Career Development Quarterly最新文献

This study reports on the experiences of immigrants in a culturally responsive community entrepreneurship program named Poder. Immigrants make up a sizable proportion of the workforce and contribute to the US economy by creating jobs through entrepreneurship endeavors. However, research about culturally responsive programs for the immigrant community to assist in exploring entrepreneurship opportunities is lacking. The consensual qualitative research (CQR) method was implemented to analyze the interviews of 11 immigrant students, who participated in the 5-week program at a community college. Analyses revealed that students engaged in critical consciousness regarding barriers to entrepreneurship, educational values and barriers, achievement values, and the unique experience of immigrant entrepreneurs. Students addressed cultural advantages to reduce barriers during the program by engaging supports, family, technology, and community as resources. These strategies may be helpful to scholars, educators, and practitioners seeking to support immigrants in pursuing community entrepreneurship as educational and career pathways.

Our primary aim was to gain a better understanding of how leisure activities (i.e., physical activity, mindfulness, and vacation) may beneficially relate to workaholism and work stress. Secondary aims included exploring motivations for participating in the three types of leisure activities. The job demands-resources theory; conservation of resources theory; and detachment-recovery, autonomy, mastery, meaning, and affiliation model provided context for hypothesized relationships among the variables. Full-time employees in the United States (N = 367) were recruited via Amazon's Mechanical Turk community, and they completed an online survey. Leisure participation significantly moderated the relationship between workaholism and work stress (weakening it). The majority of motivations for mindfulness and vacation were related to mental/emotional health, with a more even split between mental/emotional health and physical health/appearance motivations for physical activities. Several policy and practice-based recommendations for prioritizing leisure engagement are provided.

Understanding the gap between students’ aspirations for postsecondary education and their actual postsecondary attainment is key to understanding and reducing educational and vocational inequities. Just as work volition has emerged as a key factor in understanding access to decent work, students’ sense of control over or volition in the college-going process may be a key factor in understanding their access to postsecondary education. In the current study, we adapted a common measure of work volition to create a measure of college-going volition (CGV). In a large sample of rural Appalachian high school students, the measure showed good psychometric properties and strong measurement invariance across gender and prospective college-generation groups. There were no gender differences in CGV, but prospective first-generation college students demonstrated significantly lower CGV than their continuing-generation peers. CGV also accounted for significant unique variance in college-going self-efficacy beyond educational barriers.

Based on career construction theory, this study examined the contribution of career adaptability to career choice satisfaction, with career decision-making self-efficacy as a mediator and socioeconomic status as a moderator. Nine hundred and fourteen Chinese final-year undergraduates were recruited. The results revealed that career adaptability directly influenced career choice satisfaction and indirectly through career decision-making self-efficacy, with some specific differences based on socioeconomic status. Particularly, the cooperation dimension of career adaptability was found to be negatively related to career choice satisfaction only among undergraduates with higher socioeconomic status. The findings have implications for research on career construction theory as well as for career education and counseling practices in universities.

Adolescence is an important stage in forming one's identity and developing career inspirations. The current empirical study aims to investigate gender and socioeconomic status (SES) differences in adolescents’ occupational possible selves. A total of 3336 sixth- to eighth-grade students participated in the survey research and reported (1) hoped-for occupation, (2) desire for the hoped-for occupation, (3) likelihood of attaining the hoped-for occupation, and (4) whether and what actions were taken toward the hoped-for occupation. A series of regression models and advanced natural language processing techniques were applied to the survey data. Results revealed evident gender differences and some nuanced SES differences in the named occupational possible selves with a significant interaction between gender and SES on adolescents’ career-related actions. However, this study did not find gender or SES differences in adolescents’ desire to pursue their occupational possible selves.

Career practitioners in Uganda are challenged to help students achieve personal agency in designing and implementing preferred career paths when faced with the increased uncertainty. The need for services vastly exceeds the supply of practitioners. Cognitive information processing (CIP) theory describes key elements required for informed decision-making and a decision-making approach that considers the context of internal and external influences. CIP also offers an innovative delivery model designed to increase access while optimizing resources. In this article, we describe the applicability of CIP theory in meeting the career needs of students seeking career services at a university in Uganda. We discuss program integration challenges faced such as limited staff and resources, as well as specific student characteristics that act as barriers to seeing the value of personally engaging career problem-solving. Results from a workshop survey and anecdotal comments about the integration of CIP into career service delivery are provided.

Middle school years are when young people need environmental support for career development. In this context, parents play an essential role in the career development of young people. The sample of the study consisted of 368 middle school students (236 girls, 132 boys). The model of the mediating role of self-oriented perfectionism between parental support and career development in middle school students was tested. Participants completed self-report data collection tools to assess career development, career-related parental support, and perfectionism. As a result of the analyses in which the structural equation model was used, it was determined that the model showed a good fit. In addition, self-oriented perfectionism has a mediating role in the relationship between parental support and career development. These results are thought to be essential for the guidance services to be applied in career development.

Based on the career construction model of adaptation, this study examined the relationships of career adaptability with measures of adaptivity, and adaptation results. Specifically, we investigated the link among perceived social support, career adaptability, and innovative behavior in the Turkish context. Data were collected from 171 employees. Results indicated that perceived social support positively affected career adaptability, as expected. Contrary to expected, there was no significant relationship between innovative behavior and career adaptability and social support. In addition, career adaptability did not act as a mediator in the association of social support and innovative behavior. Implications and directions for future research were discussed.

Individuals who have experienced incarceration are an underserved population in need of career development to reduce barriers to employment. Given the high rates of disability and health concerns for individuals who have been previously incarcerated, this study explored the relationships between individual health functioning, vocational identity, core self-evaluations, and community integration. Using structural equation modeling structural regression, results showed that functional difficulties negatively impact vocational identity and core self-evaluations. Conversely, core self-evaluations significantly improve community integration and mediate a positive relationship between vocational identity and community integration. Career development activities aimed at core self-evaluations and increasing meaning in employment may reduce some of the barriers experienced by individuals post incarceration.

Many studies validate career construction counseling (CCC); however, counselors’ experiences of using early recollections (ERs) in CCC have garnered little research attention. Preliminary research among career counselors in Norway has revealed skepticism about using ERs, owing to aspects such as associations with therapy. Therefore, this study examines career counselors’ experiential reflections on using ERs in CCC. Through thematic analysis of multistage focus group interviews from action research with 16 career counselors, their experiential reflections on using ERs in CCC were identified. Necessary awareness for using ERs in CCC is discussed, and the study indicates career counselors’ raised awareness regarding role understanding and a need for promoting career counselors’ emotional and narrative competences. A dual training process is suggested, combining being counseled using CCC with both theoretical and practical training along with a professional community for reflections. Practical implications and limitations are discussed, and directions for future research are suggested.