Pub Date : 2022-08-09DOI: 10.1177/08948453221118927
Qishan Chen, Min Zhong, Liuying Lu
Based on the career resources model (Hirschi, 2012), the current study examined the mechanism underlying the relationship between career-related parental support and adolescents’ career maturity by investigating the mediating role of future time perspective. In addition, the moderating role of core self-evaluation in the relationship between career-related parental support and future time perspective was explored. A two-wave survey was conducted with 225 Chinese middle school students. The results showed that career-related parental support positively affected future time perspective and career maturity. Moreover, future time perspective was found to play a completely mediating role in the relationship between career-related parental support and career maturity. Furthermore, the mediating effect of future time perspective was moderated by core self-evaluation; for higher levels of core self-evaluation, the mediating effect was more substantial. The results indicated that social and psychological resources could promote adolescents’ career development.
{"title":"Influence of Career-Related Parental Support on Adolescents’ Career Maturity: A Two-Wave Moderated Mediation Model","authors":"Qishan Chen, Min Zhong, Liuying Lu","doi":"10.1177/08948453221118927","DOIUrl":"https://doi.org/10.1177/08948453221118927","url":null,"abstract":"Based on the career resources model (Hirschi, 2012), the current study examined the mechanism underlying the relationship between career-related parental support and adolescents’ career maturity by investigating the mediating role of future time perspective. In addition, the moderating role of core self-evaluation in the relationship between career-related parental support and future time perspective was explored. A two-wave survey was conducted with 225 Chinese middle school students. The results showed that career-related parental support positively affected future time perspective and career maturity. Moreover, future time perspective was found to play a completely mediating role in the relationship between career-related parental support and career maturity. Furthermore, the mediating effect of future time perspective was moderated by core self-evaluation; for higher levels of core self-evaluation, the mediating effect was more substantial. The results indicated that social and psychological resources could promote adolescents’ career development.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"28 1","pages":"580 - 594"},"PeriodicalIF":2.9,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89157481","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 : 2022-08-06DOI: 10.1177/08948453221118030
Katie N. Smith, Hind F. Albana
Education-job match is often associated with enhanced well-being and career satisfaction, although existing research suggests that arts college graduates are less likely to experience education-job match than graduates of other disciplines. As research also increasingly suggests that student loan debt may influence college graduates’ access to lower-paying industries and careers, this study uses a cross-sectional dataset from the Strategic National Arts Alumni Project to investigate how student loan debt predicts education-job match (entry into an arts position) among arts bachelor’s graduates. Even when controlling for individual and institutional factors, results show that arts bachelor’s graduates with over US$10,000 in undergraduate student loan debt are less likely to enter arts careers than those with no loans. Findings suggest that arts careers may be less accessible for college graduates who are most dependent on student loans, with important implications for diversity and equity within the arts.
{"title":"When Debt Deters: Student Loans as a Predictor of Education-Job Match Among Arts Bachelor’s Graduates","authors":"Katie N. Smith, Hind F. Albana","doi":"10.1177/08948453221118030","DOIUrl":"https://doi.org/10.1177/08948453221118030","url":null,"abstract":"Education-job match is often associated with enhanced well-being and career satisfaction, although existing research suggests that arts college graduates are less likely to experience education-job match than graduates of other disciplines. As research also increasingly suggests that student loan debt may influence college graduates’ access to lower-paying industries and careers, this study uses a cross-sectional dataset from the Strategic National Arts Alumni Project to investigate how student loan debt predicts education-job match (entry into an arts position) among arts bachelor’s graduates. Even when controlling for individual and institutional factors, results show that arts bachelor’s graduates with over US$10,000 in undergraduate student loan debt are less likely to enter arts careers than those with no loans. Findings suggest that arts careers may be less accessible for college graduates who are most dependent on student loans, with important implications for diversity and equity within the arts.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"355 1","pages":"563 - 579"},"PeriodicalIF":2.9,"publicationDate":"2022-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76494440","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 : 2022-07-11DOI: 10.1177/08948453221113810
Ming-Chuan Han, Pin-Chyuan Hwang
To elucidate how and why hotel employees proactively engage in career development, this study explains the indirect effect of future work self (FWS) on their proactive career behavior through career engagement. Drawing on conservation of resources theory, this study discusses the moderating role of organizational support for development (OSD) to highlight why OSD is important for those who have low-level FWS. Results of the 205 hotel supervisor–staff-matched data show that career engagement mediates the relationship between FWS and proactive career behavior. Furthermore, OSD can be considered a compensatory moderator that determines the indirect effect of FWS on proactive career behavior. This study provides further theoretical and practical implications.
{"title":"Does Future Work Self Benefit Everyone Equally? The Moderating Role of Organizational Support for Development","authors":"Ming-Chuan Han, Pin-Chyuan Hwang","doi":"10.1177/08948453221113810","DOIUrl":"https://doi.org/10.1177/08948453221113810","url":null,"abstract":"To elucidate how and why hotel employees proactively engage in career development, this study explains the indirect effect of future work self (FWS) on their proactive career behavior through career engagement. Drawing on conservation of resources theory, this study discusses the moderating role of organizational support for development (OSD) to highlight why OSD is important for those who have low-level FWS. Results of the 205 hotel supervisor–staff-matched data show that career engagement mediates the relationship between FWS and proactive career behavior. Furthermore, OSD can be considered a compensatory moderator that determines the indirect effect of FWS on proactive career behavior. This study provides further theoretical and practical implications.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"129 1","pages":"503 - 518"},"PeriodicalIF":2.9,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73794728","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 school-to-work transition (STWT) period is crucial for students, and a protean career orientation (PCO) is important for a successful transition. The present study aimed to examine the effects of PCO on proactive career behaviors, the underlying mechanisms, and the development of PCO using a coaching approach. Study 1 was conducted based on 250 Chinese undergraduate and postgraduate students during STWT using self-reported questionnaires. Statistical results showed that PCO positively predicted proactive career behaviors and mediated by vocational identity and career adaptability. In Study 2, a randomized controlled trial was used to implement a coaching program that aimed at improving PCO and associated positive career outcomes. Statistical analyses found that the intervention group showed significant improvements in PCO, and the increase in PCO positively predicted increases in career adaptability, vocational identity, and proactive career behaviors.
{"title":"Protean Career Orientation and Proactive Career Behaviors During School-to-Work Transition: Mechanism Exploration and Coaching Intervention","authors":"Ying Zhang, Qing Wang, Yuanyuan Zhang, Chenxin Xu, Ziyi Xu","doi":"10.1177/08948453221113545","DOIUrl":"https://doi.org/10.1177/08948453221113545","url":null,"abstract":"The school-to-work transition (STWT) period is crucial for students, and a protean career orientation (PCO) is important for a successful transition. The present study aimed to examine the effects of PCO on proactive career behaviors, the underlying mechanisms, and the development of PCO using a coaching approach. Study 1 was conducted based on 250 Chinese undergraduate and postgraduate students during STWT using self-reported questionnaires. Statistical results showed that PCO positively predicted proactive career behaviors and mediated by vocational identity and career adaptability. In Study 2, a randomized controlled trial was used to implement a coaching program that aimed at improving PCO and associated positive career outcomes. Statistical analyses found that the intervention group showed significant improvements in PCO, and the increase in PCO positively predicted increases in career adaptability, vocational identity, and proactive career behaviors.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"39 1","pages":"547 - 562"},"PeriodicalIF":2.9,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86432926","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 : 2022-07-04DOI: 10.1177/08948453221113298
Timothy R. Moake, Thomas W. Dougherty, G. Dreher
Mentoring is a valuable resource that enhances outcomes like career success. Applying conservation of resources theory, we examine the interaction effects of workers’ management aspirations and lengthy career interruption(s) on the mentoring-career success relationship. Utilizing 259 older professional workers, we test these relationships with both cross-sectional and time-separated data. Although the pattern of results was similar when comparing the cross-sectional data to the time-separated data, we found that relationships were stronger within the cross-sectional data, resulting in the support of two additional hypotheses. With the time-separated data, we found evidence of a three-way interaction. Specifically, mentoring is more valuable for the perceived career success of workers with higher management aspirations who had not experienced a lengthy career interruption than it is for workers with higher management aspirations who had experienced a lengthy career interruption or for workers with lower management aspirations regardless of whether they had experienced a career interruption.
{"title":"Mentoring and Career Success: An Examination of Management Aspirations and Lengthy Career Interruptions","authors":"Timothy R. Moake, Thomas W. Dougherty, G. Dreher","doi":"10.1177/08948453221113298","DOIUrl":"https://doi.org/10.1177/08948453221113298","url":null,"abstract":"Mentoring is a valuable resource that enhances outcomes like career success. Applying conservation of resources theory, we examine the interaction effects of workers’ management aspirations and lengthy career interruption(s) on the mentoring-career success relationship. Utilizing 259 older professional workers, we test these relationships with both cross-sectional and time-separated data. Although the pattern of results was similar when comparing the cross-sectional data to the time-separated data, we found that relationships were stronger within the cross-sectional data, resulting in the support of two additional hypotheses. With the time-separated data, we found evidence of a three-way interaction. Specifically, mentoring is more valuable for the perceived career success of workers with higher management aspirations who had not experienced a lengthy career interruption than it is for workers with higher management aspirations who had experienced a lengthy career interruption or for workers with lower management aspirations regardless of whether they had experienced a career interruption.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"89 1","pages":"482 - 498"},"PeriodicalIF":2.9,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75712908","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 : 2022-07-01DOI: 10.1177/08948453221112441
Matthew A. Witenstein, N. Dávila, LaDreka Karikari, C. Wayne Wright
Immigrant college students often encounter daunting tasks and obstacles when exploring career paths, seeking employment and experiential learning opportunities aligned with their interests within the dominant US higher education structure. Considering that there is a career services and development literature gap on immigrant students (who comprise a large swath of the college-going population), it is critical to develop meaningful frameworks that support research and practice in this emerging, needed space. This conceptual paper bridges a critical theory of love with funds of knowledge to re-orient the ways in which immigrant students are served at college career centers. Four guiding principles (rooted in the frameworks) are outlined that can support a more collaborative and inclusive experience for immigrant students toward gaining meaningful support at college career centers.
{"title":"Conceptualizing a Proposed Model for Re-Orienting Career Centers for Immigrant College Students","authors":"Matthew A. Witenstein, N. Dávila, LaDreka Karikari, C. Wayne Wright","doi":"10.1177/08948453221112441","DOIUrl":"https://doi.org/10.1177/08948453221112441","url":null,"abstract":"Immigrant college students often encounter daunting tasks and obstacles when exploring career paths, seeking employment and experiential learning opportunities aligned with their interests within the dominant US higher education structure. Considering that there is a career services and development literature gap on immigrant students (who comprise a large swath of the college-going population), it is critical to develop meaningful frameworks that support research and practice in this emerging, needed space. This conceptual paper bridges a critical theory of love with funds of knowledge to re-orient the ways in which immigrant students are served at college career centers. Four guiding principles (rooted in the frameworks) are outlined that can support a more collaborative and inclusive experience for immigrant students toward gaining meaningful support at college career centers.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"8 1","pages":"519 - 533"},"PeriodicalIF":2.9,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78996643","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 : 2022-06-29DOI: 10.1177/08948453221112110
Kaitlyn Mehlhouse, K. Johnsen, Bradley T. Erford
Articles published in the Journal of Career Development from 2000 to 2019 were synthesized by article content (e.g., topic, methodology, participant characteristics, sample characteristics, design, statistical sophistication, and reporting standards) and author characteristics (e.g., gender, work setting, country of domicile, leading contributors, and leading institutions) and analyzed for trends over time. International authorship is on the rise with more than half of the lead authors publishing from 2015 to 2019 from outside the USA. Author collaborations and the proportion of research articles increased; Journal of Career Development published nearly 87% of their articles as research studies in the past decade, among the highest proportion of any counseling journal.
{"title":"A Meta-Study of the Journal of Career Development: An Analysis of Publication Characteristics from 2000 to 2019","authors":"Kaitlyn Mehlhouse, K. Johnsen, Bradley T. Erford","doi":"10.1177/08948453221112110","DOIUrl":"https://doi.org/10.1177/08948453221112110","url":null,"abstract":"Articles published in the Journal of Career Development from 2000 to 2019 were synthesized by article content (e.g., topic, methodology, participant characteristics, sample characteristics, design, statistical sophistication, and reporting standards) and author characteristics (e.g., gender, work setting, country of domicile, leading contributors, and leading institutions) and analyzed for trends over time. International authorship is on the rise with more than half of the lead authors publishing from 2015 to 2019 from outside the USA. Author collaborations and the proportion of research articles increased; Journal of Career Development published nearly 87% of their articles as research studies in the past decade, among the highest proportion of any counseling journal.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"82 1","pages":"534 - 546"},"PeriodicalIF":2.9,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84003098","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 : 2022-06-01DOI: 10.1177/08948453221104493
Kyleigh Mann, Krystal N. Roach, Kimberly E. O'Brien
Although mentoring often confers valuable benefits to the protégé, mentoring may also entail costs (e.g., time, effort, ego threat), resulting in added stressors and strain. Drawing on the job demands-resources model, the present quantitative review examines how mentoring influences protégé stressors and strains. We reviewed 90 published and unpublished studies with at least one mentoring variable and one stressor or strain measure to identify commonly studied relationships to analyze (e.g., mentoring functions received and role conflict). Due largely to heterogeneity in the operationalization of mentoring, only 18 samples representing six effects could be aggregated. Results indicate that mentoring may have both positive and negative relationships with stressors and strains. This is consistent with the job demands-resources theory, which suggests that job demands induce strain, but these job demands may be mitigated by resources that may be available via characteristics of the mentoring relationship.
{"title":"Mentoring as an Investment: A Quantitative Review of Mentoring and Well-Being for the Protégé","authors":"Kyleigh Mann, Krystal N. Roach, Kimberly E. O'Brien","doi":"10.1177/08948453221104493","DOIUrl":"https://doi.org/10.1177/08948453221104493","url":null,"abstract":"Although mentoring often confers valuable benefits to the protégé, mentoring may also entail costs (e.g., time, effort, ego threat), resulting in added stressors and strain. Drawing on the job demands-resources model, the present quantitative review examines how mentoring influences protégé stressors and strains. We reviewed 90 published and unpublished studies with at least one mentoring variable and one stressor or strain measure to identify commonly studied relationships to analyze (e.g., mentoring functions received and role conflict). Due largely to heterogeneity in the operationalization of mentoring, only 18 samples representing six effects could be aggregated. Results indicate that mentoring may have both positive and negative relationships with stressors and strains. This is consistent with the job demands-resources theory, which suggests that job demands induce strain, but these job demands may be mitigated by resources that may be available via characteristics of the mentoring relationship.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"45 1","pages":"465 - 481"},"PeriodicalIF":2.9,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82229302","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 : 2022-05-24DOI: 10.1177/08948453221101588
Margo A. Gregor, Marianne Dunn, Devynn Campbell-Halfaker, J. Martín-Fernández, Anthony Ferrer, Simone Robinson
The current study set out to highlight the voices and stories of 129 female-identifying assistant professors in Science, Technology, Engineering, and Mathematics (STEM) who responded to open-ended questions regarding their perceived barriers, supports, and experiences on their journey toward tenure. The current study utilized Consensual Qualitative Research-Modified (CQR-M; Spangler et al., 2012) for the methodology and data analysis, as the current study included a relatively large number of women and brief qualitative data. Responses fell into four domains: barriers, supports, needed resources, and miscellaneous responses. Additionally, responses were compared between women in STEM fields with higher percentages of female faculty versus STEM fields with lower percentages of female faculty, with results indicating that women in STEM fields with lower gender equality reported more gender discrimination, more difficult colleagues, and less institutional or administrative supports and policies. Future directions and clinical implications are discussed.
目前的研究旨在突出129名科学、技术、工程和数学(STEM)领域的女性助理教授的声音和故事，她们回答了关于她们在争取终身职位的过程中所感受到的障碍、支持和经历的开放式问题。本研究采用共识定性研究-修正(CQR-M);Spangler et al.， 2012)的方法和数据分析，因为目前的研究包括相对大量的女性和简短的定性数据。回应分为四个领域:障碍、支持、所需资源和杂项回应。此外，对女性教师比例较高的STEM领域的女性与女性教师比例较低的STEM领域的女性的反应进行了比较，结果表明，性别平等程度较低的STEM领域的女性报告了更多的性别歧视，更难相处的同事，以及更少的制度或行政支持和政策。讨论了未来的发展方向和临床意义。
{"title":"Plugging the Leaky Pipeline:A Qualitative Investigation of Untenured Female Faculty in STEM","authors":"Margo A. Gregor, Marianne Dunn, Devynn Campbell-Halfaker, J. Martín-Fernández, Anthony Ferrer, Simone Robinson","doi":"10.1177/08948453221101588","DOIUrl":"https://doi.org/10.1177/08948453221101588","url":null,"abstract":"The current study set out to highlight the voices and stories of 129 female-identifying assistant professors in Science, Technology, Engineering, and Mathematics (STEM) who responded to open-ended questions regarding their perceived barriers, supports, and experiences on their journey toward tenure. The current study utilized Consensual Qualitative Research-Modified (CQR-M; Spangler et al., 2012) for the methodology and data analysis, as the current study included a relatively large number of women and brief qualitative data. Responses fell into four domains: barriers, supports, needed resources, and miscellaneous responses. Additionally, responses were compared between women in STEM fields with higher percentages of female faculty versus STEM fields with lower percentages of female faculty, with results indicating that women in STEM fields with lower gender equality reported more gender discrimination, more difficult colleagues, and less institutional or administrative supports and policies. Future directions and clinical implications are discussed.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"1 1","pages":"425 - 444"},"PeriodicalIF":2.9,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88575811","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}
Workforce shortages in the health and social care sectors are a relevant issue worldwide. One measure to mitigate workforce shortages is to improve working conditions and workers’ future prospects in order to encourage worker retention. Although studies have examined factors related to organizational turnover, less is known about the factors that lead to occupational turnover intentions. Drawing upon social cognitive career theory, this study examines the reasons behind health and social care workers’ occupational turnover intentions considering emotional exhaustion as an explanatory variable. The participants were 403 health and social care workers who responded to a questionnaire about 4 years after completing their vocational education and training at the upper-secondary level. Structural equation analyses revealed that affective occupational commitment showed the highest negative correlation with occupational turnover intentions. Furthermore, the results suggest that career-related outcome expectations, wellbeing, and supportive working conditions are crucial for designing effective interventions.
{"title":"Testing an Extended Social Cognitive Model of Occupational Turnover Intentions","authors":"Patrizia Salzmann, Simone Berweger, Zippora Bührer","doi":"10.1177/08948453221101404","DOIUrl":"https://doi.org/10.1177/08948453221101404","url":null,"abstract":"Workforce shortages in the health and social care sectors are a relevant issue worldwide. One measure to mitigate workforce shortages is to improve working conditions and workers’ future prospects in order to encourage worker retention. Although studies have examined factors related to organizational turnover, less is known about the factors that lead to occupational turnover intentions. Drawing upon social cognitive career theory, this study examines the reasons behind health and social care workers’ occupational turnover intentions considering emotional exhaustion as an explanatory variable. The participants were 403 health and social care workers who responded to a questionnaire about 4 years after completing their vocational education and training at the upper-secondary level. Structural equation analyses revealed that affective occupational commitment showed the highest negative correlation with occupational turnover intentions. Furthermore, the results suggest that career-related outcome expectations, wellbeing, and supportive working conditions are crucial for designing effective interventions.","PeriodicalId":47572,"journal":{"name":"Journal of Career Development","volume":"55 1","pages":"386 - 404"},"PeriodicalIF":2.9,"publicationDate":"2022-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86554659","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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