Career Development Quarterly最新文献

Although both theoretical and empirical studies have revealed the impact of career learning experiences on career decision-making, most studies have ignored the interwind relationships between different career learning experiences. Thus, the present study employed a person-centered approach to explore the different latent profiles of the career learning experiences that arise among Chinese college students and to examine how these profiles are related to career decision-making difficulties. A sample of 1737 college students (72.7% females) completed the Chinese version of the Career Exploration and Decision Learning Experiences (CEDLE-C) and Career Decision-making Difficulties Questionnaire (CDDQ). Four career learning experience profiles were identified: the multi-source profile (5%, 79) characterized by high levels of personal mastery experience (PME), verbal persuasion (VP), vicarious learning (VL), and positive emotion (PE) and very low level of negative emotion (NE), the high-mid-source profile (42%, 723) characterized by these experiences slightly above mean levels, the mid-source profile (45%, 789) characterized by mean levels of these experiences, and the unconfident profile (8%, 146) characterized by very low levels of PME, VP, VL, PE, and high level of NE. These four profiles differed in career decision-making difficulties. Students in the unconfident profile experienced the most career decision-making difficulties. The implications of these findings for further research and practices are discussed.

Researchers suggest that personal and contextual factors may interact to predict career calling; however, the antecedents of career calling have received less research attention. Consequently, the aim of this research is to develop and test a research model that investigates work engagement and professional identity as mediators of the effect of social support on career calling among 456 Chinese special education teachers. Structural equation modeling analyses revealed that perceived social support predicted high levels of work engagement, professional identity, and career calling. Furthermore, work engagement and professional identity simultaneously and sequentially mediated the relationship between perceived social support and career calling. Our findings suggest that supportive social relationships may increase the willingness to dedicate one's time and efforts and enhance the clarity of professional identity, ultimately fostering a sense of career calling. This research would be valuable to both academics and practitioners who are seeking to explore various antecedents of career calling.

The utilization of the Career Construction Interview (CCI) is advancing throughout the career counseling field. The narrative social constructivist approach assists clients in accentuating and narrating a personal career story that highlights attitudes, skills, and behaviors for their career planning and development. The CCI is recommended for use across diverse cultures and groups. However, more insight is needed into how career counselors can use the CCI to implement a trauma-informed approach and reduce the risk of re-traumatization. This article presents an review of trauma in career counseling, the CCI, and trauma-specific considerations for diverse populations that present for career counseling. Next, the authors present questions from the CCI and how trauma may affect the responses to these questions. Alternative prompts are provided that align with the original purposes of these questions and provide similar storied responses to aid the client in building a useful narrative for career development. Additionally, the authors present a brief case example implementing these alternative prompts and their effectiveness in application.

The present study aimed to examine the long-term associations between self-esteem and career adaptability and to investigate the moderating roles of parental and peer support in these associations. The two-wave longitudinal study used a sample of 3126 graduates from vocational upper secondary education during their career transition. Questionnaires were administered at two time points: 2 months before graduation (T1) and 10 months after graduation (T2). The results of linear regression and moderation analysis showed that (1) self-esteem had a longitudinal positive effect on career adaptability, (2) perceived parental and peer support did not have significant effects on career adaptability, and (3) peer support served as a moderator in the relationship between self-esteem and career adaptability. The findings emphasize the psychosocial nature of career adaptability and highlight the role of perceived peer support in the career adaptability of vocational education graduates during their career transition.

Networking helps people explore careers and find jobs. To date, the scientific literature has described few evidence-based techniques for boosting networking self-efficacy in university students. Here, two studies assessed the effectiveness of informational interviewing as a theory-based technique for improving networking self-efficacy. Study 1 (n = 90) used a pre–post, quasi-experimental design and found participants who conducted a virtual informational interview with business professionals reported higher networking self-efficacy at posttest than participants in a comparison condition. Study 2 (n = 72) used a single-group design with three measurement occasions and found self-reported learning during an in-person informational interview moderated the relationship between participants’ pre- and posttest networking self-efficacy. Results suggest that informational interviewing can be an effective technique for increasing networking self-efficacy among university students.

An established suicide protective factors mnemonic is beneficial to career counselors as career-related suicide concerns increase. SHORES stands for skills and strategies for coping (S), hope (H), objections (O), reasons to live and restricted means (R), engaged care (E), and support (S). This literature-backed suicide resiliency tool applies across client populations and to career assessment, intervention, and ongoing counseling. We establish the clear overlap between work and suicide, describe SHORES applied in career counseling, and provide an illustrative case example. Particular implications include SHORES in screening and comprehensive client conceptualization as well as needed research on SHORES in career practice.

This study tests an add-on procedure to foster change in Career Construction Counseling by eliciting reconceptualization innovative moments. After the career counseling intervention with 42 participants, 21 participants were allocated to the add-on procedure, consisting of two additional sessions focused on eliciting reconceptualization innovative moments In turn, participants in the comparison group attended two extra intervention sessions in which the lifetime task was used. Outcome measures assessing vocational behavior and psychological distress were applied at the onset, at the end of counseling and after the two additional sessions. The findings show that Career Construction Counseling was effective, allowing a significant increase in vocational certainty, vocational identity, career decision-making, and a decrease in psychological distress. After counseling, participants in the add-on intervention fostering reconceptualization innovative moments revealed greater gains in vocational identity and psychological distress than those in the comparison group. The practical implications of these findings are discussed.

This study examines young children's career aspirations, gender differences in those aspirations, and children's perceptions of the amount of math and science used in careers. We asked 1634 students in first to third grades what job they wanted in the future and how much they thought they would use math or science in it. Career aspirations were sorted into 27 career categories, of which 12 showed significant gender differences. Notably, boys were more likely to indicate military, manual labor, and math/computer science careers, and girls were more likely to indicate stay at home parent, education, and animal care careers. Students aspiring to science, technology, engineering, and mathematics (STEM) careers thought they would use science, but not math, more than non-STEM-aspiring students did. School counseling interventions focused on specific STEM subfields, and education highlighting links between school subjects and careers requirements may benefit students and reduce gender inequality in STEM fields.