Career Development Quarterly最新文献

The COVID-19 pandemic has had a significant impact on people's lives, requiring a shift in focus to short-term survival and management of changes in relationships, academic and work environments, and future career options. Understandably, one of the most seminal aspects of career development—deciding on a future career—can seem overwhelming or even irrelevant in the face of such challenges. Neuroscience research offers a scientifically grounded framework for understanding the impact of chronic acute stressors, such as COVID-19, on functioning and can provide direction for interventions that foster resilience and support clients' ability to reengage in career decision-making. We discuss research related to the neuroscience of stress and resilience and ways to apply that information within career counseling.

College students participate in work for a variety of reasons, and evidence suggests multiple career development benefits from the experience. The coronavirus disease (COVID) pandemic has transformed many of these work opportunities, including the Federal Work-Study (FWS) program. Pilot data from one university in the Southeast suggests comparable career development outcomes between in-person and virtual work-study placements. We consider these data in the context of a necessary and possible transformed work landscape.

College is a key period for students’ specialty study and development, and an important stage of career exploration. We examined the relationship between proactive personality, career adaptability, and perceived social support and specialty identity among 610 Chinese college students. The mediating effect of perceived social support was greater than that of specialty identity. Therefore, providing more social support to college students may be more conducive to increasing their career adaptability. The chain intermediary effect of perceived social support indicated that specialty identity is also significant. Thus, college students with a more proactive personality can perceive more emotional support and study harder, thereby increasing their specialty identity and career adaptability. Results of this study can help guide universities in offering courses and activities that promote students’ career adaptability with perceived social support and specialty identity in mind. Results also provide a model for future study of the influence of proactive personality on college student career adaptability.

We examined the influence of intimate partner violence (IPV) and adverse childhood experiences (ACEs) on the career development of female university students. Specifically, we predicted that IPV would mediate between ACEs and career adaptability. To test the data of 186 students, we performed structural equation modeling using SPSS and AMOS. Results indicated that ACEs were positively associated with IPV and negatively associated with career adaptability. Although IPV also showed a negative relationship with career adaptability, it did not significantly mediate the relationship between ACEs and career adaptability. We found evidence that childhood trauma can have long-lasting negative consequences on career development. Therefore, need exists for counselors’ continued professional development about the influence of trauma on career development, as well as future empirical research with more educationally, ethnically, and culturally diverse samples.

We used a pretest-posttest, control group design to evaluate a psychoeducational career construction counseling course for ninth-grade students at two high schools in Northern Cyprus. The 80 participants were randomly assigned to experimental (n = 42) and control (n = 38) groups. Each group completed pre- and posttest measures of future orientation, career adaptability, life satisfaction, and belief in achieving their dreams. The experimental group received the five-session course, whereas the control group received one session about stress and test anxiety. Results indicated significant increases in scores on all measures for the experimental group only. Future studies should include long-term effects of the group program based on career construction theory.

Using the career adaptability framework of Savickas and Porfeli (2012), we examined the relationship of career adaptability to interest and competence flexibility and career decision-making difficulties. Participants were 535 male and 795 female Chinese senior secondary students in Hong Kong. Findings from hierarchical multiple regression analyses showed that competence flexibility was associated with fewer career decision-making difficulties and higher levels of career adaptability. Conversely, interest flexibility was associated with more decision-making difficulties and lower levels of career adaptability. Path analyses revealed that career adaptability partially mediated the relationship of competence and interest flexibility with decision-making difficulties. The mediating effects were significant for lack of information and inconsistent information (Gati et al., 1996), but not for readiness. Overall, findings supported the career adaptability framework. Research and practice implications are discussed, especially in relation to the career development needs of students in Chinese communities.