Career Development Quarterly最新文献

In this meta-analysis, correlations of personality traits and career decision-making self-efficacy with self and environmental career exploration were estimated across 71 samples and a pairwise sample of 19,846. Traits included the Big Five personality traits, shyness, locus of control, vocational decision styles, and stress. Many measures of career exploration were based on scores of self and environmental exploration on the Career Exploration Survey. Results varied by characteristics with the largest effects for locus of control, vocational decision style: thinking-feeling and self-efficacy. Environmental exploration and self-exploration were moderately correlated and demonstrated different relations with traits that were consistent with theory. Self-exploration was related to openness to experience and unrelated to extraversion, while environmental exploration was correlated with extraversion. Both were similarly correlated with conscientiousness such that conscientious individuals were more likely to engage in career exploration.

College students may present with career concerns that are interrelated with personality and psychological factors. Various authors have highlighted the need for career practitioners to take a holistic approach with clients seeking assistance. This research examined the intersection of personal and career characteristics, specifically personality and negative career thoughts. A total of 128 undergraduate students in five career course sections completed the NEO-Five Factor Inventory and the Career Thoughts Inventory. A hierarchical multiple regression showed that 27.1% of the variability in negative career thoughts was explained by the combined effect of Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness. Personality factors had significant moderate correlations with specific aspects of negative thinking, including Decision-Making Confusion (DMC) and Neuroticism and Conscientiousness. Commitment Anxiety (CA) was significantly correlated with Neuroticism and Conscientiousness. We discuss how the findings highlight the intersection of career and personality factors, and the implications for theory, practice, and future research

The current study examined the relationship between gender discrimination and a form of career decision-making difficulties: emotional and personality-related career decision-making difficulties among female Chinese college students. It further examined the buffering effect of coping styles on the above relationship. A series of hierarchical regression analyses were conducted on a sample of 1427 female Chinese college students from 19 universities located in different regions in China. Results indicated that only suppressive style of coping served as a buffer on the relationship between gender discrimination and career decision-making difficulties. Also, gender discrimination, reflective style of coping, and reactive style of coping were positively associated with career decision-making difficulties. These results supported the need to develop career interventions focusing on discussion of gender discrimination, its impact on one's career decisions, as well as teaching distraction coping strategies in reducing the negative impact of gender discrimination on career decision-making difficulties among female Chinese college students.

Science interest is decreasing in the United States, and Americans of all ages have growing mistrust toward science and scientists, potentially sourcing these negative perceptions from their youth and today's popular culture. Understanding the nature of how K-12 students perceive scientists and science careers is vital to understanding how their perceptions of science and scientists turn toward negative or harmful stereotypes of scientists and science, causing them to eschew science and science careers. This study used the circumscription and compromise (C&C) theory of career development to discern when (grade level), why (gender), and how (perceptions) students eliminate (circumscribe) science careers within distinct stages of development, thus compromising on what they perceive to be an acceptable future career. Using the Draw-a-Scientist Test, 576 students from two private, K-12 schools in Texas and North Carolina were sampled to model how (using prescribed C&C stages) and why (via thematic coding) this circumscription occurs.

With older workers staying in or re-entering the workforce post-retirement, there has been growing interest in the aging workforce. This study examines how active seniors’ job changes impact life satisfaction through person–job fit and job satisfaction. Drawing on conservation of resources, person–job fit, and spillover theories, we developed and tested a serial multiple mediation model on 2183 active seniors using the Korean Labor and Income Panel Study data. The results of PROCESS macro analysis showed that (a) job change negatively affects life satisfaction, (b) both person–job fit and job satisfaction parallelly mediate the job change and life satisfaction relationship, and (c) there is a serial multiple mediation effect of person–job fit and job satisfaction on the job change and life satisfaction relationship. Our study reveals the link between work and nonwork domains as informed by the three theories, extends the existing literature on life satisfaction from a bottom-up perspective, and considers cultural characteristics.

The association between a proactive personality and entrepreneurial career intention with the moderating effect of social class (socioeconomic status and subjective social class) was examined in Chinese college students in the current study. After controlling for gender and university grade, a proactive personality was discovered to positively predict entrepreneurial intention (both goal intention and implementation intention) among a sample of 367 college students (228 females and 139 males; 119 freshmen, 166 sophomores, and 82 juniors). Subjective social class strengthened the relationship between a proactive personality and entrepreneurial intention, whereas socioeconomic status did not significantly moderate this relationship. Finally, the implications of the results and suggestions for future research were discussed.

This study extends the investigation of future-oriented emotions by investigating students’ emotional anticipation profiles at the prospect of the school-to-work transition. Among 2882 students, latent profile analysis revealed the emergence of four qualitative and quantitative distinct profiles. We also examined the profile similarity across gender, educational type, and the remaining time before the transition. Men and women exhibited both qualitative (i.e., profile shape and prevalence) and quantitative (i.e., levels of profile indicators) differences. However, we found no quantitative differences with regard to the educational type and the remaining time before the transition. To the best of our knowledge, this research is the first to document the complex interaction between anticipatory and anticipated emotions and the suitability of a person-centered approach for investigating emotional experience, especially among men and women. It provides essential practical information for developing a preventive strategy regarding the emotional anticipation of the school-to-work transition.

The specific processes of transitions or turning points have been studied in different fields, notably vocational psychology, career development, sociology, and the life-course approach. However, little work has brought together these different strands of research. To fill this gap, we explore the issue of temporality, raised to varying degrees by each approach, with the aim of showing its heuristic value in the study of career transitions. After clarifying a number of concepts, we describe research methodologies that can be used to identify temporality and suggest keys of comprehension to understand transitions from a temporal angle. Finally, we describe intervention avenues that take temporality into account to support people in career transition. Covering the past, the present, and the future, they aim to stimulate self-reflection in order to give meaning to the most significant biographical experiences and, hence, make the present clearer and anticipation of the future easier.

College students today face numerous pressures, which complicate a student's career decision-making process and make it imperative that career development practitioners utilize interventions that are empirically proven to enhance outcomes related to career development. This study examines a theoretically based career course and assesses negative career thoughts and metacognitive knowledge of students at the beginning and end of the course. Rooted in cognitive therapy theoretical concepts, cognitive information processing theory highlights how negative thoughts can have a detrimental impact on one's behavior and emotions. The best-fitting mixed linear model with random intercepts for 78 students with complete data observed significant improvements in negative career thoughts without being differentially impacted by instructor effects. Additionally, students with lower estimations of their career-related knowledge at the pre-test had smaller changes in negative career thoughts at post-test. These results are unique because despite various instructors teaching, the reduction in negative metacognitions remained stable across all sections.