Career Development Quarterly最新文献

This study focused on examining counseling trainees’ perceptions of meaningful work as a resilience factor against decreased career choice satisfaction, which is related to burnout experience. As a result of latent moderated structural equation modeling, academic burnout and meaningful work were significantly related to career choice satisfaction. Furthermore, meaningful work significantly buffered the negative relationship between academic burnout and career choice satisfaction. Our findings suggest that meaningful work plays both compensatory and protective roles against the negative effect of academic burnout on career choice satisfaction. We provided implications for counselor training and preparation.

In recent years, career development scholars and practitioners are increasingly interested in the concept of career calling. However, the psychological mechanisms underlying the process of its discernment remain obscure, and intervention research is scarce. In this study, we implemented a quasi-experimental pretest–posttest design with intervention (n = 42) and control group (n = 66) to test a 9-week elective course designed to help college students find their callings. The course included an investigation of strengths, values, and interests, followed by their integration into personal mission and finding occupations that allowed to implement that mission in real life (potential callings). The study was conducted in a major Russian university located in Moscow. Be the end of the course, the participants had a stronger sense of calling, perceived more meaning, and felt more authentic. The results of this study can be used by university career services, as well as private counselors.

Helping individuals make a career decision is a key aim of career counseling. Determining how to encourage self-regulated learning and behaviors needed to achieve this goal often underlies career interventions. The English version of the Career Exploration Behavior survey (CEB-E) measures activities individuals engage in to learn about career options. The present study explored the psychometric properties of the CEB and its impact on various career outcomes. In the first study (N = 498), a good-fitting second-order factor model with four group-level scales and loadings was retained as the best model. In the second study (N = 143), convergent validity and incremental validity of the CEB dimensions were explored through correlation and regression analyses. The CEB predicted commitment making, metacognitions, and vocational identity. Results suggest the CEB-E is a psychometrically sound assessment of career exploration behaviors with potential utility for theory development, program evaluation, and monitoring client progress.

The procedures developed by Gati and colleagues to interpret scores in the Career Decision Difficulties Questionnaire were implemented to examine difficulties’ profiles among self-identified decided college students who reported being either comfortable or uncomfortable with their career choice. Of the 583 participants, 92.5% were career decided and 7.5% were undecided. Close to half (47.2%) of the career-decided students self-identified as uncomfortable with their career choice and reported similar career decision-making difficulties as their undecided peers. The most salient difficulties among decided uncomfortable students were general indecisiveness and lack of knowledge regarding occupations and the decision-making process. Greater difficulties related to lack of knowledge about oneself, and internal conflicts predicted membership in the decided uncomfortable group versus the decided comfortable group. Results indicated that career-decided students are not a homogenous group. Implications of the findings for career counseling with decided uncomfortable college students are discussed.

This qualitative exploratory cross-case analysis analyzed the beliefs and practices of high school counselors related to science, technology, engineering, and mathematics (STEM) academic advisement, postsecondary planning, and career participation. Interviews were conducted with high school counselors (N = 13) who were purposively sampled to represent a diversity of schools in terms of demographic variables. Findings indicated that high school counselors perceived that (a) sociocultural factors influenced student preparation for STEM, career planning, and decision making; (b) students’ STEM-related career goals and academic behaviors were sometimes misaligned, and academic advisement often mediated this tension; and (c) their professional STEM knowledge, beliefs, and practices were influenced by professional preparation, workplace characteristics, and their academic experiences. Implications include the need for early, sustained high school STEM counseling and academic advisement; accessible professional development in STEM preparation and careers to promote multiple pathways and reduce school counselor bias; and encouraging family involvement in STEM career decision making.

An individual's career path choice is a unique decision that can be relatively difficult to change and lead to significant consequences. A well-planned career decision-making process helps individuals to be successful in an occupation. However, an undesirable decision-making process may hinder career development. This type of undesirable decision-making possibly leads to regrets in a career; if not addressed, these regrets may be highly destructive. To deepen the understanding of the reasons leading to it, this study focuses on the mediator role of career adaptability and career construction regarding the relationship between hope and regret. We collected the data through convenience sampling, and the participants comprised 550 Turkish university students. Each participant completed Dispositional Hope Scale, Student Career Construction Inventory, Career Adapt-Abilities Scale—Short Form, and Career Decision Regret Scale. The results revealed that career adaptability and career construction had significant mediator effects regarding the relationship between hope and career regret.

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.