Pub Date : 2022-09-23DOI: 10.1177/08948453221129275
Özlem Ulaş-Kılıç, J. Peila-Shuster
The primary purpose of this study was to test career construction theory’s model of adaptation among Turkish undergraduate students in their final year. Additionally, the Career Commitment Scale was adapted for Turkish university students to ensure its appropriateness as a measure in testing the model of adaptation. Data obtained from the first sample (172 undergraduate students) were used to adapt the Career Commitment Scale and data obtained from a second group (243 undergraduate students in their final year) was used to test the career construction theory model of adaptation. The results of the study support the career construction theory’s model of adaptation. Additionally, the eight-item model for the adapted Career Commitment Scale demonstrates good fit and acceptable internal consistency.
{"title":"A Test of the Career Construction Theory Model of Adaptation with Turkish Final Year Undergraduate Students","authors":"Özlem Ulaş-Kılıç, J. Peila-Shuster","doi":"10.1177/08948453221129275","DOIUrl":"https://doi.org/10.1177/08948453221129275","url":null,"abstract":"The primary purpose of this study was to test career construction theory’s model of adaptation among Turkish undergraduate students in their final year. Additionally, the Career Commitment Scale was adapted for Turkish university students to ensure its appropriateness as a measure in testing the model of adaptation. Data obtained from the first sample (172 undergraduate students) were used to adapt the Career Commitment Scale and data obtained from a second group (243 undergraduate students in their final year) was used to test the career construction theory model of adaptation. The results of the study support the career construction theory’s model of adaptation. Additionally, the eight-item model for the adapted Career Commitment Scale demonstrates good fit and acceptable internal consistency.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"15 1","pages":"844 - 859"},"PeriodicalIF":2.9,"publicationDate":"2022-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76929857","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 : 2022-09-08DOI: 10.1177/08948453221125486
M. Kenny, R. G. Cinamon, Mary Beth Medvide, Galia Ran, Alekzander Davila, Revital Dobkin, Whitney Erby
In recognition of growing economic inequality and rapid transformation in the world of work, we seek to understand how young people perceive their futures to develop career development education that supports both personal goals and promotes social and economic justice. Thirty-six students attending high-performing high schools in the United States (n = 19) and Israel (n = 17) were interviewed to assess their espoused future plans and conceptions of work and society. Consistent with the psychology of working theory, students' plans were reflective of the social, economic, national, and historical contexts in which they are embedded. US and Israeli students expressed optimism and anxieties about their futures, along with recognition of social and economic inequalities and limited motivation and awareness of how to effect social change. The findings are discussed with regard to implications for career development education and the promotion of social and economic justice.
{"title":"Youth Perceptions of Their Futures, Society, and the Work Landscape: A Psychology of Working Perspective","authors":"M. Kenny, R. G. Cinamon, Mary Beth Medvide, Galia Ran, Alekzander Davila, Revital Dobkin, Whitney Erby","doi":"10.1177/08948453221125486","DOIUrl":"https://doi.org/10.1177/08948453221125486","url":null,"abstract":"In recognition of growing economic inequality and rapid transformation in the world of work, we seek to understand how young people perceive their futures to develop career development education that supports both personal goals and promotes social and economic justice. Thirty-six students attending high-performing high schools in the United States (n = 19) and Israel (n = 17) were interviewed to assess their espoused future plans and conceptions of work and society. Consistent with the psychology of working theory, students' plans were reflective of the social, economic, national, and historical contexts in which they are embedded. US and Israeli students expressed optimism and anxieties about their futures, along with recognition of social and economic inequalities and limited motivation and awareness of how to effect social change. The findings are discussed with regard to implications for career development education and the promotion of social and economic justice.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"60 1","pages":"803 - 823"},"PeriodicalIF":2.9,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78687329","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 : 2022-09-08DOI: 10.1177/08948453221120688
Kathryn Owler
Job crafting is a method taught by career developers and coaches to workers to help them achieve greater happiness in their jobs. Given its agentic, bottom-up approach, job crafting has become closely aligned with positive psychology. While offering empowerment benefits, job crafting has limitations. Given its almost exclusive focus on individual freedom and control, there is little attention paid to the social context, including structural operations of power within an advanced capitalist economy. Three social science critiques of positive psychology and job crafting are examined, with reference to contemporary career development theory. Practical suggestions are made for how career developers might address these social science critiques to best meet diverse client needs. This involves upholding a commitment to client agency and empowerment, whilst developing and maintaining a critical social awareness. Implications for research on job crafting are also discussed.
{"title":"Crafting Work Happiness: Balancing Client Agency & Empowerment With Critical Social Awareness","authors":"Kathryn Owler","doi":"10.1177/08948453221120688","DOIUrl":"https://doi.org/10.1177/08948453221120688","url":null,"abstract":"Job crafting is a method taught by career developers and coaches to workers to help them achieve greater happiness in their jobs. Given its agentic, bottom-up approach, job crafting has become closely aligned with positive psychology. While offering empowerment benefits, job crafting has limitations. Given its almost exclusive focus on individual freedom and control, there is little attention paid to the social context, including structural operations of power within an advanced capitalist economy. Three social science critiques of positive psychology and job crafting are examined, with reference to contemporary career development theory. Practical suggestions are made for how career developers might address these social science critiques to best meet diverse client needs. This involves upholding a commitment to client agency and empowerment, whilst developing and maintaining a critical social awareness. Implications for research on job crafting are also discussed.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"1508 1","pages":"656 - 673"},"PeriodicalIF":2.9,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86503955","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}
The parent–teacher system is influential in promoting students’ career development. Guided by the systems theory framework of career development and spillover theory, this study examined the direct association between parent–teacher relationships and high school students’ career development. Furthermore, it analyzed the indirect effect of parent–teacher relationship on career development through parents’ and teachers’ support for students’ autonomy and the moderating role of the type of school. Data analyses were conducted on 1,452 students (46.5% males) in Grade 10 (aged approximately 15–16 years) from an academically oriented high school (53.0%) and a vocational high school (47.0%) in Beijing. The students completed questionnaires on the parent–teacher relationship, parent autonomy support, teacher autonomy support, and career development. The results indicated that the parent–teacher relationship predicted career development directly as well as indirectly through parent autonomy support. Moreover, there was no difference in the results of the structural equation model analysis among students in academically oriented and vocational high schools. Last, further implications and limitations are discussed.
{"title":"Association Among Parent–Teacher Relationship, Autonomy Support, and Career Development of High School Students Across School Types","authors":"Ruixia Xu, Linyuan Deng, X. Fang, Jichao Jia, Wei Tong, Hanfang Zhou, Ying Guo, Huizhu Zhou","doi":"10.1177/08948453221123629","DOIUrl":"https://doi.org/10.1177/08948453221123629","url":null,"abstract":"The parent–teacher system is influential in promoting students’ career development. Guided by the systems theory framework of career development and spillover theory, this study examined the direct association between parent–teacher relationships and high school students’ career development. Furthermore, it analyzed the indirect effect of parent–teacher relationship on career development through parents’ and teachers’ support for students’ autonomy and the moderating role of the type of school. Data analyses were conducted on 1,452 students (46.5% males) in Grade 10 (aged approximately 15–16 years) from an academically oriented high school (53.0%) and a vocational high school (47.0%) in Beijing. The students completed questionnaires on the parent–teacher relationship, parent autonomy support, teacher autonomy support, and career development. The results indicated that the parent–teacher relationship predicted career development directly as well as indirectly through parent autonomy support. Moreover, there was no difference in the results of the structural equation model analysis among students in academically oriented and vocational high schools. Last, further implications and limitations are discussed.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"1 1","pages":"595 - 611"},"PeriodicalIF":2.9,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88910997","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 : 2022-09-07DOI: 10.1177/08948453221124891
Galia Ran, R. G. Cinamon
This study examined two models of adolescents’ future perceptions and life satisfaction through a sense of career self-efficacy. Derived from the satisfaction model proposed by social cognitive career theory (SCCT), both examined models address work and family domains but differ in how career self-efficacy is appraised. The integrative model considers career self-efficacy a latent variable, incorporating three self-efficacy types as follows: occupational, spousal, and managing work and family roles. The alternative discrete model considers these three self-efficacy types separately. Israeli Jewish adolescents (N = 264) completed measures of the three self-efficacy domains, future perceptions, and life satisfaction. Findings for both models extended the SCCT’s satisfaction model’s applicability to adolescents. The broader, integrative definition of career self-efficacy proved superior to the alternative model, reckoning the self-esteem types discretely. Research and practice implications are discussed.
{"title":"Career Self-Efficacy, Future Perceptions, and Life Satisfaction: Investigating Two Adolescent Career Development Models","authors":"Galia Ran, R. G. Cinamon","doi":"10.1177/08948453221124891","DOIUrl":"https://doi.org/10.1177/08948453221124891","url":null,"abstract":"This study examined two models of adolescents’ future perceptions and life satisfaction through a sense of career self-efficacy. Derived from the satisfaction model proposed by social cognitive career theory (SCCT), both examined models address work and family domains but differ in how career self-efficacy is appraised. The integrative model considers career self-efficacy a latent variable, incorporating three self-efficacy types as follows: occupational, spousal, and managing work and family roles. The alternative discrete model considers these three self-efficacy types separately. Israeli Jewish adolescents (N = 264) completed measures of the three self-efficacy domains, future perceptions, and life satisfaction. Findings for both models extended the SCCT’s satisfaction model’s applicability to adolescents. The broader, integrative definition of career self-efficacy proved superior to the alternative model, reckoning the self-esteem types discretely. Research and practice implications are discussed.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"20 4 1","pages":"764 - 784"},"PeriodicalIF":2.9,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90416202","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 : 2022-09-07DOI: 10.1177/08948453221125259
Bo-hyun Lee, Apoorvee Sawhney, David Diaz
This study extends Flores et al.’s (2006) 36-year analysis of racial/ethnic minority (REM) vocational research published in career journals to REM vocational research in eight counseling psychology and multicultural psychology journals across a span of 51 years. We identified 483 REM vocational studies published in the Journal of Counseling Psychology (JCP), The Counseling Psychologist (TCP), Journal of Multicultural Counseling and Development (JMCD), Cultural Diversity & Ethnic Minority Psychology (CDEMP), Journal of Cross-Cultural Psychology (JCCP), Journal of Black Psychology (JBP), Journal of Latina/o Psychology (JLP), and Asian American Journal of Psychology (AAJP) between 1969 and 2020. Results showed that less than 5% of all articles published in these journals during the past 49 years focused on vocational issues with REMs. Publication trends, article topics and type, samples, and leading individual and institutional contributors to REM vocational research are reported. JMCD published the largest percentage of these articles (33.9%, n = 132) as well as the largest percentage (18%) of REM vocational articles relative to other articles in its journal during this time frame. Implications of the findings are provided for expanding REM vocational scholarship in counseling psychology in the future.
本研究将Flores et al.(2006)发表在职业期刊上的36年种族/少数民族(REM)职业研究分析扩展到51年期间8种咨询心理学和多元文化心理学期刊上的REM职业研究。我们从1969年至2020年间，在《咨询心理学杂志》(JCP)、《咨询心理学家》(TCP)、《多元文化咨询与发展杂志》(JMCD)、《文化多样性与少数民族心理学》(CDEMP)、《跨文化心理学杂志》(JCCP)、《黑人心理学杂志》(JBP)、《拉丁裔/非裔心理学杂志》(JLP)和《亚裔美国人心理学杂志》(AAJP)上发表的483篇REM职业研究中进行了筛选。结果显示，在过去的49年中，在这些期刊上发表的所有文章中，关注REMs职业问题的文章不到5%。报告了REM职业研究的出版趋势、文章主题和类型、样本以及主要的个人和机构贡献者。在这段时间内，JMCD发表的这类文章比例最大(33.9%，n = 132)，相对于其期刊上的其他文章，REM职业文章的比例也最大(18%)。本研究结果为未来在咨询心理学领域拓展快速眼动职业研究提供了启示。
{"title":"Racial/Ethnic Minority Vocational Research Trends in Counseling Psychology and Multicultural Psychology Journals: A Trend Analysis Across 51 Years","authors":"Bo-hyun Lee, Apoorvee Sawhney, David Diaz","doi":"10.1177/08948453221125259","DOIUrl":"https://doi.org/10.1177/08948453221125259","url":null,"abstract":"This study extends Flores et al.’s (2006) 36-year analysis of racial/ethnic minority (REM) vocational research published in career journals to REM vocational research in eight counseling psychology and multicultural psychology journals across a span of 51 years. We identified 483 REM vocational studies published in the Journal of Counseling Psychology (JCP), The Counseling Psychologist (TCP), Journal of Multicultural Counseling and Development (JMCD), Cultural Diversity & Ethnic Minority Psychology (CDEMP), Journal of Cross-Cultural Psychology (JCCP), Journal of Black Psychology (JBP), Journal of Latina/o Psychology (JLP), and Asian American Journal of Psychology (AAJP) between 1969 and 2020. Results showed that less than 5% of all articles published in these journals during the past 49 years focused on vocational issues with REMs. Publication trends, article topics and type, samples, and leading individual and institutional contributors to REM vocational research are reported. JMCD published the largest percentage of these articles (33.9%, n = 132) as well as the largest percentage (18%) of REM vocational articles relative to other articles in its journal during this time frame. Implications of the findings are provided for expanding REM vocational scholarship in counseling psychology in the future.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"43 1","pages":"824 - 843"},"PeriodicalIF":2.9,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78628047","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 : 2022-09-04DOI: 10.1177/08948453221124895
Carlos-María Alcover, Samuel Fernández-Salinero, Gabriela Topa, Donatienne Desmette
The combination of work and family obligations can lead to two-way interference, resulting in Family Care Interference with Work (FCIW) and Work Interference with Family Care (WIFC). Both can impact late career motivation and intentions to continue working or retire and reduce their occupational time perspective (OFTP). Through two studies, this paper shows how OFTP mediates the relationship between FCIW/WIFC and mid and late career indicators such as early retirement intentions and motivation to continue working beyond the retirement age. Our findings contribute to increasing knowledge of how increasing family caregiving obligations may impact the career intentions of working carers in their mid and late career stages.
{"title":"Family Care-Work Interference and Mid/Late-Career Motivation and Intentions: Mediating Role of Occupational Future Time Perspective","authors":"Carlos-María Alcover, Samuel Fernández-Salinero, Gabriela Topa, Donatienne Desmette","doi":"10.1177/08948453221124895","DOIUrl":"https://doi.org/10.1177/08948453221124895","url":null,"abstract":"The combination of work and family obligations can lead to two-way interference, resulting in Family Care Interference with Work (FCIW) and Work Interference with Family Care (WIFC). Both can impact late career motivation and intentions to continue working or retire and reduce their occupational time perspective (OFTP). Through two studies, this paper shows how OFTP mediates the relationship between FCIW/WIFC and mid and late career indicators such as early retirement intentions and motivation to continue working beyond the retirement age. Our findings contribute to increasing knowledge of how increasing family caregiving obligations may impact the career intentions of working carers in their mid and late career stages.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"10 1","pages":"690 - 708"},"PeriodicalIF":2.9,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81792052","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 : 2022-09-04DOI: 10.1177/08948453221120685
Merve Gerçek, Sevgi Elmas-Atay, Dilek Yılmaz
Undergraduate students' learning experiences are thought to have a significant impact on their future career choices. The Engineering Learning Experience Scale (ELES) was created within the framework of Social Cognitive Career Theory to accurately evaluate learning experiences arising from direct or indirect learning activities in or out of school. The purpose of this research is to adapt and validate the ELES in Turkish. The scale was given to two groups of engineering students from a large public university in Turkey. In order to provide evidence of the reliability and validity of the scale, exploratory and confirmatory factor analyses were employed to analyze the psychometric properties of the instrument. According to the confirmatory factor analyses, the correlated four-factor model suited the data well. This study strengthens the standing of the ELES as a useful measurement tool in the field of engineering.
{"title":"Engineering Learning Experiences: A Scale Adaptation and Validation into Turkish","authors":"Merve Gerçek, Sevgi Elmas-Atay, Dilek Yılmaz","doi":"10.1177/08948453221120685","DOIUrl":"https://doi.org/10.1177/08948453221120685","url":null,"abstract":"Undergraduate students' learning experiences are thought to have a significant impact on their future career choices. The Engineering Learning Experience Scale (ELES) was created within the framework of Social Cognitive Career Theory to accurately evaluate learning experiences arising from direct or indirect learning activities in or out of school. The purpose of this research is to adapt and validate the ELES in Turkish. The scale was given to two groups of engineering students from a large public university in Turkey. In order to provide evidence of the reliability and validity of the scale, exploratory and confirmatory factor analyses were employed to analyze the psychometric properties of the instrument. According to the confirmatory factor analyses, the correlated four-factor model suited the data well. This study strengthens the standing of the ELES as a useful measurement tool in the field of engineering.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"12 1","pages":"612 - 632"},"PeriodicalIF":2.9,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76329682","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 : 2022-09-03DOI: 10.1177/08948453221123789
M. Fitzpatrick, Stephanie G. Burrows, James A. Yonker
Women and U.S. racial/ethnic minority students are underrepresented in engineering graduate education and engineering practice. Demographic homogeneity in engineering research teams can negatively affect individuals, innovation, and research outcomes. Thus, it is important to explore factors that influence student intentions to complete engineering degrees, particularly for groups historically underrepresented in engineering. Social Cognitive Career Theory guided the development of new items to evaluate self-efficacy, feeling welcome and included, relationship with principal investigator, and research group environment. Results with 295 engineering graduate students found that female sex, engineering self-efficacy, and feeling welcome and included were independently positively associated with commitment to complete an engineering degree. Feeling welcome and included operated 30% through self-efficacy and 70% directly. The effects of female sex were unmediated by self-efficacy. Results suggest that proximal and distal contextual factors may operate independently from self-efficacy to influence retention in graduate engineering programs.
{"title":"An Exploratory Study of Engineering Graduate Student Persistence: Self-Efficacy and Contextual Influences","authors":"M. Fitzpatrick, Stephanie G. Burrows, James A. Yonker","doi":"10.1177/08948453221123789","DOIUrl":"https://doi.org/10.1177/08948453221123789","url":null,"abstract":"Women and U.S. racial/ethnic minority students are underrepresented in engineering graduate education and engineering practice. Demographic homogeneity in engineering research teams can negatively affect individuals, innovation, and research outcomes. Thus, it is important to explore factors that influence student intentions to complete engineering degrees, particularly for groups historically underrepresented in engineering. Social Cognitive Career Theory guided the development of new items to evaluate self-efficacy, feeling welcome and included, relationship with principal investigator, and research group environment. Results with 295 engineering graduate students found that female sex, engineering self-efficacy, and feeling welcome and included were independently positively associated with commitment to complete an engineering degree. Feeling welcome and included operated 30% through self-efficacy and 70% directly. The effects of female sex were unmediated by self-efficacy. Results suggest that proximal and distal contextual factors may operate independently from self-efficacy to influence retention in graduate engineering programs.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"25 1","pages":"633 - 655"},"PeriodicalIF":2.9,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89042837","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 : 2022-08-19DOI: 10.1177/08948453221120959
Victor H. Chen, Danielle Cooper
Building on contest and sponsored-mobility perspectives, we explain how proactivity enables individuals to develop external mentoring support. By becoming psychologically close with external mentors, we predict that protégés engage in greater job search as additional job opportunities become visible. Results of two studies from different data sources (MTurk and Prolific Academic) support a connection between external mentoring and job search. Moreover, our first study suggests that gender alters the conditional indirect effect of psychological closeness with external mentors, such that women compared to men, who may have a smaller pool of internal mentors to connect with, initiate and benefit more from the influence of external mentors. In our second study, we find partial support for mediation from proactivity to job search self-efficacy (but not job search behavior) through psychological closeness with external mentors, but no gender effect. We urge career counselors to encourage individuals to consider diversifying mentoring outside of organizations.
{"title":"Proactivity and Job Search: The Mediating Role of Psychological Closeness With External Mentors","authors":"Victor H. Chen, Danielle Cooper","doi":"10.1177/08948453221120959","DOIUrl":"https://doi.org/10.1177/08948453221120959","url":null,"abstract":"Building on contest and sponsored-mobility perspectives, we explain how proactivity enables individuals to develop external mentoring support. By becoming psychologically close with external mentors, we predict that protégés engage in greater job search as additional job opportunities become visible. Results of two studies from different data sources (MTurk and Prolific Academic) support a connection between external mentoring and job search. Moreover, our first study suggests that gender alters the conditional indirect effect of psychological closeness with external mentors, such that women compared to men, who may have a smaller pool of internal mentors to connect with, initiate and benefit more from the influence of external mentors. In our second study, we find partial support for mediation from proactivity to job search self-efficacy (but not job search behavior) through psychological closeness with external mentors, but no gender effect. We urge career counselors to encourage individuals to consider diversifying mentoring outside of organizations.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"1 1","pages":"747 - 763"},"PeriodicalIF":2.9,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83229687","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}
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