Career Development Quarterly最新文献

We used survey data to examine the association of situational affect with academic major satisfaction among 386 college students. Positive and negative affect experienced in classes related to students’ majors were both significantly related to their major satisfaction, with positive affect having the stronger association. A hierarchical linear regression analysis revealed that positive and negative affect each had incremental validity over the other in the prediction of major satisfaction, and this held true even after controlling for students’ perceptions of fit with their majors. The association between positive affect and major satisfaction was moderated by year in school, with the association being strongest among first-year students. Even when students perceive their majors to be a good fit, counselors and educators are advised to help them explore ways to maximize positive emotions and effectively manage negative emotions they experience in courses and activities related to their majors.

While social comparison is likely a common practice in career decision-making, little is known about whether the knowledge products of such comparisons are beneficial and the extent to which they are beneficial. Using a sample of U.S. individuals (n = 296), the current study examined the unique and multiplicative predictions of between-person self-knowledge (i.e., knowledge about the relative standings of attributes in society) and within-person self-knowledge (i.e., knowledge about the dominant areas within psychological profiles) for career decision-making difficulty. The results revealed that between-person self-knowledge negatively predicted choice/commitment anxiety. The results also supported the positive moderation of between-person self-knowledge in the prediction of within-person self-knowledge for choice/commitment anxiety. In general, the present study suggests that between-person self-knowledge is an important assessment and intervention area that is auxiliary to within-person self-exploration in facilitating career decision-making.

We conducted a moderation analysis with a sample of 96 international students in the United States to examine the relationship among three study variables. Results indicated that international students’ acculturation modes (i.e., marginalization, separation, assimilation, and integration) significantly moderated the relationship between career decision-making difficulties and career decision self-efficacy. This finding not only corroborated the well-documented inverse correlation between career decision-making difficulties and career decision self-efficacy, but further contextualized this relationship within the international students’ population, wherein acculturation plays a crucial role in their cross-cultural living and learning experience. Implications for career development practitioners and future research directions were provided.

The consequences of the global COVID-19 health crisis and racial disparities have an impact on the employment opportunities of individuals with marginalized identities. The heightened need to address systemic oppression calls for advocacy-focused and social justice–informed career practitioners to provide culturally centered interventions to assist clients' career development. Practitioners need to be aware of the multiple sources of oppression affecting their clients and develop the skills necessary to understand their worldview. Using a case study and Furman's (2012) social justice leadership framework, we discuss the importance of career practitioners implementing praxis across internal and external dimensions.