, and Yemen through semistructured interviews. Using consensual qualitative research, we sought to understand the purposes work fulfills, their work expectations, and how purposes and expectations might have changed over time. Results showed that work fulfills many purposes found in the literature, (e.g., development, structure, health, identity, and material benefits) as well as purposes in relation with others and the larger society. Participants expect their work to correspond to their selves (e.g., interests and personality), offer decent working conditions, and allow meaningful relationships and opportunities to help others. Illustrations of two participants’ paths provided insights into a possible change of meaning of work. In addition to implications for practice, the influence of relational and contextual factors is discussed.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"37 1","pages":"52 - 68"},"PeriodicalIF":2.9,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79136014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-24DOI: 10.1177/08948453211063580
Rebekka Steiner, A. Hirschi, J. Akkermans
The school-to-work transition is the first significant career transition for many individuals and represents a critical developmental task in adolescence and early adulthood (Dietrich et al., 2012). Thus, it is not surprising that over the past 25 years, the transition from school to work has received considerable attention in the fields of career development and vocational psychology (e.g., Akkermans, Blokker, et al., 2021; Blustein et al., 1997). This research illustrates that a successful school-to-work transition has important implications for long-term career and personal development. For example, success in this transition relates positively to later work-related outcomes, such as job satisfaction (Pinquart et al., 2003), and well-being outcomes, such as life satisfaction (Litalien et al., 2013). Today, the topic is highly relevant, especially as the transition itself has been fundamentally changing over the past years (Akkermans, Blokker, et al., 2021; de Vos et al., 2019), and moving from education into the labor market has become far from being a trivial and automatic transition (e.g., Krahn et al., 2015). For example, in the context of the rapidly changing business and labor markets accelerated by the fourth industrial revolution (Hirschi, 2018), adolescents and young adults have to increasingly cope with unpredictable career trajectories (Akkermans et al., 2015). There is also greater variability in the definitions of what comprises a “successful” school-to-work transition. For example, beyond finding employment, also wellbeing and meaningfulness have become essential hallmarks of a “successful” or “adaptable” (Akkermans, Blokker, et al., 2021) school-to-work transition. This special issue intends to take account of this increased complexity and variability in current school-to-work transitions. It provides a basis and inspiration for future innovative school-to-work transition research and practical attempts to support adolescents and young adults in this critical career transition. Specifically, we combine papers from different disciplines (e.g., psychology and educational science) that focus on various phases of the school-to-work transition (e.g., pretransition and post-transition). The special issue also features different samples (e.g., compulsory school students and university students) in different countries (e.g., US and Indonesia) and applies
对许多人来说，从学校到工作的过渡是第一个重要的职业过渡，代表了青春期和成年早期的关键发展任务(Dietrich et al.， 2012)。因此，在过去的25年里，从学校到工作的转变在职业发展和职业心理学领域受到了相当大的关注(例如，Akkermans, Blokker, et al.， 2021;Blustein et al.， 1997)。这项研究表明，成功的从学校到工作的过渡对长期的职业和个人发展有着重要的影响。例如，这种转变的成功与后来与工作相关的结果呈正相关，如工作满意度(Pinquart et al.， 2003)和幸福结果，如生活满意度(Litalien et al.， 2013)。今天，这个话题是高度相关的，特别是在过去几年里，转型本身已经发生了根本性的变化(Akkermans, Blokker, et al.， 2021;de Vos等人，2019)，从教育到劳动力市场的转变已经远远不是一个微不足道的自动过渡(例如，Krahn等人，2015)。例如，在第四次工业革命加速的商业和劳动力市场快速变化的背景下(Hirschi, 2018)，青少年和年轻人不得不越来越多地应对不可预测的职业轨迹(Akkermans等人，2015)。对“成功的”从学校到工作的转变的定义也存在较大的差异。例如，除了找到工作之外，幸福感和意义也已成为“成功”或“适应能力强”(Akkermans, Blokker等人，2021)从学校到工作的过渡的重要标志。本期特刊旨在考虑当前从学校到工作的转变中日益增加的复杂性和可变性。它为未来创新的学校到工作过渡研究和实际尝试提供了基础和灵感，以支持青少年和年轻人在这一关键的职业过渡中。具体来说，我们结合了来自不同学科(例如，心理学和教育科学)的论文，这些论文专注于学校到工作过渡的各个阶段(例如，过渡前和过渡后)。特刊亦以不同国家(例如美国和印尼)的不同样本(例如义务教育学生和大学生)为特色，并适用
{"title":"Many Roads Lead to Rome: Researching Antecedents and Outcomes of Contemporary School-To-Work Transitions","authors":"Rebekka Steiner, A. Hirschi, J. Akkermans","doi":"10.1177/08948453211063580","DOIUrl":"https://doi.org/10.1177/08948453211063580","url":null,"abstract":"The school-to-work transition is the first significant career transition for many individuals and represents a critical developmental task in adolescence and early adulthood (Dietrich et al., 2012). Thus, it is not surprising that over the past 25 years, the transition from school to work has received considerable attention in the fields of career development and vocational psychology (e.g., Akkermans, Blokker, et al., 2021; Blustein et al., 1997). This research illustrates that a successful school-to-work transition has important implications for long-term career and personal development. For example, success in this transition relates positively to later work-related outcomes, such as job satisfaction (Pinquart et al., 2003), and well-being outcomes, such as life satisfaction (Litalien et al., 2013). Today, the topic is highly relevant, especially as the transition itself has been fundamentally changing over the past years (Akkermans, Blokker, et al., 2021; de Vos et al., 2019), and moving from education into the labor market has become far from being a trivial and automatic transition (e.g., Krahn et al., 2015). For example, in the context of the rapidly changing business and labor markets accelerated by the fourth industrial revolution (Hirschi, 2018), adolescents and young adults have to increasingly cope with unpredictable career trajectories (Akkermans et al., 2015). There is also greater variability in the definitions of what comprises a “successful” school-to-work transition. For example, beyond finding employment, also wellbeing and meaningfulness have become essential hallmarks of a “successful” or “adaptable” (Akkermans, Blokker, et al., 2021) school-to-work transition. This special issue intends to take account of this increased complexity and variability in current school-to-work transitions. It provides a basis and inspiration for future innovative school-to-work transition research and practical attempts to support adolescents and young adults in this critical career transition. Specifically, we combine papers from different disciplines (e.g., psychology and educational science) that focus on various phases of the school-to-work transition (e.g., pretransition and post-transition). The special issue also features different samples (e.g., compulsory school students and university students) in different countries (e.g., US and Indonesia) and applies","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"35 1","pages":"3 - 17"},"PeriodicalIF":2.9,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75133785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-16DOI: 10.1177/08948453211062951
Roberto L. Abreu, Kirsten A. Gonzalez, L. Lindley, Cristalís Capielo Rosario, Gabriel M. Lockett, Manuel Teran
Research has documented the experiences of transgender people in seeking employment. To date, no scholarship has explored the experiences of immigrant Latinx transgender people seeking employment in the United States. Using an intersectionality framework, the present study aimed to uncover the experiences of immigrant Latinx transgender people as they sought employment in the United States. A community sample of 18 immigrant Latinx transgender people from a large metropolitan city in Florida engaged in semi-structured interviews. Thematic analysis revealed five themes related to participants’ experiences seeking employment, including: (1) discrimination, (2) limited options, (3) positive experiences, (4) momentary de-transition, and (5) disability benefits as financial relief. Future directions such as exploring ways in which immigrant Latinx transgender people resist discrimination while seeking job opportunities are discussed. Implications for practice and advocacy such as advocating for equitable employment policies that acknowledge the intersectional experiences of this community are presented.
{"title":"“Why can’t I Have the Office Jobs?”: Immigrant Latinx Transgender Peoples’ Experiences with Seeking Employment","authors":"Roberto L. Abreu, Kirsten A. Gonzalez, L. Lindley, Cristalís Capielo Rosario, Gabriel M. Lockett, Manuel Teran","doi":"10.1177/08948453211062951","DOIUrl":"https://doi.org/10.1177/08948453211062951","url":null,"abstract":"Research has documented the experiences of transgender people in seeking employment. To date, no scholarship has explored the experiences of immigrant Latinx transgender people seeking employment in the United States. Using an intersectionality framework, the present study aimed to uncover the experiences of immigrant Latinx transgender people as they sought employment in the United States. A community sample of 18 immigrant Latinx transgender people from a large metropolitan city in Florida engaged in semi-structured interviews. Thematic analysis revealed five themes related to participants’ experiences seeking employment, including: (1) discrimination, (2) limited options, (3) positive experiences, (4) momentary de-transition, and (5) disability benefits as financial relief. Future directions such as exploring ways in which immigrant Latinx transgender people resist discrimination while seeking job opportunities are discussed. Implications for practice and advocacy such as advocating for equitable employment policies that acknowledge the intersectional experiences of this community are presented.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"35 1","pages":"20 - 36"},"PeriodicalIF":2.9,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89730891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-08DOI: 10.1177/08948453211050085
Feride Bacanlı, N. Ozdemir, L. Ferrari, C. M. Park, V. S. Solberg
The purpose of this study was to explore Social Emotional Learning (SEL) and its relevance to the career development of students from the perspectives of educators in Turkey. The participants included 69 educators (63% women). Data were collected by using a paper–pencil survey consisting of open-ended questions. Using a modified grounded theory approach, a three-stage data analytical procedure -open, axial, and selective coding, was followed. The analysis suggested two main categories: (a) SEL skills that students should be equipped with and (b) SEL skills that educators need to have, resulting in an SEL model that reflects the perspectives of Turkish educators. The findings were discussed within the Turkish context, including the education system and culture followed by implications for theory, research, and practice.
{"title":"Social Emotional Learning and Career Development From Educators’ Perspectives Grounded on the Turkish Context","authors":"Feride Bacanlı, N. Ozdemir, L. Ferrari, C. M. Park, V. S. Solberg","doi":"10.1177/08948453211050085","DOIUrl":"https://doi.org/10.1177/08948453211050085","url":null,"abstract":"The purpose of this study was to explore Social Emotional Learning (SEL) and its relevance to the career development of students from the perspectives of educators in Turkey. The participants included 69 educators (63% women). Data were collected by using a paper–pencil survey consisting of open-ended questions. Using a modified grounded theory approach, a three-stage data analytical procedure -open, axial, and selective coding, was followed. The analysis suggested two main categories: (a) SEL skills that students should be equipped with and (b) SEL skills that educators need to have, resulting in an SEL model that reflects the perspectives of Turkish educators. The findings were discussed within the Turkish context, including the education system and culture followed by implications for theory, research, and practice.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"83 1","pages":"1402 - 1418"},"PeriodicalIF":2.9,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83980560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-25DOI: 10.1177/08948453211043878
M. Busque-Carrier, C. Ratelle, Yann Le Corff
This study investigated the mediating role of basic psychological needs at work in the association from work values to job satisfaction. Using a four-factor model of work values, we tested how each work value factor was related to basic psychological need satisfaction and frustration at work. The sample included 228 workers (72% female) surveyed twice over a 7-week interval. Results showed that need satisfaction at work was positively predicted by intrinsic and social work values and negatively predicted by extrinsic work values. Need frustration at work was positively predicted by extrinsic and status work values and negatively predicted by intrinsic work values. Also, need satisfaction fully mediated the relationship from intrinsic, extrinsic, and social work values to job satisfaction. These findings suggest that organizational and career development interventions aiming to enhance employees need satisfaction at work should aim to promote growth-oriented work values endorsement rather than instrumental work values.
{"title":"Work Values and Job Satisfaction: The Mediating Role of Basic Psychological Needs at Work","authors":"M. Busque-Carrier, C. Ratelle, Yann Le Corff","doi":"10.1177/08948453211043878","DOIUrl":"https://doi.org/10.1177/08948453211043878","url":null,"abstract":"This study investigated the mediating role of basic psychological needs at work in the association from work values to job satisfaction. Using a four-factor model of work values, we tested how each work value factor was related to basic psychological need satisfaction and frustration at work. The sample included 228 workers (72% female) surveyed twice over a 7-week interval. Results showed that need satisfaction at work was positively predicted by intrinsic and social work values and negatively predicted by extrinsic work values. Need frustration at work was positively predicted by extrinsic and status work values and negatively predicted by intrinsic work values. Also, need satisfaction fully mediated the relationship from intrinsic, extrinsic, and social work values to job satisfaction. These findings suggest that organizational and career development interventions aiming to enhance employees need satisfaction at work should aim to promote growth-oriented work values endorsement rather than instrumental work values.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"1 1","pages":"1386 - 1401"},"PeriodicalIF":2.9,"publicationDate":"2021-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91158341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-23DOI: 10.1177/08948453211044134
Kathrina J. Robotham, Isis H. Settles, Kendra Spence Cheruvelil, Georgina M. Montgomery, K. Elliott
As more work is being conducted in teams, mentees have increased opportunities to develop non-traditional mentoring relationships. We investigate how and when three aspects of team climate (procedural justice, interpersonal justice, and inclusion) influence mentoring satisfaction among mentees with an informal secondary mentor. Using survey data from 116 researchers on environmental science teams, we test whether (a) just and inclusive team climates are related to mentoring satisfaction through positive and negative mentoring experiences and (b) race moderates the relationships between just and inclusive team climates and mentoring satisfaction. We found that negative mentoring experiences mediated the relationships between just and inclusive team climates and mentoring satisfaction. Further, just and inclusive team climates were positively related to mentoring satisfaction, especially for people of color. These results suggest that positive team climates support informal mentoring in teams by reducing negative mentoring experiences and creating a welcoming environment for individuals from marginalized groups.
{"title":"Just and Inclusive Team Climates Affect Mentoring Satisfaction: The Roles of Negative Mentoring and Race","authors":"Kathrina J. Robotham, Isis H. Settles, Kendra Spence Cheruvelil, Georgina M. Montgomery, K. Elliott","doi":"10.1177/08948453211044134","DOIUrl":"https://doi.org/10.1177/08948453211044134","url":null,"abstract":"As more work is being conducted in teams, mentees have increased opportunities to develop non-traditional mentoring relationships. We investigate how and when three aspects of team climate (procedural justice, interpersonal justice, and inclusion) influence mentoring satisfaction among mentees with an informal secondary mentor. Using survey data from 116 researchers on environmental science teams, we test whether (a) just and inclusive team climates are related to mentoring satisfaction through positive and negative mentoring experiences and (b) race moderates the relationships between just and inclusive team climates and mentoring satisfaction. We found that negative mentoring experiences mediated the relationships between just and inclusive team climates and mentoring satisfaction. Further, just and inclusive team climates were positively related to mentoring satisfaction, especially for people of color. These results suggest that positive team climates support informal mentoring in teams by reducing negative mentoring experiences and creating a welcoming environment for individuals from marginalized groups.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"22 1","pages":"1367 - 1385"},"PeriodicalIF":2.9,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90191429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-17DOI: 10.1177/08948453211040811
Jiyoung Park, Yeeun Choi, M. Chao, Uurtsaikh Beejinkhuu, Y. Sohn
Culturally held beliefs about the self and its relations with others affect the way individuals view their work. In this study, we examined the associations between individualism-collectivism and the three work orientations (i.e., viewing work as a job, a career, or a calling). We also investigated whether the positive effects of a calling orientation can be generalized to a developing eastern country, Mongolia. Using a sample of 352 Mongolian workers, we found that those endorsing horizontal collectivism tended to view their work as a calling more than as a job or a career. Mongolians with a calling orientation reported having better satisfaction with job, salary, and life, more work meaningfulness, and less turnover intention than those viewing work as a job or a career. The results suggest that cultural orientations and work orientations are intertwined, and the positive roles of a calling orientation are generalizable to Mongolia.
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