Pub Date : 2024-07-23DOI: 10.1177/10690727241266937
Y. Garrison, Ji Eun Her, Taewon Kim, Haram J. Kim
A college education is a means to achieve upward social mobility and secure decent employment. Yet, college education tends to be accessible for families already part of privileged groups, such as those with financial resources. With attention to systemic oppression and varying degrees of access to education and employment, this study aims to describe the experiences of job-seeking and working among Korean women with a high school diploma as their highest educational attainment. The psychology of working theory, the work precarity framework, and intersectionality informed the study, exploring interview data from 13 Korean women. Findings from the reflective thematic analysis show that struggles in seeking and maintaining employment among the participants were particularly exacerbated by mistreatment, harassment, and disrespect due to having neither college degrees nor male privilege. Participants’ experiences with economic deprivation, lack of societal support and respect, and precarious work conditions led to psychological, social, and physical pain that went neglected. As they confront barriers to employment and undesirable work conditions, they affirm themselves and express the hope that the work society should better meet their fundamental needs as humans. Future research directions and practical implications are discussed.
{"title":"Vocational Experiences of Korean Women With a High School Diploma: Insights into Work Precarity and Social Marginalization","authors":"Y. Garrison, Ji Eun Her, Taewon Kim, Haram J. Kim","doi":"10.1177/10690727241266937","DOIUrl":"https://doi.org/10.1177/10690727241266937","url":null,"abstract":"A college education is a means to achieve upward social mobility and secure decent employment. Yet, college education tends to be accessible for families already part of privileged groups, such as those with financial resources. With attention to systemic oppression and varying degrees of access to education and employment, this study aims to describe the experiences of job-seeking and working among Korean women with a high school diploma as their highest educational attainment. The psychology of working theory, the work precarity framework, and intersectionality informed the study, exploring interview data from 13 Korean women. Findings from the reflective thematic analysis show that struggles in seeking and maintaining employment among the participants were particularly exacerbated by mistreatment, harassment, and disrespect due to having neither college degrees nor male privilege. Participants’ experiences with economic deprivation, lack of societal support and respect, and precarious work conditions led to psychological, social, and physical pain that went neglected. As they confront barriers to employment and undesirable work conditions, they affirm themselves and express the hope that the work society should better meet their fundamental needs as humans. Future research directions and practical implications are discussed.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141814259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-23DOI: 10.1177/10690727241265702
Ozan Korkmaz, Hacı Arif Doğanülkü, Fuad Bakioğlu, Süleyman Barbaros Yalçın
In today’s technology world, the number and use of online tools has almost reached its peak. Depending on the developments in technology, individuals’ approaches and behaviors regarding their careers have also begun to change. However, validated measures that measure individuals' online proactive career behavior appear to be lacking today. The current study aims to develop and validate the scale to measure online proactive career behaviors. The participants of the study consist of 942 university students in Türkiye (aged between 19 to 42). The findings showed that the developed scale met the validity and reliability criteria. In addition, it seemed that the online proactive career behaviors obtained within this current study may represent the career behaviors in the Career Construction Model of Adaptation as proactive career behaviors.
{"title":"Development and Validation of the Online Proactive Career Behavior Scale","authors":"Ozan Korkmaz, Hacı Arif Doğanülkü, Fuad Bakioğlu, Süleyman Barbaros Yalçın","doi":"10.1177/10690727241265702","DOIUrl":"https://doi.org/10.1177/10690727241265702","url":null,"abstract":"In today’s technology world, the number and use of online tools has almost reached its peak. Depending on the developments in technology, individuals’ approaches and behaviors regarding their careers have also begun to change. However, validated measures that measure individuals' online proactive career behavior appear to be lacking today. The current study aims to develop and validate the scale to measure online proactive career behaviors. The participants of the study consist of 942 university students in Türkiye (aged between 19 to 42). The findings showed that the developed scale met the validity and reliability criteria. In addition, it seemed that the online proactive career behaviors obtained within this current study may represent the career behaviors in the Career Construction Model of Adaptation as proactive career behaviors.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141812094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-14DOI: 10.1177/10690727241262289
Nicolas Bazine, Lauren Stevenson, Léa Fréour
In order to better understand the factors fostering the success of school-to-work-transition (STWT), the current research examines a longitudinal model of proactive career development and career success on a sample of students transitioning from university to work. Using structural equation modeling, we tested a theoretical model based on Grant and Ashford’s (2008) and Hall’s et al. (2018) propositions, specifying the relationship between protean career orientation, career planning, networking behaviors and career success. A four-wave longitudinal study was conducted over three years on a sample of 231 university students (75% of female, mean age = 28.24 years) transitioning from school to work. The findings support the process model, indicating that protean career orientation influences career planning which in turn, positively affects networking. Finally, networking is found to be related to career success. The findings are considered in terms of their implications for understanding the process underlying the transition from school to work. Our study provides practical implications which are discussed.
{"title":"Protean Career Orientation and Career Success: On the Roles of Proactive Career Process During the School-To-Work Transition","authors":"Nicolas Bazine, Lauren Stevenson, Léa Fréour","doi":"10.1177/10690727241262289","DOIUrl":"https://doi.org/10.1177/10690727241262289","url":null,"abstract":"In order to better understand the factors fostering the success of school-to-work-transition (STWT), the current research examines a longitudinal model of proactive career development and career success on a sample of students transitioning from university to work. Using structural equation modeling, we tested a theoretical model based on Grant and Ashford’s (2008) and Hall’s et al. (2018) propositions, specifying the relationship between protean career orientation, career planning, networking behaviors and career success. A four-wave longitudinal study was conducted over three years on a sample of 231 university students (75% of female, mean age = 28.24 years) transitioning from school to work. The findings support the process model, indicating that protean career orientation influences career planning which in turn, positively affects networking. Finally, networking is found to be related to career success. The findings are considered in terms of their implications for understanding the process underlying the transition from school to work. Our study provides practical implications which are discussed.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141343926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-13DOI: 10.1177/10690727241256046
Ingrid C. Chadwick, Guylaine Landry, Alexandru M. Lefter, Alexandra Panaccio
Using a Canadian sample of 146 interns surveyed on three occasions (i.e., before, during, and after their internship experiences), we investigated university students’ skills and intentions as critical factors contributing to high-quality intern-supervisor exchanges. Specifically, we sought to better understand how to promote high-quality intern-supervisor relationships by looking at the influences of student-centered factors related to both educational (skills developed while in university) and organizational (intentions to develop relationship with supervisor) domains. To highlight the importance of these factors, we also examined whether their impacts on the quality of intern-supervisor exchanges ultimately translate into better internship outcomes, which we assessed by incorporating perceptions from both interns (i.e., internship satisfaction and general learning) and their supervisors (i.e., interns’ in-role performance and preparedness for work). Consistent with expectations, we found that both students’ skills developed while in university and students’ intentions to develop the relationships with their supervisors were positively related to the quality of intern-supervisor exchanges and, through that pathway, had positive indirect effects on internship satisfaction, general learning, in-role performance, and preparedness for work. Our findings indicate that students, universities, and employers all play a role in the development of high-quality intern-supervisor relationships, which are critical to student learning and performance.
{"title":"Improving School-to-Work Transitions: Antecedents of High-Quality Intern-Supervisor Exchanges","authors":"Ingrid C. Chadwick, Guylaine Landry, Alexandru M. Lefter, Alexandra Panaccio","doi":"10.1177/10690727241256046","DOIUrl":"https://doi.org/10.1177/10690727241256046","url":null,"abstract":"Using a Canadian sample of 146 interns surveyed on three occasions (i.e., before, during, and after their internship experiences), we investigated university students’ skills and intentions as critical factors contributing to high-quality intern-supervisor exchanges. Specifically, we sought to better understand how to promote high-quality intern-supervisor relationships by looking at the influences of student-centered factors related to both educational (skills developed while in university) and organizational (intentions to develop relationship with supervisor) domains. To highlight the importance of these factors, we also examined whether their impacts on the quality of intern-supervisor exchanges ultimately translate into better internship outcomes, which we assessed by incorporating perceptions from both interns (i.e., internship satisfaction and general learning) and their supervisors (i.e., interns’ in-role performance and preparedness for work). Consistent with expectations, we found that both students’ skills developed while in university and students’ intentions to develop the relationships with their supervisors were positively related to the quality of intern-supervisor exchanges and, through that pathway, had positive indirect effects on internship satisfaction, general learning, in-role performance, and preparedness for work. Our findings indicate that students, universities, and employers all play a role in the development of high-quality intern-supervisor relationships, which are critical to student learning and performance.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141349264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-04DOI: 10.1177/10690727241256291
Yuanlu Niu, Xu Xu, Shane Lewis, Lei Xie, Markum Reed
The purpose of this study is to examine the impact of mentoring on university students’ perception of employability in China and to investigate the role of mentoring duration, frequency, and mentor-mentee similarity as potential moderating factors. This quantitative study was conducted by administering an online survey among university students in China. All participants ( N = 1023) completed demographic questions and a Likert scale questionnaire consisting of 16 self-perceived employability scale items and 25 college student mentoring scale items. After controlling for the university students’ age, gender, academic field, and university rank, mentoring was significantly positively associated with perceived employability. Our results further reveal that out of the four mentoring functions, psychological emotional support is significantly positively associated with perceived employability. The findings suggest that mentoring duration, frequency, and mentor-mentee similarities shape the impact of psychological emotional support on employability. The findings of this study contribute to the literature on mentoring and perceived employability, and provide valuable insights for educators, policymakers, and mentoring program developers. By emphasizing the importance of key mentorship functions, educational institutions can develop effective mentoring programs and interventions to enhance university students’ career prospects and employability.
{"title":"Examining the Role of Mentoring on Perceived Employability Among University Students in China","authors":"Yuanlu Niu, Xu Xu, Shane Lewis, Lei Xie, Markum Reed","doi":"10.1177/10690727241256291","DOIUrl":"https://doi.org/10.1177/10690727241256291","url":null,"abstract":"The purpose of this study is to examine the impact of mentoring on university students’ perception of employability in China and to investigate the role of mentoring duration, frequency, and mentor-mentee similarity as potential moderating factors. This quantitative study was conducted by administering an online survey among university students in China. All participants ( N = 1023) completed demographic questions and a Likert scale questionnaire consisting of 16 self-perceived employability scale items and 25 college student mentoring scale items. After controlling for the university students’ age, gender, academic field, and university rank, mentoring was significantly positively associated with perceived employability. Our results further reveal that out of the four mentoring functions, psychological emotional support is significantly positively associated with perceived employability. The findings suggest that mentoring duration, frequency, and mentor-mentee similarities shape the impact of psychological emotional support on employability. The findings of this study contribute to the literature on mentoring and perceived employability, and provide valuable insights for educators, policymakers, and mentoring program developers. By emphasizing the importance of key mentorship functions, educational institutions can develop effective mentoring programs and interventions to enhance university students’ career prospects and employability.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141387230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-22DOI: 10.1177/10690727241256285
A. Parola, J. Marcionetti, Lawrence P. W. Wong
Teachers have a key role in adolescents’ career development. Nevertheless, few studies examined their effect on career outcomes. The present study has two objectives. First, to test the factorial structure of the Italian version of the Career-related Teacher Support Scale (CRTSS) with Italian adolescents. Second, to test how career-related teacher support leads to career decision self-efficacy through career adaptability. In Study I, 469 adolescents were asked to complete the CRTSS. A first-order model, a second-order model (hierarchical), a bi-factor model (hierarchical), and a single-factor model were compared to check the best model solution. Additionally, the measurement invariance was examined across male and female. Results reveal the superiority of the second-order (hierarchical) model and the invariance between males and females. In the Study II took part 228 adolescents. A structural equation modeling approach assessed the relationship between career-related teacher support, career adaptability and career decision self-efficacy. A mediation model showed a significant indirect effect of career-related teacher support on decision self-efficacy through career adaptability. Practical implications for interventions were discussed.
教师在青少年的职业发展中起着关键作用。然而，很少有研究探讨教师对职业生涯结果的影响。本研究有两个目标。首先，在意大利青少年中测试意大利语版职业相关教师支持量表（CRTSS）的因子结构。其次，测试与职业相关的教师支持如何通过职业适应性提高职业决策自我效能感。在研究 I 中，469 名青少年被要求完成 CRTSS。对一阶模型、二阶模型（分层）、双因素模型（分层）和单因素模型进行了比较，以检验最佳模型解决方案。此外，还对男性和女性的测量不变性进行了检验。结果表明，二阶（分层）模型更优越，且在男性和女性之间具有不变性。研究 II 共有 228 名青少年参加。结构方程模型方法评估了与职业相关的教师支持、职业适应性和职业决策自我效能感之间的关系。中介模型显示，通过职业适应性，与职业相关的教师支持对职业决策自我效能感有显著的间接影响。讨论了干预措施的实际意义。
{"title":"Career-Related Teacher Support Scale: Validation Among Italian Adolescents and Assessment of the Effect on Career Decision Self-Efficacy Through Career Adaptability","authors":"A. Parola, J. Marcionetti, Lawrence P. W. Wong","doi":"10.1177/10690727241256285","DOIUrl":"https://doi.org/10.1177/10690727241256285","url":null,"abstract":"Teachers have a key role in adolescents’ career development. Nevertheless, few studies examined their effect on career outcomes. The present study has two objectives. First, to test the factorial structure of the Italian version of the Career-related Teacher Support Scale (CRTSS) with Italian adolescents. Second, to test how career-related teacher support leads to career decision self-efficacy through career adaptability. In Study I, 469 adolescents were asked to complete the CRTSS. A first-order model, a second-order model (hierarchical), a bi-factor model (hierarchical), and a single-factor model were compared to check the best model solution. Additionally, the measurement invariance was examined across male and female. Results reveal the superiority of the second-order (hierarchical) model and the invariance between males and females. In the Study II took part 228 adolescents. A structural equation modeling approach assessed the relationship between career-related teacher support, career adaptability and career decision self-efficacy. A mediation model showed a significant indirect effect of career-related teacher support on decision self-efficacy through career adaptability. Practical implications for interventions were discussed.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141109049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-13DOI: 10.1177/10690727241245962
Rebecca Black, P. N. Hoare, N. McDonald, Peter Mcilveen
Attracting and retaining skilled workers in agriculture is a global problem. Shortages of essential workers disrupt supplies of goods and services from the point of production on farms through manufacturing, transport, to ultimate consumption. The global pandemic’s effect on food supply was a salutary lesson in the effects of a diminished agricultural workforce. Agricultural mechanics are vital to productivity. The present research used the social cognitive career theory to explore agricultural mechanics’ careers. An exploratory qualitative study deployed interviews to collect data from N = 19 mechanical trade workers. Interviews were centered on participants’ descriptions of their work regarding theoretical constructs including self-efficacy, outcome expectations, satisfaction, dispositional traits, and contextual affordances. Reflective thematic analysis of the data produced concordance with key constructs of the social cognitive career theory sufficient to justify its utility for research with this specific agricultural occupation. This research makes an important contribution to the literature of vocational psychology which can and should contribute to solving the complex problem of supporting a workforce needed for agriculture’s ongoing challenge of feeding and clothing the world’s growing population.
吸引和留住农业技术工人是一个全球性问题。从农场生产到制造、运输，再到最终消费，基本工人的短缺会扰乱商品和服务的供应。全球大流行病对粮食供应的影响是农业劳动力减少影响的一个有益教训。农业机械师对生产力至关重要。本研究采用社会认知职业理论来探讨农业机械师的职业生涯。这项探索性定性研究通过访谈收集了 N = 19 名机械行业工人的数据。访谈围绕参与者对其工作的描述展开，涉及自我效能感、结果预期、满意度、性格特征和环境负担能力等理论建构。对数据进行的反思性主题分析与社会认知职业理论的关键建构相吻合，足以证明社会认知职业理论在这一特定农业职业研究中的实用性。这项研究为职业心理学文献做出了重要贡献，它能够也应该有助于解决农业劳动力的复杂问题，因为农业需要劳动力来应对世界人口不断增长所带来的温饱挑战。
{"title":"A Social Cognitive Career Theory Study of Agricultural Mechanical Trade Workers","authors":"Rebecca Black, P. N. Hoare, N. McDonald, Peter Mcilveen","doi":"10.1177/10690727241245962","DOIUrl":"https://doi.org/10.1177/10690727241245962","url":null,"abstract":"Attracting and retaining skilled workers in agriculture is a global problem. Shortages of essential workers disrupt supplies of goods and services from the point of production on farms through manufacturing, transport, to ultimate consumption. The global pandemic’s effect on food supply was a salutary lesson in the effects of a diminished agricultural workforce. Agricultural mechanics are vital to productivity. The present research used the social cognitive career theory to explore agricultural mechanics’ careers. An exploratory qualitative study deployed interviews to collect data from N = 19 mechanical trade workers. Interviews were centered on participants’ descriptions of their work regarding theoretical constructs including self-efficacy, outcome expectations, satisfaction, dispositional traits, and contextual affordances. Reflective thematic analysis of the data produced concordance with key constructs of the social cognitive career theory sufficient to justify its utility for research with this specific agricultural occupation. This research makes an important contribution to the literature of vocational psychology which can and should contribute to solving the complex problem of supporting a workforce needed for agriculture’s ongoing challenge of feeding and clothing the world’s growing population.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-13DOI: 10.1177/10690727241250352
Michael J. Morgan, Debra S. Osborn
This study used a longitudinal quasi-experimental design to explore the intersection of self-regulated learning and career development, while validating a manualized college career course as an effective career intervention. A group of undergraduate students enrolled in a for-credit college career course was compared to students in the general student body on measures of career exploration, career commitment, and commitment resistance to observe whether participation in the career course was associated with growth toward vocational identity achievement as observed by significant increases in both career exploration and career commitment and significant decreases in commitment resistance. Multilevel modeling revealed that the treatment group experienced significantly more growth toward vocational identity achievement compared to the control group. Additionally, career metacognitions were observed to differentially impact the effects of the career course on career exploration, career commitment, and commitment resistance.
{"title":"College Career Courses and Growth Toward Vocational Identity Achievement Status","authors":"Michael J. Morgan, Debra S. Osborn","doi":"10.1177/10690727241250352","DOIUrl":"https://doi.org/10.1177/10690727241250352","url":null,"abstract":"This study used a longitudinal quasi-experimental design to explore the intersection of self-regulated learning and career development, while validating a manualized college career course as an effective career intervention. A group of undergraduate students enrolled in a for-credit college career course was compared to students in the general student body on measures of career exploration, career commitment, and commitment resistance to observe whether participation in the career course was associated with growth toward vocational identity achievement as observed by significant increases in both career exploration and career commitment and significant decreases in commitment resistance. Multilevel modeling revealed that the treatment group experienced significantly more growth toward vocational identity achievement compared to the control group. Additionally, career metacognitions were observed to differentially impact the effects of the career course on career exploration, career commitment, and commitment resistance.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140983433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-12DOI: 10.1177/10690727241254120
Seran Lee, Ji-Hye Kim, Ki-Hak Lee
Recent research has explored profiles of decent work based on the Psychology of Working Theory. However, such investigations have rarely been attempted in Korea. This study applied latent profile analysis to discover decent work profiles and their relationships with antecedents and outcomes. Among 605 Korean workers, five distinct profiles emerged: indecent (7.9%), low safety and healthcare access (34.9%), average (38.1%), decent (13.7%), and value-dominant but low rest (5.4%). Higher subjective social status and work volition were associated with the decent work group, whereas women and individuals with less education were linked to work characterized by greater vulnerability. Furthermore, satisfaction with work needs, job, and life varied significantly across these profiles. The decent work group generally exhibited the highest satisfaction, whereas the indecent work group had the lowest. The low-safety and healthcare access work group tended to exhibit higher satisfaction levels than the indecent work group, but lower levels than the average work group. The v alue-dominant but low-rest work group exhibited life satisfaction comparable to the decent work group. The findings of this study highlight the distinctive characteristics of the working conditions in South Korea. Based on these results, we discuss theoretical and practical implications.
{"title":"Decent Work Profiles of Korean Workers: Antecedents and Outcomes of Profile Membership","authors":"Seran Lee, Ji-Hye Kim, Ki-Hak Lee","doi":"10.1177/10690727241254120","DOIUrl":"https://doi.org/10.1177/10690727241254120","url":null,"abstract":"Recent research has explored profiles of decent work based on the Psychology of Working Theory. However, such investigations have rarely been attempted in Korea. This study applied latent profile analysis to discover decent work profiles and their relationships with antecedents and outcomes. Among 605 Korean workers, five distinct profiles emerged: indecent (7.9%), low safety and healthcare access (34.9%), average (38.1%), decent (13.7%), and value-dominant but low rest (5.4%). Higher subjective social status and work volition were associated with the decent work group, whereas women and individuals with less education were linked to work characterized by greater vulnerability. Furthermore, satisfaction with work needs, job, and life varied significantly across these profiles. The decent work group generally exhibited the highest satisfaction, whereas the indecent work group had the lowest. The low-safety and healthcare access work group tended to exhibit higher satisfaction levels than the indecent work group, but lower levels than the average work group. The v alue-dominant but low-rest work group exhibited life satisfaction comparable to the decent work group. The findings of this study highlight the distinctive characteristics of the working conditions in South Korea. Based on these results, we discuss theoretical and practical implications.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-09DOI: 10.1177/10690727241252830
Wei Wan, Qing Xiong
Rural college youth encounter numerous challenges in securing decent education and work. However, there has been scant research on their career development from a vocational psychology perspective. Drawing from the Psychology of Working Theory (PWT), we examined the contextual and personal factors that shape their work volition and perceptions of future decent work. We conducted semistructural interviews with 12 Chinese rural college students and employed Consensual Qualitative Research (CQR) method to analyze the data. Our findings revealed that their vocational barriers included economic constraints, inadequate educational resources, limited access to decent internship opportunities, and lack of study-related electronics. However, their coping stratgies to overcome these constraints included social support, notably from teachers, as well as positive attributes such as critical consciousness and proactive personality. Regarding future employment, participants valued job stability, a balance between work and life, the ability to provide for their families, and displayed prosocial and growth orientations. These findings provided support for the applicability of PWT in understanding the vocational trajectories of rural college students in a non-Western context. The implications of these findings for future research and vocational interventions are discussed.
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