Pub Date : 2022-03-23DOI: 10.1177/10690727221080948
R. Lent, Taylor R Morris, Ruogu J. Wang, B. P. Moturu, Emily R. Cygrymus, Jeffrey G. Yeung
We applied the social cognitive model of career self-management (CSM) to the study of proactive career behavior, referring to workers’ active attempts to guide their own career development. Within the CSM framework, proactive behavior is conceived as a key agentic ingredient linking cognitive, social, and personality mechanisms with a variety of career advancement and sustainability outcomes. A sample of 511 early to mid-career adult workers in the U.S. completed an online survey including measures of proactive career behavior, self-efficacy, and outcome expectations; proactive personality; supervisory support; and three positive career self-management outcomes (perceived career success, growth in work rewards, and job marketability). We tested measurement and structural models, respectively, examining the factor structures of, and hypothesized paths among, the constructs. These models offered good overall fit to the data and were found to be invariant across gender. We consider the implications of the findings for future inquiry on career sustainability from a social cognitive perspective.
{"title":"Test of a Social Cognitive Model of Proactive Career Behavior","authors":"R. Lent, Taylor R Morris, Ruogu J. Wang, B. P. Moturu, Emily R. Cygrymus, Jeffrey G. Yeung","doi":"10.1177/10690727221080948","DOIUrl":"https://doi.org/10.1177/10690727221080948","url":null,"abstract":"We applied the social cognitive model of career self-management (CSM) to the study of proactive career behavior, referring to workers’ active attempts to guide their own career development. Within the CSM framework, proactive behavior is conceived as a key agentic ingredient linking cognitive, social, and personality mechanisms with a variety of career advancement and sustainability outcomes. A sample of 511 early to mid-career adult workers in the U.S. completed an online survey including measures of proactive career behavior, self-efficacy, and outcome expectations; proactive personality; supervisory support; and three positive career self-management outcomes (perceived career success, growth in work rewards, and job marketability). We tested measurement and structural models, respectively, examining the factor structures of, and hypothesized paths among, the constructs. These models offered good overall fit to the data and were found to be invariant across gender. We consider the implications of the findings for future inquiry on career sustainability from a social cognitive perspective.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":"30 1","pages":"756 - 775"},"PeriodicalIF":3.2,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46701889","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 : 2022-02-27DOI: 10.1177/10690727211048898
Carly B. Gilson, J. Sinclair, Mary L. Whirley, Yi-Fan Li, David L. Blustein
Adults with intellectual and developmental disabilities (IDD) aspire to work, though they are often excluded from the workforce. However, little is known about the perspectives and work experiences of adults with IDD viewed through a vocational psychology lens. Our study focused on the Psychology of Working theoretical (PWT) framework, which is anchored in inclusivity, lived experiences, and equity. We conducted semi-structured interviews with 18 adults with IDD across the United States to understand how they make meaning of work and the extent to which their lived experiences aligned with the PWT taxonomy. We employed consensual qualitative research to analyze participants’ views within the three functions of the PWT taxonomy (i.e., power and survival, social connection, and self-determination). Our findings affirm the taxonomy as an appropriate framework to apply to the working experiences of adults with IDD. We discuss implications of this study for research and practice in vocational psychology.
{"title":"“More than a Job, it’s a Purpose”: A Psychology of Working Perspective of the Working Experiences for Individuals with Intellectual and Developmental Disabilities","authors":"Carly B. Gilson, J. Sinclair, Mary L. Whirley, Yi-Fan Li, David L. Blustein","doi":"10.1177/10690727211048898","DOIUrl":"https://doi.org/10.1177/10690727211048898","url":null,"abstract":"Adults with intellectual and developmental disabilities (IDD) aspire to work, though they are often excluded from the workforce. However, little is known about the perspectives and work experiences of adults with IDD viewed through a vocational psychology lens. Our study focused on the Psychology of Working theoretical (PWT) framework, which is anchored in inclusivity, lived experiences, and equity. We conducted semi-structured interviews with 18 adults with IDD across the United States to understand how they make meaning of work and the extent to which their lived experiences aligned with the PWT taxonomy. We employed consensual qualitative research to analyze participants’ views within the three functions of the PWT taxonomy (i.e., power and survival, social connection, and self-determination). Our findings affirm the taxonomy as an appropriate framework to apply to the working experiences of adults with IDD. We discuss implications of this study for research and practice in vocational psychology.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":"30 1","pages":"367 - 386"},"PeriodicalIF":3.2,"publicationDate":"2022-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46280635","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 : 2022-02-24DOI: 10.1177/10690727221074871
María-Paola Sevilla, Virginia Snodgrass Rangel
Using social cognitive career theory (SCCT), we examined the career development of students in sex-typed postsecondary Vocational Technical Education (VTE) programs in the Chilean context. We assessed the moderating effects of students’ socioeconomic background, sex, membership to the sex-atypical group, and the intersection of these attributes across SCCT measures and the model’s predicted relationships. The results showed that students in sex-atypical careers, particularly low-income students, perceived supports and barriers differently, and that supports and barriers have different effects on self-efficacy and outcome beliefs. We also found differences between female and male students in these careers path, which suggests that the former face more challenges. However, we also found that their career development process unfolds similarly, suggesting that strategies designed to support these groups may be equally helpful for female and male students. We discuss the findings in light of prior literature and offer practical implications for VTE institutions.
{"title":"Career Development in Highly Sex-typed Postsecondary Vocational Technical Education Programs: A Social Cognitive Analysis","authors":"María-Paola Sevilla, Virginia Snodgrass Rangel","doi":"10.1177/10690727221074871","DOIUrl":"https://doi.org/10.1177/10690727221074871","url":null,"abstract":"Using social cognitive career theory (SCCT), we examined the career development of students in sex-typed postsecondary Vocational Technical Education (VTE) programs in the Chilean context. We assessed the moderating effects of students’ socioeconomic background, sex, membership to the sex-atypical group, and the intersection of these attributes across SCCT measures and the model’s predicted relationships. The results showed that students in sex-atypical careers, particularly low-income students, perceived supports and barriers differently, and that supports and barriers have different effects on self-efficacy and outcome beliefs. We also found differences between female and male students in these careers path, which suggests that the former face more challenges. However, we also found that their career development process unfolds similarly, suggesting that strategies designed to support these groups may be equally helpful for female and male students. We discuss the findings in light of prior literature and offer practical implications for VTE institutions.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":"30 1","pages":"658 - 677"},"PeriodicalIF":3.2,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45880839","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 : 2022-02-22DOI: 10.1177/10690727211069291
Yasir Mansoor Kundi, Ubedullah Khoso, Nadia Adnan
Support at work has been linked to a wide range of positive individual and organizational outcomes. However, research to date has overlooked its influence on career-related outcomes. Drawing on attachment theory, we examined the relationship between instrumental support and two aspects of subjective career success—job satisfaction and career satisfaction—and the mediating and moderating roles of relational attachment and personal support, respectively. Results from survey data collected from employees working in Poland provide support for our hypothesized relationships. The findings contribute to a richer understanding of how and when employee subjective career success is influenced by social support and positive relationships in work life. Our findings have theoretical implications for social support, positive workplace relationships, and career success literatures.
{"title":"Instrumental Support, Relational Attachment, and Subjective Career Success: The Moderating Role of Personal Support","authors":"Yasir Mansoor Kundi, Ubedullah Khoso, Nadia Adnan","doi":"10.1177/10690727211069291","DOIUrl":"https://doi.org/10.1177/10690727211069291","url":null,"abstract":"Support at work has been linked to a wide range of positive individual and organizational outcomes. However, research to date has overlooked its influence on career-related outcomes. Drawing on attachment theory, we examined the relationship between instrumental support and two aspects of subjective career success—job satisfaction and career satisfaction—and the mediating and moderating roles of relational attachment and personal support, respectively. Results from survey data collected from employees working in Poland provide support for our hypothesized relationships. The findings contribute to a richer understanding of how and when employee subjective career success is influenced by social support and positive relationships in work life. Our findings have theoretical implications for social support, positive workplace relationships, and career success literatures.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":"30 1","pages":"739 - 755"},"PeriodicalIF":3.2,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47140046","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 : 2022-02-22DOI: 10.1177/10690727221074891
Yerin Shim, B. Dik, J. Banning
Meta-analytic evidence suggests that experiencing one’s work as meaningful is associated with many psychological benefits. The experience of meaningful work in people with lower socioeconomic status (LSES), however, is underrepresented in the literature. This study examines how LSES individuals describe their experience of meaningful work (MW) in their unique contexts through an interpretative phenomenological analysis approach. Eight LSES workers in the Western United States from diverse backgrounds were interviewed. Data analysis resulted in five domains and 17 nested super-ordinate themes which captured participants’ definitions and experiences of MW, psychosocial and contextual conditions that support or hinder MW, and the impact of MW in their personal lives. LSES individuals navigated their own way to experience MW in their unique contexts despite socioeconomic barriers. Implications for future research and practice for LSES workers are discussed.
{"title":"Experiencing Meaningful Work as a Lower Socioeconomic Status Worker: An Interpretative Phenomenological Analysis","authors":"Yerin Shim, B. Dik, J. Banning","doi":"10.1177/10690727221074891","DOIUrl":"https://doi.org/10.1177/10690727221074891","url":null,"abstract":"Meta-analytic evidence suggests that experiencing one’s work as meaningful is associated with many psychological benefits. The experience of meaningful work in people with lower socioeconomic status (LSES), however, is underrepresented in the literature. This study examines how LSES individuals describe their experience of meaningful work (MW) in their unique contexts through an interpretative phenomenological analysis approach. Eight LSES workers in the Western United States from diverse backgrounds were interviewed. Data analysis resulted in five domains and 17 nested super-ordinate themes which captured participants’ definitions and experiences of MW, psychosocial and contextual conditions that support or hinder MW, and the impact of MW in their personal lives. LSES individuals navigated their own way to experience MW in their unique contexts despite socioeconomic barriers. Implications for future research and practice for LSES workers are discussed.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":"30 1","pages":"697 - 718"},"PeriodicalIF":3.2,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48566602","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 : 2022-02-08DOI: 10.1177/10690727211054179
Alexander Glosenberg, Tara S. Behrend, T. Tracey, David L. Blustein, J. McChesney, Lori L. Foster
There is an ongoing debate over the extent to which women “opt out” and/or are “pushed out” of various occupations (Kossek et al., 2017). To advance this debate, we explore the correspondence of women’s interests in stereotypically masculine work activities with the work activities of their occupations/occupational-aspirations. We examine 42,631 responses to a survey of employed and unemployed persons in the United States and analyze associations along all six of Holland’s (1997) interest/work-activity dimensions. Overall, we find support for a “pushed out” perspective as women’s interests in hands-on/practical, analytic/scientific, and managerial/sales-related work activities are less strongly associated with being employed in occupations with those activities – in comparison to similarly interested men. However, these effect sizes are small and we find support for “opt out” dynamics in relation to hands-on/practical occupations. Altogether, our results indicate the need to continue looking beyond women’s vocational interests as explanations of their underrepresentation.
关于女性在多大程度上“选择退出”和/或被“挤出”各种职业，一直存在争论(Kossek et al.， 2017)。为了推进这一辩论，我们探讨了女性对刻板的男性化工作活动的兴趣与其职业/职业愿望的工作活动的对应关系。我们研究了42,631个对美国就业和失业人员调查的回应，并分析了荷兰(1997)兴趣/工作-活动维度的所有六个联系。总的来说，我们发现“被排挤”的观点得到了支持，因为与同样感兴趣的男性相比，女性对动手/实践、分析/科学、管理/销售相关的工作活动的兴趣与被雇用从事这些活动的职业的关系不那么强烈。然而，这些效应量很小，我们发现与动手/实践职业相关的“选择退出”动态支持。总之，我们的结果表明，需要继续超越女性的职业兴趣来解释她们代表性不足的原因。
{"title":"Evidence for “Pushed Out” and “Opt Out” Factors in Women’s Career Inclusion Across the World of Work in the United States","authors":"Alexander Glosenberg, Tara S. Behrend, T. Tracey, David L. Blustein, J. McChesney, Lori L. Foster","doi":"10.1177/10690727211054179","DOIUrl":"https://doi.org/10.1177/10690727211054179","url":null,"abstract":"There is an ongoing debate over the extent to which women “opt out” and/or are “pushed out” of various occupations (Kossek et al., 2017). To advance this debate, we explore the correspondence of women’s interests in stereotypically masculine work activities with the work activities of their occupations/occupational-aspirations. We examine 42,631 responses to a survey of employed and unemployed persons in the United States and analyze associations along all six of Holland’s (1997) interest/work-activity dimensions. Overall, we find support for a “pushed out” perspective as women’s interests in hands-on/practical, analytic/scientific, and managerial/sales-related work activities are less strongly associated with being employed in occupations with those activities – in comparison to similarly interested men. However, these effect sizes are small and we find support for “opt out” dynamics in relation to hands-on/practical occupations. Altogether, our results indicate the need to continue looking beyond women’s vocational interests as explanations of their underrepresentation.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":"30 1","pages":"506 - 532"},"PeriodicalIF":3.2,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47968355","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 : 2022-01-31DOI: 10.1177/10690727211059735
Arpita Ghosh, Christopher R. Niileksela, Elizabeth R. Grzesik
Veterans of the U.S. military experience unique difficulties when reentering the civilian workforce, which may inform their post-military career development in different ways than civilians. The purpose of this study was to examine the measurement invariance of the Occupational Engagement Scale-Student (OES-S) and the Career Adapt-Abilities Scale-USA Form (CAAS) across adults with and without a military background. A sample of 418 U.S. military veterans and 411 civilians were recruited. Multiple group confirmatory factor analysis (MG-CFA) was used to examine factorial invariance of scores obtained from the OES-S and CAAS with veterans and civilians. Findings suggested the measures were invariant across veteran and civilian samples. These scales appear to measure the same constructs for veterans and civilians and can likely be used for veterans in both research and practice. Implications for career assessment and counseling are discussed.
{"title":"Measurement Invariance of the Occupational Engagement Scale – Student and Career Adapt-Abilities Scale across Veterans and Civilians","authors":"Arpita Ghosh, Christopher R. Niileksela, Elizabeth R. Grzesik","doi":"10.1177/10690727211059735","DOIUrl":"https://doi.org/10.1177/10690727211059735","url":null,"abstract":"Veterans of the U.S. military experience unique difficulties when reentering the civilian workforce, which may inform their post-military career development in different ways than civilians. The purpose of this study was to examine the measurement invariance of the Occupational Engagement Scale-Student (OES-S) and the Career Adapt-Abilities Scale-USA Form (CAAS) across adults with and without a military background. A sample of 418 U.S. military veterans and 411 civilians were recruited. Multiple group confirmatory factor analysis (MG-CFA) was used to examine factorial invariance of scores obtained from the OES-S and CAAS with veterans and civilians. Findings suggested the measures were invariant across veteran and civilian samples. These scales appear to measure the same constructs for veterans and civilians and can likely be used for veterans in both research and practice. Implications for career assessment and counseling are discussed.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":"30 1","pages":"590 - 609"},"PeriodicalIF":3.2,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47824845","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 : 2022-01-27DOI: 10.1177/10690727211069535
S. Ali, David Drustup, Y. Garrison, Duhita Mahatmya
In the present paper, we join the current dialogue in the field of vocational psychology regarding how neoliberal economic trends across the world have influenced the development of theory and approaches to vocational psychology. We propose an alternative perspective, that viewing career development from an economic justice lens, can provide an alternative to the existing neoliberal influence. An economic justice lens may aid us in moving from solely focusing on individual interventions and outcomes to those that help to create community-level change which in turn help create a more just economy for all. This is more than simply providing interventions to individuals in a community but requires shifting the locus of change to the community level. We detail four proposed career outcomes that center community-level change: Networking, Conscientization, Participation, and Liberation. Opportunities to utilize participatory action research, social network analysis, and other practice methods are encouraged. Finally, we offer examples of how vocational psychologists can take active roles in an economic justice approach to vocational psychology.
{"title":"Economic Justice and Vocational Psychology: Towards Community Change","authors":"S. Ali, David Drustup, Y. Garrison, Duhita Mahatmya","doi":"10.1177/10690727211069535","DOIUrl":"https://doi.org/10.1177/10690727211069535","url":null,"abstract":"In the present paper, we join the current dialogue in the field of vocational psychology regarding how neoliberal economic trends across the world have influenced the development of theory and approaches to vocational psychology. We propose an alternative perspective, that viewing career development from an economic justice lens, can provide an alternative to the existing neoliberal influence. An economic justice lens may aid us in moving from solely focusing on individual interventions and outcomes to those that help to create community-level change which in turn help create a more just economy for all. This is more than simply providing interventions to individuals in a community but requires shifting the locus of change to the community level. We detail four proposed career outcomes that center community-level change: Networking, Conscientization, Participation, and Liberation. Opportunities to utilize participatory action research, social network analysis, and other practice methods are encouraged. Finally, we offer examples of how vocational psychologists can take active roles in an economic justice approach to vocational psychology.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":"30 1","pages":"436 - 454"},"PeriodicalIF":3.2,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46591382","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 : 2022-01-27DOI: 10.1177/10690727211068106
S. Akmal, Michelle Hood, P. Creed, Amanda L. Duffy
Researchers have assessed young people’s outcomes when they do not meet their career goals, but little is known about the consequences when they do better than expected (positive discrepancies). We (a) tested the cross-lagged relationships between positive career goal discrepancies and the career-related outcomes of upward goal revision, career exploration, and career coasting, and (b) assessed the indirect relationships between positive career goal discrepancy and outcomes through self-efficacy and outcome expectations. Using a sample of 314 young adults (76% female, Mage 19.13 years), we found that the standard causation model was the most parsimonious. Positive discrepancies predicted more upward goal revision and exploration and less coasting after a 6-month time lag, both directly and indirectly through outcome expectations. The findings highlight the importance of positive career goal appraisals in career goal-setting, exploration, management and clarify the roles of agency (self-efficacy and outcome expectations) as explanatory mechanisms in these relationships.
{"title":"Young Adults’ Self-Regulatory Responses to Positive Career Goal Discrepancies: Testing Cross-Lagged Relationships","authors":"S. Akmal, Michelle Hood, P. Creed, Amanda L. Duffy","doi":"10.1177/10690727211068106","DOIUrl":"https://doi.org/10.1177/10690727211068106","url":null,"abstract":"Researchers have assessed young people’s outcomes when they do not meet their career goals, but little is known about the consequences when they do better than expected (positive discrepancies). We (a) tested the cross-lagged relationships between positive career goal discrepancies and the career-related outcomes of upward goal revision, career exploration, and career coasting, and (b) assessed the indirect relationships between positive career goal discrepancy and outcomes through self-efficacy and outcome expectations. Using a sample of 314 young adults (76% female, Mage 19.13 years), we found that the standard causation model was the most parsimonious. Positive discrepancies predicted more upward goal revision and exploration and less coasting after a 6-month time lag, both directly and indirectly through outcome expectations. The findings highlight the importance of positive career goal appraisals in career goal-setting, exploration, management and clarify the roles of agency (self-efficacy and outcome expectations) as explanatory mechanisms in these relationships.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":"30 1","pages":"802 - 820"},"PeriodicalIF":3.2,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48590676","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 : 2022-01-27DOI: 10.1177/10690727211067699
M. Kenny, R. Haase, Brenda W. Tsai, Mary Beth Medvide, Alekzander Davila
This study extends existing research on psychology of working theory by assessing components of the model among two community samples (N = 364) of high school youth. We examined structural models linking student perceptions of external barriers to higher education to three indices of adaptive career progress, work volition, career adaptability, and school motivation. We also assessed the roles of student perceptions of proactive personality, critical motivation, and teacher social support as moderators of perceived external barriers for the three career progress indices. The findings reveal main effects, rather than moderating contributions for critical motivation and proactive personality, with only teacher support being a significant moderator for career adaptability and work volition. The moderating effect was inconsistent with theoretical expectations, however. The results are discussed with attention to further research and applicability for vocational intervention.
{"title":"Applying the Psychology of Working Theory for Understanding Adaptive Career Progress of Youth","authors":"M. Kenny, R. Haase, Brenda W. Tsai, Mary Beth Medvide, Alekzander Davila","doi":"10.1177/10690727211067699","DOIUrl":"https://doi.org/10.1177/10690727211067699","url":null,"abstract":"This study extends existing research on psychology of working theory by assessing components of the model among two community samples (N = 364) of high school youth. We examined structural models linking student perceptions of external barriers to higher education to three indices of adaptive career progress, work volition, career adaptability, and school motivation. We also assessed the roles of student perceptions of proactive personality, critical motivation, and teacher social support as moderators of perceived external barriers for the three career progress indices. The findings reveal main effects, rather than moderating contributions for critical motivation and proactive personality, with only teacher support being a significant moderator for career adaptability and work volition. The moderating effect was inconsistent with theoretical expectations, however. The results are discussed with attention to further research and applicability for vocational intervention.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":"30 1","pages":"635 - 657"},"PeriodicalIF":3.2,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45686114","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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