Pub Date : 2022-11-04DOI: 10.1177/10690727221138619
Kelsey L. Autin, B. Allan, David L. Blustein, S. Kozan, Ofer Sharone, Brian J. Stevenson, R. G. Cinamon, J. Ferreira, Mindi N. Thompson
The aim of the current study was to examine whether the key constructs targeted in the Work Intervention Network (WIN) intervention uniquely predicted well-being outcomes and mediated relations between un/underemployment and these outcomes. Using data from a sample of 462 adults in the U.S., we positioned employment status as a predictor of life satisfaction, well-being, and psychological distress. We also tested four mediators of these relations that operationalized targets in the WIN intervention – career engagement, social support, self-care, and self-blame. Employment status indirectly predicted life satisfaction, life meaning, and psychological distress via self-care and self-blame. Career engagement mediated the relation between employment status and psychological distress but in an unexpected direction. Social support was not directly predicted by employment status but predicted life satisfaction and life meaning. Results provided initial support for the WIN intervention and corroborate the contention that employment status is an important predictor of well-being.
{"title":"The Work Interevention Network (WIN): Foundations of a Holistic Vocational Intervention","authors":"Kelsey L. Autin, B. Allan, David L. Blustein, S. Kozan, Ofer Sharone, Brian J. Stevenson, R. G. Cinamon, J. Ferreira, Mindi N. Thompson","doi":"10.1177/10690727221138619","DOIUrl":"https://doi.org/10.1177/10690727221138619","url":null,"abstract":"The aim of the current study was to examine whether the key constructs targeted in the Work Intervention Network (WIN) intervention uniquely predicted well-being outcomes and mediated relations between un/underemployment and these outcomes. Using data from a sample of 462 adults in the U.S., we positioned employment status as a predictor of life satisfaction, well-being, and psychological distress. We also tested four mediators of these relations that operationalized targets in the WIN intervention – career engagement, social support, self-care, and self-blame. Employment status indirectly predicted life satisfaction, life meaning, and psychological distress via self-care and self-blame. Career engagement mediated the relation between employment status and psychological distress but in an unexpected direction. Social support was not directly predicted by employment status but predicted life satisfaction and life meaning. Results provided initial support for the WIN intervention and corroborate the contention that employment status is an important predictor of well-being.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44671155","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 : 2022-09-22DOI: 10.1177/10690727221129281
J. Soares, M. C. Taveira, Paula Barroso, Ana Daniela Silva
Career Adapt-Abilities Scale (CAAS) was recently reduced to a briefer 12-items version, the Career Adapt-Abilities Scale-Short Form (CAAS-SF). Considering its advantages in long protocols, we validated CAAS-SF for the Portuguese context. Participants were 314 university students (17–47 years old, Mage = 21.50, SDage = 4.32, 82.8% females), and 899 working adults (17–66 years old, Mage = 40.14, SDage = 11.95, 76.8% females). Sociodemographic, career adaptability, vocational identity, and life satisfaction measures were applied. Confirmatory factor analyses supported CAAS-SF four-factor hierarchical structure, Cronbach alpha estimates supported CAAS-SF good reliability, and Pearson correlations indicated positive associations with CAAS, vocational identity, and life satisfaction. Multigroup analyses indicated CAAS-SF adequate configural invariance, full metric and scalar invariance across genders, and partial scalar invariance across students and workers’ groups. These findings support CAAS-SF usage as a valid and reliable measure to assess career adaptability with Portuguese university students and workers both in research and practice.
{"title":"Career Adapt-Abilities Scale–Short Form: Validation among Portuguese University Students and Workers","authors":"J. Soares, M. C. Taveira, Paula Barroso, Ana Daniela Silva","doi":"10.1177/10690727221129281","DOIUrl":"https://doi.org/10.1177/10690727221129281","url":null,"abstract":"Career Adapt-Abilities Scale (CAAS) was recently reduced to a briefer 12-items version, the Career Adapt-Abilities Scale-Short Form (CAAS-SF). Considering its advantages in long protocols, we validated CAAS-SF for the Portuguese context. Participants were 314 university students (17–47 years old, Mage = 21.50, SDage = 4.32, 82.8% females), and 899 working adults (17–66 years old, Mage = 40.14, SDage = 11.95, 76.8% females). Sociodemographic, career adaptability, vocational identity, and life satisfaction measures were applied. Confirmatory factor analyses supported CAAS-SF four-factor hierarchical structure, Cronbach alpha estimates supported CAAS-SF good reliability, and Pearson correlations indicated positive associations with CAAS, vocational identity, and life satisfaction. Multigroup analyses indicated CAAS-SF adequate configural invariance, full metric and scalar invariance across genders, and partial scalar invariance across students and workers’ groups. These findings support CAAS-SF usage as a valid and reliable measure to assess career adaptability with Portuguese university students and workers both in research and practice.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49305664","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 : 2022-09-14DOI: 10.1177/10690727221120367
A. Schmitt, S. Scheibe
The concept of a professional skills and abilities mindset denotes beliefs that professional skills and abilities are either malleable (growth mindset) or are uncontrollable and difficult to change (fixed mindset). Based on the career construction theory, we argue that employees’ professional skills and abilities mindset represents an indicator of adaptive readiness that predicts career adaptability and adaptive responses in terms of learning and career engagement. Across four studies (total N = 709), we developed the 6-item professional skills and abilities mindset scale. Study 1 establishes a two-factor structure, satisfactory psychometric properties, and convergent validity. Studies 2 and 3 provide evidence of the criterion validity of the growth but not the fixed mindset subscale for career engagement and learning through career adaptability. Study 4 establishes moderate retest reliability across four weeks. This research establishes a previously neglected predictor of career-related resources and behaviors. Findings can inform vocational consulting and coaching.
{"title":"Beliefs About the Malleability of Professional Skills and Abilities: Development and Validation of a Scale","authors":"A. Schmitt, S. Scheibe","doi":"10.1177/10690727221120367","DOIUrl":"https://doi.org/10.1177/10690727221120367","url":null,"abstract":"The concept of a professional skills and abilities mindset denotes beliefs that professional skills and abilities are either malleable (growth mindset) or are uncontrollable and difficult to change (fixed mindset). Based on the career construction theory, we argue that employees’ professional skills and abilities mindset represents an indicator of adaptive readiness that predicts career adaptability and adaptive responses in terms of learning and career engagement. Across four studies (total N = 709), we developed the 6-item professional skills and abilities mindset scale. Study 1 establishes a two-factor structure, satisfactory psychometric properties, and convergent validity. Studies 2 and 3 provide evidence of the criterion validity of the growth but not the fixed mindset subscale for career engagement and learning through career adaptability. Study 4 establishes moderate retest reliability across four weeks. This research establishes a previously neglected predictor of career-related resources and behaviors. Findings can inform vocational consulting and coaching.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46118236","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 : 2022-09-08DOI: 10.1177/10690727221126145
Michael B. Kozlowski, N. Fouad
Outcome expectations, an integral theoretical component of social cognitive career theory, remains almost completely unexamined in the domain of academic persistence, or the decision a student makes to remain in college. This study sought to develop a theoretically derived scale to measure outcome expectations. An initial item pool was developed and sent to a sample of college students. A second, confirmatory sample of undergraduate students was collected via an online crowdsourcing platform. Results suggested the presence of a two-factor structure was the most parsimonious solution across both samples. The two factors retained across both samples reflected positive and negative outcome expectations that students perceived about remaining in college for the year. Limitations and implications are discussed.
{"title":"Development and Validation of the Academic Persistence Outcome Expectations Scale","authors":"Michael B. Kozlowski, N. Fouad","doi":"10.1177/10690727221126145","DOIUrl":"https://doi.org/10.1177/10690727221126145","url":null,"abstract":"Outcome expectations, an integral theoretical component of social cognitive career theory, remains almost completely unexamined in the domain of academic persistence, or the decision a student makes to remain in college. This study sought to develop a theoretically derived scale to measure outcome expectations. An initial item pool was developed and sent to a sample of college students. A second, confirmatory sample of undergraduate students was collected via an online crowdsourcing platform. Results suggested the presence of a two-factor structure was the most parsimonious solution across both samples. The two factors retained across both samples reflected positive and negative outcome expectations that students perceived about remaining in college for the year. Limitations and implications are discussed.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41356521","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 : 2022-09-06DOI: 10.1177/10690727221125886
Hui Xu
The dual-process theory of career decision-making (DTC) adds to the conversation about understanding and facilitating career decision-making from a more realistic and inclusive perspective and highlights the joint operation of decision ambiguity and ambiguity management strategies in career decision-making. However, a psychometrically sound measure of decision ambiguity is lacking. Thus, the current study used two samples of U.S. college students to develop and initially validate a measure of decision ambiguity (CDMA). Study 1 (n = 195) developed the CDMA and found initial evidence for a unidimensional structure. Study 2 (n = 271) cross-validated the unidimensional structure of the CDMA and supported the convergent, discriminant, concurrent, and incremental validities of the CDMA. Specifically, the results supported (1) the differential associations of the CDMA with need for information and with neuroticism/negative affectivity, lack of readiness, and interpersonal conflicts, (2) the positive association between the CDMA and choice/commitment anxiety, and (3) the incremental predictions of the CDMA for career decidedness, career certainty, and major satisfaction over and beyond need for information. Therefore, the current study offers a psychometrically sound measure of decision ambiguity, which has potential to facilitate the scientific inquiry and social justice application of the DTC.
{"title":"Development and Initial Validation of the Career Decision-Making Ambiguity Scale","authors":"Hui Xu","doi":"10.1177/10690727221125886","DOIUrl":"https://doi.org/10.1177/10690727221125886","url":null,"abstract":"The dual-process theory of career decision-making (DTC) adds to the conversation about understanding and facilitating career decision-making from a more realistic and inclusive perspective and highlights the joint operation of decision ambiguity and ambiguity management strategies in career decision-making. However, a psychometrically sound measure of decision ambiguity is lacking. Thus, the current study used two samples of U.S. college students to develop and initially validate a measure of decision ambiguity (CDMA). Study 1 (n = 195) developed the CDMA and found initial evidence for a unidimensional structure. Study 2 (n = 271) cross-validated the unidimensional structure of the CDMA and supported the convergent, discriminant, concurrent, and incremental validities of the CDMA. Specifically, the results supported (1) the differential associations of the CDMA with need for information and with neuroticism/negative affectivity, lack of readiness, and interpersonal conflicts, (2) the positive association between the CDMA and choice/commitment anxiety, and (3) the incremental predictions of the CDMA for career decidedness, career certainty, and major satisfaction over and beyond need for information. Therefore, the current study offers a psychometrically sound measure of decision ambiguity, which has potential to facilitate the scientific inquiry and social justice application of the DTC.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49420450","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 : 2022-08-31DOI: 10.1177/10690727221120366
Chuhang Fu, Yang Cai, Qiandong Yang, Guoqiang Pan, Dezhen Xu, Wendian Shi
The development pattern of career adaptability has an important influence on individual mental health and career outcomes. Based on career construction theory, our study explored the development characteristics of the career adaptability of college students during the school-to-work transition and discussed how the notions of future work selves and core self-evaluation affect the development trajectories and development patterns of career adaptability. Our study investigated 429 college graduates at an interval of 6 months over the course of 1 year. The results indicated that the graduates had a positive career adaptability trajectory during the school-to-work transition. There were three different development patterns: rapid growth group, growth group, and stationary group. Future work selves predicted career adaptability positively and dynamically. A higher core self-evaluation predicted a higher initial level of career adaptability and a slower development speed. Our study has important implications for enriching career construction theory and career counseling practice.
{"title":"Career Adaptability Development in the School-To-Work Transition","authors":"Chuhang Fu, Yang Cai, Qiandong Yang, Guoqiang Pan, Dezhen Xu, Wendian Shi","doi":"10.1177/10690727221120366","DOIUrl":"https://doi.org/10.1177/10690727221120366","url":null,"abstract":"The development pattern of career adaptability has an important influence on individual mental health and career outcomes. Based on career construction theory, our study explored the development characteristics of the career adaptability of college students during the school-to-work transition and discussed how the notions of future work selves and core self-evaluation affect the development trajectories and development patterns of career adaptability. Our study investigated 429 college graduates at an interval of 6 months over the course of 1 year. The results indicated that the graduates had a positive career adaptability trajectory during the school-to-work transition. There were three different development patterns: rapid growth group, growth group, and stationary group. Future work selves predicted career adaptability positively and dynamically. A higher core self-evaluation predicted a higher initial level of career adaptability and a slower development speed. Our study has important implications for enriching career construction theory and career counseling practice.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43541691","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 : 2022-08-31DOI: 10.1177/10690727221125132
Songke Xie, Xue Meng, Chaoping Li
The present study aimed to translate the insubordination scale into the Chinese version (ISBD-C) and to test its reliability and validity among 994 full-time Chinese employees. In Study 1 (N = 551), the insubordination scale was translated, and exploratory factor analysis (EFA) was conducted, which revealed a single factor structure of insubordination. In Study 2 (N = 443), the scale’s convergent validity and discriminant validity were supported by confirmatory factor analyses (CFA). Further, measurement invariance was tested and indicated that the ISBD-C was equivalent across gender, age, education level and job position. Finally, the scale’s concurrent validity was demonstrated by positive correlations with general counterproductive workplace behavior and procrastination, and negative correlations with workplace well-being, work engagement, and affective commitment. These findings provide strong evidence that ISBD-C is a useful measure in the Chinese context.
{"title":"The Insubordination Scale Among Full-Time Chinese Employees: A Cross-Cultural Validation Study","authors":"Songke Xie, Xue Meng, Chaoping Li","doi":"10.1177/10690727221125132","DOIUrl":"https://doi.org/10.1177/10690727221125132","url":null,"abstract":"The present study aimed to translate the insubordination scale into the Chinese version (ISBD-C) and to test its reliability and validity among 994 full-time Chinese employees. In Study 1 (N = 551), the insubordination scale was translated, and exploratory factor analysis (EFA) was conducted, which revealed a single factor structure of insubordination. In Study 2 (N = 443), the scale’s convergent validity and discriminant validity were supported by confirmatory factor analyses (CFA). Further, measurement invariance was tested and indicated that the ISBD-C was equivalent across gender, age, education level and job position. Finally, the scale’s concurrent validity was demonstrated by positive correlations with general counterproductive workplace behavior and procrastination, and negative correlations with workplace well-being, work engagement, and affective commitment. These findings provide strong evidence that ISBD-C is a useful measure in the Chinese context.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48828216","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 : 2022-08-23DOI: 10.1177/10690727221116872
Chan Jeong Park, Patrick J. Rottinghaus
Underrepresentation of women and students of color has been a longstanding issue in science, technology, engineering, and mathematics (STEM). The present study examined factors that contribute to academic satisfaction among 585 women college students of color (Mage = 21.42, SDage = 3.25; nBlack = 174, nLatina = 171, nAsian = 240), based on the Social Cognitive Career Theory satisfaction model. Experiences of discrimination was selected as an environmental obstacle and proactive personality as a person input in the model. In addition, critical consciousness was included as a personal resource variable. Multigroup measurement invariance tests and multigroup structural equation modeling were conducted to examine the racial/ethnic differences in constructs and their interrelationships. The findings showed that discrimination, proactive personality, and critical consciousness contributed to academic satisfaction via self-efficacy, outcome expectations, and goal progress. Theoretical, clinical, and institutional implications are discussed in light of the findings. Limitations and future research directions are also discussed.
{"title":"Academic Satisfaction of Women Students of Color in Science, Technology, Engineering, and Mathematics: Roles of Discrimination, Proactive Personality, and Critical Consciousness","authors":"Chan Jeong Park, Patrick J. Rottinghaus","doi":"10.1177/10690727221116872","DOIUrl":"https://doi.org/10.1177/10690727221116872","url":null,"abstract":"Underrepresentation of women and students of color has been a longstanding issue in science, technology, engineering, and mathematics (STEM). The present study examined factors that contribute to academic satisfaction among 585 women college students of color (Mage = 21.42, SDage = 3.25; nBlack = 174, nLatina = 171, nAsian = 240), based on the Social Cognitive Career Theory satisfaction model. Experiences of discrimination was selected as an environmental obstacle and proactive personality as a person input in the model. In addition, critical consciousness was included as a personal resource variable. Multigroup measurement invariance tests and multigroup structural equation modeling were conducted to examine the racial/ethnic differences in constructs and their interrelationships. The findings showed that discrimination, proactive personality, and critical consciousness contributed to academic satisfaction via self-efficacy, outcome expectations, and goal progress. Theoretical, clinical, and institutional implications are discussed in light of the findings. Limitations and future research directions are also discussed.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44414142","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 : 2022-08-21DOI: 10.1177/10690727221118368
K. Lawson, Mackenzie J. Miller, Kanila L. Brown, Chloe M. Woodling
Past research on occupational choices often focuses on the role of personal attributes. Research is needed that examines whether daily environments and individuals’ reactivity to these environments contribute to occupational choices. This study utilizes experience sampling methodology to examine whether daily sexism and affective reactivity to sexism predict the gender typicality of desired occupations of emerging adults in male-dominated majors (MDMs). 40 women and 40 men college students in MDMs reported desired occupations and experiences of sexism and general mood during the past hour four times a day for 2 weeks – allowing for an examination of whether some individuals report a more negative mood when they recently experienced sexism (i.e., reactivity). Results indicated that higher reactivity to sexism (but not daily sexism) predicted women desiring more female-typed and men desiring more male-typed occupations. Results suggest that career counselors should consider the role of daily sexism in career development.
{"title":"Daily Environments During Emerging Adulthood and Gender Atypical Occupational Choices: The Role of Sexist Experiences","authors":"K. Lawson, Mackenzie J. Miller, Kanila L. Brown, Chloe M. Woodling","doi":"10.1177/10690727221118368","DOIUrl":"https://doi.org/10.1177/10690727221118368","url":null,"abstract":"Past research on occupational choices often focuses on the role of personal attributes. Research is needed that examines whether daily environments and individuals’ reactivity to these environments contribute to occupational choices. This study utilizes experience sampling methodology to examine whether daily sexism and affective reactivity to sexism predict the gender typicality of desired occupations of emerging adults in male-dominated majors (MDMs). 40 women and 40 men college students in MDMs reported desired occupations and experiences of sexism and general mood during the past hour four times a day for 2 weeks – allowing for an examination of whether some individuals report a more negative mood when they recently experienced sexism (i.e., reactivity). Results indicated that higher reactivity to sexism (but not daily sexism) predicted women desiring more female-typed and men desiring more male-typed occupations. Results suggest that career counselors should consider the role of daily sexism in career development.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42023524","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 : 2022-08-17DOI: 10.1177/10690727221118374
Hui Xu
While research has identified a five-factor model of career decision-making difficulty based on meta-analytical evidence and cross-cultural comparison, the field lacks an elaborated theoretical account of the joint operation of the five decision difficulties. The current study drew on the dual-process theory of career decision-making (DTC) to examine the interplay of the five decision difficulties in predicting career decidedness in the Chinese context. Study 1 developed and validated measures of decision ambiguity, advance in narrowing down, and career decidedness in a sample of Chinese college students (n = 180). Study 2 examined the structural model using another sample of Chinese college students (n = 408). Focusing on the relations of the five major decision difficulties to career decidedness, the results did not support the standalone mechanism of confusion management but supported the standalone mechanism of ambiguity management. Additionally, the results supported the crossover mechanism from confusion management to ambiguity management and the crossover mechanism from ambiguity management to confusion management. The results not only shed light on the role of each difficulty but also offer evidence for the interplay of key DTC macro elements. The practical implications based on the joint operation of the five decision-making difficulties are discussed.
{"title":"Viewing the Joint Operation of Five Major Decision Difficulties Within the Dual-Process Theory of Career Decision-Making","authors":"Hui Xu","doi":"10.1177/10690727221118374","DOIUrl":"https://doi.org/10.1177/10690727221118374","url":null,"abstract":"While research has identified a five-factor model of career decision-making difficulty based on meta-analytical evidence and cross-cultural comparison, the field lacks an elaborated theoretical account of the joint operation of the five decision difficulties. The current study drew on the dual-process theory of career decision-making (DTC) to examine the interplay of the five decision difficulties in predicting career decidedness in the Chinese context. Study 1 developed and validated measures of decision ambiguity, advance in narrowing down, and career decidedness in a sample of Chinese college students (n = 180). Study 2 examined the structural model using another sample of Chinese college students (n = 408). Focusing on the relations of the five major decision difficulties to career decidedness, the results did not support the standalone mechanism of confusion management but supported the standalone mechanism of ambiguity management. Additionally, the results supported the crossover mechanism from confusion management to ambiguity management and the crossover mechanism from ambiguity management to confusion management. The results not only shed light on the role of each difficulty but also offer evidence for the interplay of key DTC macro elements. The practical implications based on the joint operation of the five decision-making difficulties are discussed.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44987604","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}
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