Career Development Quarterly最新文献

Despite the rise in scope and role of campus career centers and the role of faculty in career advising, faculty perspectives on undergraduate careers have received minimal scholarly attention. We conducted a qualitative study bounded in a medium-sized R1 institution (i.e., a doctoral university with very high research activity in the Carnegie Classification of Institutions) in the Northeast to examine faculty perspectives on undergraduate career development and undergraduate career services. Eight faculty members participated in semistructured focus groups allowing for in-depth conversations and analysis. Using thematic analysis (Braun & Clarke, 2006), we identified five principal themes: (a) positive impressions of the career center, (b) barriers to faculty engagement, (c) collective responsibility for students' career development, (d) nonlinear career paths, and (e) student perceptions. Results indicate career centers should engage faculty as a constituent group, describe to faculty how centers help students address broad career questions, and tailor resources for faculty. Future research with larger, more diverse, and multi-institutional samples of faculty could expand knowledge in this area toward improved synergy between faculty and career centers in promoting student career development.

We used survey data to examine the associations of recent health symptomatology and illness perceptions with work volition among 129 college students who had chronic health conditions. Recent health symptomatology and illness perceptions were both negatively related to work volition. Whereas illness perceptions had incremental validity over recent health symptomatology in the prediction of work volition, recent health symptomatology did not add significantly to the explained variance beyond illness perceptions. Assessing illness perceptions provides a more complete understanding of the potential impact of health conditions on students' work volition than does recent health symptomatology alone, and counselors are advised to help clients modify illness perceptions if they are based on inaccurate information.

We sought to determine the extent to which sociodemographic characteristics indirectly influence the relationships among self-efficacy beliefs, feminist attitudes, and career aspiration domains. A group of college students (N = 1,129; 37% racial minorities) from an urban midwestern university participated in the study. Two moderation analyses were conducted and yielded interaction effects of Self-Efficacy Beliefs × Gender on leadership aspiration (p = .01) and Self-Efficacy Beliefs × Sexual Orientation on leadership aspiration (p = .050). Results indicated that a stronger endorsement of self-efficacy beliefs led both male and lesbian, gay, bisexual, queer, intersex, and questioning (LGBQIQ) students to seek out leadership positions within their chosen career field. The effect of feminist attitudes on achievement aspiration was stronger for LGBQIQ students than for heterosexual students (p = .044). On the basis of these results, we present several recommendations to aid career counselors in their work with college students to promote an increase in self-efficacy and to increase career aspirations.

Attending to clients' psychological needs during career counseling merits more attention in career theory and practice. We describe how the elaboration of clients' needs during career construction counseling supports clients' problem formulation. After reviewing the literature on the psychology of needs, we present and illustrate an intervention strategy with a case example. Counseling vignettes from the initial counseling task of problem formulation illustrate how to facilitate clients' narrative symbolization of their emotional experiences and associated needs. We explain how this strategy contributes to deepening clients' understanding of their problems and facilitates both the rewriting of a career narrative and the construction of new career plans. Analysis of the possibilities and limits of this practice merits attention in career counseling process research.

Large gaps in the science, technology, engineering, and mathematics (STEM) labor market exist due to high STEM undergraduate attrition rates. I examined career search self-efficacy as a predictor of STEM major persistence in a sample of undergraduate engineering students (N = 100). Results suggested that higher career search self-efficacy scores were associated with increased odds of persisting in an engineering major. Implications for using career development theory in STEM career planning courses and future STEM undergraduate persistence research are discussed.

We examined relationships among career-related parental support, vocational identity, and career adaptability in a sample of 1,163 Chinese technical college students. Structural equation modeling of the relationship between career-related parental support and students' career adaptability revealed positive mediation effects of three types of vocational identity (career commitment making, identification with career commitment, and in-depth career exploration). In contrast, career self-doubt exhibited a negative mediation effect. Multigroup structural equation modeling showed that there were stronger relationships in male-identified students than in female-identified students between career-related parental support and career commitment and career exploration. Among male-identified students, in contrast to female-identified students, there was a significant and negative association between career self-doubt and concern, and there was a positive association between in-depth career exploration and concern. These results have implications for supporting parents in facilitating children's career adaptability. Future research could identify the differential effects of paternal and maternal support on career adaptability.

Promoting college student retention and career success remains a primary goal for higher education. Toward this end, we examined the role of goal congruity and self-connection in the extent to which students feel positivity toward their major. Specifically, we tested the role of self-connection in the relationship between goals and positivity toward college major among 188 college students. When we examined communal goals, a moderated indirect effect emerged, suggesting that communal goals related to self-connection only when students' majors did not provide communal affordances. For agentic goals, an indirect effect emerged such that endorsing agentic goals (regardless of agentic affordances) promoted self-connection. In both cases, self-connection then related to views toward one's major. These results suggest that communicating the communal value of majors to college students might promote self-connection and have positive implications for retention of college students. Furthermore, encouraging students to consider their communal and agentic goals might lead to feeling positively toward their major.