Career Development Quarterly最新文献

Withdrawal: Akos, P., Joshua Leonard, A., & Hutson, B. (2022). Virtual federal work study and student career development. The Career Development Quarterly, 00, 1–11. https://doi.org/10.1002/cdq.12288

The above article, published online on 28 April 2022 in Wiley Online Library (https://onlinelibrary.wiley.com), has been withdrawn by agreement between the authors, Editor Mei Tang, and Wiley Periodicals, LLC. The article was published in error. The withdrawn article is a duplicate of: Akos, P., Leonard, A. J., & Hutson, B. (2022). Virtual federal work-study and student career development. The Career Development Quarterly, 70, 16–26. https://doi.org/10.1002/cdq.12281. The original article, published online on 19 November 2021 in Wiley Online Library, can be found here: https://onlinelibrary.wiley.com/doi/10.1002/cdq.12281.

A wide range of resources have been utilized to promote interest and motivation of students of color in Science, Technology, Engineering, and Math (STEM) professions. Parents have a critical role in supporting their children's career interest and development; however, little literature exists on the unique experiences and challenges faced by parents of color who are involved in their children's career exploration in STEM professions. This phenomenological qualitative study examined the experiences of parents of color regarding their (a) knowledge and beliefs about STEM professions, (b) unique challenges in supporting their children's STEM career interest, and (c) experiences with school counselors in promoting their children's STEM career trajectory. Five resulting themes are discussed, and implications are provided for school counselors.

Women of Color (WOC) in the United States experience a unique form of intersecting oppression in the realm of work. Various previous studies have shown that WOC experience work objectively (e.g., wage disparity) and subjectively (e.g., compromised job satisfaction) differently than White women or Men of Color, indicating that WOC is less likely to attain decent work than their counterparts. In the present study, using psychology of working theory as the theoretical framework, we examined the predictors and outcomes of decent work (an aspirational goal for all working individuals) among a sample of working adults who self-identified as WOC (N = 270). Results indicated that WOC's lifetime experiences of economic constraints and marginalization, directly and indirectly, affected decent work attainment via work volition (a sense of choice in one's career). Moreover, the attainment of decent work was positively related to work fulfillment and well-being. The implications and future directions are discussed.

This study tests and extends the career construction theory's model of adaptation and provides valuable insights into the interplay of agency and structure in career self-management. It studies the interactive effect of career adaptability resources with intensified career demands on career crafting by examination of structural predictors for adapting responses, and the role of career adaptability as a moderator between intensified demands and career crafting responses. Using a representative sample of the German working population (N = 2000), the authors test the model with structural equation modeling. Latent structure analysis showed that each of the four career adaptabilities strengthens the relationship between intensified career demands and the career crafting responses of goal setting/networking and reflection. It suggests to focus strongly on the development of career resources in order to enable career crafting.

Author and article characteristics in CDQ articles from 2000 to 2019 were analyzed for trends over time with a special focus on the past 5 years and upon research articles. At this time (2015–2019), nearly 60% of CDQ authors are women, and only 5% of authors are not affiliated with a university. Nearly a fourth of all lead authors reside outside of the United States. From 2015 to 2019, nearly 85% of all CDQ articles published were research articles, and qualitative studies increased significantly. Nearly all other methodological, participant, sample, and statistical characteristics were stable over time. Report of effect sizes and study validity trended toward increases over time, while 81% of research studies reported relevant study reliability results.

This study examined hope as a mediator between school connectedness and childhood career development. Participants included 456 elementary school students in Grades 4 through 6. The results of structural equation modeling supported the hypothesized mediation model, indicating that school connectedness leads to childhood career development both directly and indirectly via hope. The findings suggest that when children feel connected to school, they are likely to demonstrate a greater level of hope, which in turn leads to enhanced career development. The results of this study highlight the importance of developmental assets in promoting childhood career development and has important implications for counseling practice in school settings.

The COVID-19 pandemic has had a world-wide impact on all areas of individuals’ health, including physical, psychological, financial, familial, social, and vocational. In the United States, the unemployment rate rose from 3.5% (5.8 million) to 13.3% (21 million) in May 2020 before dropping to 7.9% in October 2020. Cognitive information processing (CIP)is one career theory that addresses career needs of clients and society. In this article, we examine the impact of COVID-19 on mental health and wellness, highlight differences for marginalized groups, and demonstrate how CIP theoretical elements may have been impacted by COVID-19, and provide strategies enhancing client growth in these domains during a time when largescale social and physical distancing is recommended. The CIP-based differentiated service delivery model is also described as a means for extending and providing access to career services.

We investigated the value of a three-phase, six-step group-based career construction counselling intervention for prospective university students from disadvantaged backgrounds using an integrative, QUALITATIVE-quantitative design. The participants completed measures of career adaptability and career decision-making difficulties before and after the intervention. Results indicated that the girls’ career adaptability scores increased more than those of the boys. Notable pretest and posttest score differences were also found for both the boys and the girls in all three main career decision-making difficulties categories including Lack of Readiness, Lack of Information, and Inconsistent Information. While encouraging, longitudinal research with larger samples and more diverse participants in diverse contexts is necessary to more fully determine the value of the approach used here.

The Chinese short form of Career Adapt-Abilities Scale (CAAS-SF) is a newly validated scale to measure career adaptability. The present study examined the psychometric properties of this measure and the role of career adaptability as a mediator between social capital and career engagement. Based on data obtained from a sample of 610 university students in Macao, it was found that the scale has good psychometric properties and is suitable for use among college students. In addition, results showed that social capital was moderately correlated with career engagement and the relationship was partially mediated by career adaptability. Implications for practice were discussed.