Career Development Quarterly最新文献

Despite the importance of students exploring career options, developing career readiness, and experiencing a successful transition to the workforce, historically excluded populations’ participation in career development remains low. Additionally, career development professionals continue to feel unsupported in their diversity, equity, and inclusion (DEI) practices and in incorporating DEI in their respective roles. This multicase study uncovers a mirage approach to the work of career development professionals, providing opportunities to engage in this work, yet largely leaving DEI work unsupported in their quest to incorporate it into their spaces. Results indicate the larger impacts of navigating a lack of support as well as the oppressive intuitional structures that persist while engaging in DEI pedagogy and praxis.

Building on the self-determination theory and the work of Pelletier and their colleagues, we conducted a study to examine the antecedents of mentors’ interpersonal behaviors. The purpose of this study was to determine how influence from above (administrative, practice, and colleagues’ pressures) and influence from below (perception of mentees’ level of self-determined motivation) were related to the mentors’ motivations for their work and the mentoring relationship, and how the mentors’ motivations were related to their interpersonal behaviors. In the present study (N = 600), the results of a cross-sectional design showed that mentors who perceived greater influence from above and lower influence from below were more non-self-determined toward their work and the mentoring relationship. In turn, the more non-self-determined they were, the more they were acting in a controlling manner with their mentees. Overall, our findings supported the independent and complementary role of influences from above and from below on mentors’ motivations and interpersonal behaviors.

Based on the Psychology of Working Theory, this study examined the influence of contextual factors and psychosocial resources on school-to-work transition. Data were collected from 781 senior university students in Türkiye, and the relationships between economic constraints, marginalization, general self-efficacy, career adaptability, perceived future employability, and future decent work were examined. According to the results, economic constraints and marginalization negatively predicted perceived future employability and future decent work. Marginalization significantly predicted general self-efficacy and career adaptability, whereas economic constraints were not associated with two psychosocial resources. General self-efficacy significantly predicted career adaptability, while it was not related to perceived future employability and future decent work. Career adaptability significantly predicted perceived future employability but not future decent work. Lastly, perceived future employability significantly predicted future decent work. The findings revealed the significant influence of contextual factors on the school-to-work transition. Implications and suggestions for future research directions were also discussed.

This study examines how idiosyncratic deals (I-deals) affect older workers’ preferred retirement age. Drawing on basic psychological needs theory, we specifically investigate the role of need satisfaction at work in explaining this relationship. By means of confirmatory factor analysis (CFA) and structural equation modeling (SEM), our hypotheses were tested in a sample of 4234 employees aged 65 years or older in a large public-sector organization in Sweden. The findings suggest that employees with negotiated I-deals concerning schedule flexibility or financial incentives experienced greater need satisfaction and preferred to retire later than those without such deals. Additionally, task and work responsibility deals were shown to directly and positively predict retirement preferences. This study offers new insights into how I-deals could delay the preferred retirement by fulfilling basic psychological needs. It may thereby inform interventions to increase need satisfaction at work and the implementation of policies for recruiting and retaining older workers.

Parents greatly affect youth's vocational and educational development. The objective of the study was to investigate how parental support in career development affects adolescents’ learning engagement and the mediating effects of four career adaptability aspects and life meaning. The participants were 516 high school students from Guangdong, China. The study found that: (1) Career-related parental support had a positive impact on learning engagement; (2) career confidence and life meaning acted as mediators connecting career-related parental support with learning engagement; and (3) there was a chain mediation path among career-related parental support, career concern, control, and confidence, life meaning, and learning engagement. Our findings add to the prevailing literature by confirming and extending self-determination theory as well as career development and systems theory. Based on these findings, we hope that schools and parents may implement some interventions to promote the academic engagement of students.

Career adaptability is a key resource for adapting to and transitioning into careers. However, gaps are found in the research on career adaptability. This study examined whether proactive personality, future-proofing, psychological capital, and technology readiness predict career adaptability and whether career adaptability mediates the relationship between these predictors and career motivation. The data from 455 Malaysian recent university graduates found career adaptability to mediate the relationship between all predictors and career motivation. They positively affected career adaptability, which in turn, increased career motivation. While, in the presence of predictors of individual characteristics, technology readiness was not significant in predicting career adaptability, it predicted career motivation. The study recommends enhancing career adaptability and personal traits through interventions and training, stressing the importance of integrating technology into higher education to promote career motivation and readiness for adapting to the future work environment.

This study reports on career development professionals’ (CDPs) understanding and use of cultural competence in their work with international students. The Multicultural and Social Justice Counseling Competencies guided the study as a conceptual framework based on the literature on international student experiences. The research team used an exploratory qualitative design informed by the community-based participatory and social justice research approaches. The study included two phases: a survey (n = 33) and semi-structured interviews (n = 12). The survey results indicated limited familiarity with specific competency frameworks and informed the semi-structured interviews. Five themes emerged: (1) Awareness of intersectionality and systems of oppression; (2) the need for a holistic approach to career services; (3) specific cultural competence skills; (4) systemic barriers for both international students and CDPs; and (5) the need for advocacy on behalf of and with international students. The findings are discussed with implications for CDPs, institutions, and systemic change.

To succeed after graduating, university students must develop and communicate their career-related competencies to hiring managers or graduate admissions committees. Co-curricular activities (e.g., volunteering, mentoring) coupled with reflection can facilitate students’ career exploration and help them understand, develop, and apply their career-related competencies. Yet, as a scientific community, we need to learn more about the role of co-curricular programming in helping students to effectively articulate their learned competencies. We draw on past research to develop and test a model of university student competency articulation proficiency. A serial mediation model predicted students’ learning goal orientation would influence their co-curricular engagement, which, in turn, would predict career exploration and decision-making self-efficacy and self-reported competency articulation proficiency. We surveyed 126 students enrolled in co-curricular programming at a university in North America. Results largely supported the hypothesized model. Learning goal orientation, directly and indirectly, affected career exploration and decision-making self-efficacy and competency articulation proficiency.

While extensive research has explored the taxonomy of career indecision, a longitudinal examination of the joint operation of major indecision factors is lacking. Tracking a sample of US college students (n = 261) over three time points, the current study examined a mediation model involving lack of readiness, neuroticism/negative affectivity, interpersonal conflicts, need for information, and choice/commitment anxiety. The results showed that need for information mediated the positive predictions of lack of readiness and interpersonal conflicts for subsequent choice/commitment anxiety. However, neuroticism/negative affectivity did not predict need for information while controlling for lack of readiness and interpersonal conflicts. Therefore, the current study suggests that motivational and interpersonal barriers could undermine readiness for committing to a career direction because these barriers could impede information collection. The theoretical and practical implications of this study are deliberated along with its limitations and recommendations for future studies.

Previous research has revealed higher career adaptivity leads to higher career adaptability from between-person perspective. However, the construction of career adaptability is dynamic rather than static, so how career adaptivity influences episode-level career adaptability from a within-person perspective is critical but unknown. Drawing on career construction theory, we examined how future orientation, considered part of career adaptivity, influences weekly career adaptability. One wave of between-person data (N = 97) and four waves of within-person data (repeated measures) were collected from undergraduates in a Chinese university. The results found that future orientation positively predicted weekly career adaptability, and weekly future work self-mediated the relationship between them. Loneliness negatively moderated the relationship between future orientation and weekly future work self and further negatively moderated the indirect effect of weekly future work self between future orientation and weekly career adaptability. The theoretical and practical implications are discussed.