Career Development Quarterly最新文献

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.

The aim of this study was to validate the Turkish version of the Career Exploration and Decision Self-Efficacy (CEDSE) Scale with Turkish undergraduate students. Results show that with the sample of Turkish undergraduate students (N = 202) the Turkish CEDSE Scale had a two-factor structure with 12 items. The CEDSE Scale's two-factor structure was validated by a sample of Turkish undergraduate students (N = 255). Multigroup confirmatory factor analysis verified the measurement invariance of the CEDSE Scale across gender groups. The Turkish CEDSE Scale produced positive relations with measures of vocational outcome expectations and career decidedness as well as strong positive correlations with career decision-making self-efficacy. The CEDSE Scale scores produced statistically significant beta coefficients predicting vocational outcome expectations and career decidedness. The results support the concurrent and criterion-related validity of the CEDSE Scale. Calculations of Cronbach's alpha, McDonald's omega, and stability coefficients yielded evidence for the CEDSE Scale's reliability.

This study investigated the direct and indirect associations between social–emotional learning (SEL) skills, career decision self-efficacy (CDSE), vocational outcome expectations (VOE), and career engagement (CE) within social cognitive career theory (SCCT) in a sample of Turkish university students. Junior and senior students (N = 460) completed the Social–Emotional Learning Scale-Young Adult Form, the Career Decision Self-Efficacy Scale-Short Form, the Vocational Outcome Expectations Scale, the Career Engagement Scale, and the Demographic Information Form. Data was collected during COVID-19 lockdowns in 2021. The results of a multiple serial mediation model indicated that higher SEL skills were related to higher CDSE and VOE, and, in turn, to CE. Overall, the results show that SCCT provides a promising framework for identifying predictors of CE, self-directed career management behavior, in young adults during the transition from school to work. These findings have implications for theory, research, and practice by identifying potential influences on CE during COVID-19.

This study examined the clinical effects of career counseling on psychological distress and the role of counselor adherence, working alliance, and client neuroticism in predicting these effects. The 239 participants received an average of 7.81 sessions at a university career counseling center. Among clients with a clinical level of psychological distress (n = 179) at the study's inception, 55.87% recovered, 22.35% improved, 19.55% experienced no change, and 2.23% saw an aggravation of their psychological distress. Results showed that a higher level of counselor adherence to the intervention manual significantly increased the probability that clients recovered or improved as compared to not experiencing significant change. Working alliance did not predict clinical change, nor did it moderate the effect of counselor adherence. Clients who improved had higher levels of neuroticism than clients who recovered.

This article reports on the measurement properties of the Vietnamese versions of the Career Education and Development Scale-Senior and the Career Education and Development Scale-Tertiary. The International Labour Organization Vietnam facilitated collection of data from students in high schools (N = 1463) and universities (N = 645) who completed these new measures along with comparator measures of self-efficacy and career-related beliefs, and expectations. Confirmatory factor analyses revealed an eight-factor model equivalent for high school and university students. Correlations with comparator measures provide evidence of concurrent validity. These new measures of career preparedness support Vietnam's national efforts to advance career development, research, and practice. Future research recommendations focus on testing the measures’ properties across different sociocultural factors and gender.

Epilepsy is a neurological disorder experienced as seizures, which can occur at intermittent times along a continuum of severity. Currently, there is a need for scholarship exploring how epilepsy impacts career development. This reflective lifeworld phenomenological study examined, ‘‘How is career development experienced in individuals living with epilepsy? Eight participants were interviewed to explore the intersubjective contextual experience of the phenomenon. The resulting structural essence, running on ice in the midst of the fog, contains four constituents: existence of epilepsy, running on ice, the fog, and gaining traction. Implications for career development counseling and scholarship are described.

Within the larger framework of career construction theory, the present study investigated how future time perspective is related to career adaptability and whether grit may play a mediating role in this relationship. A sample of 483 university students (Mage = 20.03, 92.3% women) filled in scales measuring future time perspective dimensions (i.e., connectedness, value, extension, and speed), grit, and career adaptability comprised in an online survey. Findings showed that career adaptability was positively associated with connectedness and extension, and negatively associated with speed future time dimension. Further, grit was positively linked to career adaptability. In addition, grit mediated the relationships of future time dimensions with career adaptability. Results are discussed in terms of educational and counseling implications regarding university students’ future career construction in academic settings.