Career Development Quarterly最新文献

This study investigated whether cognitive adjustment at work (CAW) mediates the relationship between future work self-salience and proactive career behaviors. Data were collected from 763 Chinese employees, aged between 22 and 58 years at the baseline time point, and a total of 548 participants provided data at the two subsequent time points (baseline, 3-month follow-up, and 6-month follow-up). Self-report questionnaires assessed participants’ future work self-salience, CAW, and proactive career behaviors. Mediation analysis using a fixed-effect cross-lagged panel model was conducted on the longitudinal data and showed that CAW mediated the relationship between future work self-salience and proactive career behaviors. These findings contribute to our understanding of the mechanisms influencing the relationship between future work self-salience and proactive career behaviors and have important implications for the promotion of employees’ proactive career behaviors and enhancing their career management skills.

Learned helplessness (LH) experienced by university students in emerging adulthood during their career development process may harm their proactive career behaviors (PCBs). However, information on which variables can be utilized to buffer this negative effect is very limited in the literature. The purpose of this study was to determine whether there is a mediating role of quest for significance (QS) and purpose in life (PL) in the effect of LH on emerging adults’ PCBs. The study group of the research consists of 316 individuals living in Türkiye and in emerging adulthood. The data were obtained using a demographic information form and four different self-report scales. According to the results of the study, it can be said that emerging adults’ LH makes it difficult for them to exhibit PCB. In addition, the relationship between emerging adults’ LH and PCBs was mediated by a QS and PL. In this context, in order to overcome the negative effect of LH on emerging adults’ PCBs and to increase their PCBs, the positive effects of QS and PL variables on individuals can be utilized.

Grounded in the Psychology of Working Theory (PWT), the current study aimed to explore the mediating role of psychological capital in predicting decent work. By utilizing the sample of 309 academic supporting staff at a Thai university, the mediation model was tested where psychological capital mediated the pathway from economic constraint to decent work. Results were mainly consistent with the previous PWT research but also showed divergent results. Economic constraint was shown to have a negative effect on psychological capital, which predicted decent work. In our model, work volition and career adaptability also showed to predict psychological capital, suggesting that those who have higher levels of work volition and career adaptability possessed higher psychological capital. Our study results shed light on the importance of psychological capital in enhancing the individuals’ psychological resources to attain decent work. Practical implications and limitations of the study are discussed.

We examined the work value profiles of Finnish ninth graders (n = 884, 56% girls) in terms of Intrinsic, Extrinsic, Social, Status, Autonomy, and Stimulation values. Furthermore, we examined profile differences in levels of (a) career decision-making self-efficacy, (b) task values related to career planning, and (c) engagement with upper secondary education (i.e., satisfaction with educational choice, dropout intentions). Latent Profile Analysis (LPA) identified three profiles—Ambitious (∼24%), Meaning-seeking (∼56%), and Compensation-oriented (∼18%)—which were replicable and stable from Grade 9 Fall to Spring. Membership in the Compensation-oriented group was associated with the lowest levels of career decision-making self-efficacy, task values related to career planning, satisfaction with posttransition educational choice, and the highest levels of secondary school dropout intentions. In contrast, membership in the Ambitious group was associated with the highest levels of career decision-making self-efficacy, highest task values related to career planning, and highest satisfaction with posttransition educational choice.

This study explores the long-term outcomes of the Employability and Career Self-Management group career intervention for unemployed adults based on social cognitive career theory. The intervention aimed to increase employability and career self-management resources through modules focusing on self-awareness, contextual exploration, and career action plans. Twenty-two participants, randomly selected from a total sample of 143, aged 25–64 years, were interviewed 1-year postintervention using a semi-structured format to assess perceived change and impact. Thematic analysis identified four deductive themes (employability dimensions) and two inductive themes (critical ingredients and recommendations). Participants perceived improved awareness of their career goals, work experiences, and networks, linking them to developments in their human capital, social capital, career identity, and environmental monitoring. Critical to the perceived success of the intervention were individualized feedback, reliable labor market information, psycho-educational activities, and social support. The study highlights the impact of the intervention on participants’ employability and career self-management.

Career decision-making significantly impacts high school students' academic and career trajectories. Although career interventions are recognized as important, gaps persist, particularly in programs targeting Chinese high school students and the inconsistent findings on gender differences. This study evaluated the effects of career courses and group counseling on Chinese high school students. Study 1 assessed the impact of a career course on 308 first-year high school students. The course increased self-efficacy but did not reduce career decision-making difficulties. Notably, gender differences were observed: male students reported increased difficulties, while female students showed a decreasing trend. Study 2 combined a career course with group counseling. The combined intervention significantly reduced career decision-making difficulties, with no gender differences. These findings suggest that career courses boost self-efficacy but adding group counseling helps address career decision-making difficulties. Our study also highlights the need for gender-responsive strategies.