金融危机背景下家庭社会地位对大三学生择业动机的影响：社会支配倾向的中介作用

以504名来自5所高校三年级大学本科生为被试,采用问卷法收集数据,探讨了家庭社会地位对大学生择业动机的影响。结果表明：（1）家庭社会地位对大学生内部择业动机具有显著的预测作用,家庭社会地位越高,内部择业动机越强;（2）社会支配倾向对家庭社会地位与内部择业动机之间的关系起中介作用,家庭社会地位通过社会支配倾向对内部择业动机产生间接影响;（3）未发现家庭社会地位、社会支配倾向与外部择业动机之间的显著相关。     

Enriching the Genetic Counseling Recruitment Pipeline: A National Cross-Sectional Study of Public High School Counselors

Early awareness of careers is helpful in recruiting students into a career pipeline. School counselors are among the top resources that students turn to when seeking advice about choosing their career. Studies show that high school is the ideal time to generate interest in the genetic counseling career, especially for minorities. This novel study of 291 high school counselors working in ethnically diverse public school districts in the United States examined to what extent members of this important group discuss genetic counseling as a career option with their students. The findings indicate that the majority of school counselors in this study (83%) did not discuss genetic counseling with their students, citing a lack of resources and lack of student interest as the major barriers. Suggestions of ways to increase high school counselors’ awareness of the genetic counseling career in order to enhance the goal of enriching recruitment of ethnic minorities into the genetic counseling pipeline are presented.     

The future of Canadian counselling psychology: Doctoral students

Little is known about the overall characteristics and beliefs of Canadian counselling psychology doctoral students. An online survey was administered to 43 doctoral students across all Canadian counselling psychology programmes, representing an approximate 26% response rate. Results indicated that the average age of doctoral students in the sample was about 32 years and that the majority were women (about 77% in the sample). Additionally, findings can be taken to suggest that participants were satisfied with their choice of counselling psychology as a career. The doctoral students sampled primarily practised from an integrationist theoretical standpoint and spent very little of their practice time providing formal psychological assessment services or career counselling. Participants generally intervened through individual counselling or psychotherapy and were focused on disorder treatment rather than preventative or developmental services. Curriculum changes that should be considered from the results of this study pertain to the topics of assessment, career counselling, advocacy/media skills, professional identity development and prevention/developmental interventions. The results of this study can also be taken to predict characteristics of the next generation of Canadian counselling psychologists and the future practice of counselling psychology in Canada.     

Counselor Trainees' Interprofessional Self-Efficacy After a Career Development Intervention

Career development is a lifelong process of learning, working, and transitions that move a person closer to their preferred future. This study investigated the use of a career development intervention to help counselor trainees in a master's program and allied health students with integrating new perspectives in their future careers. This qualitative study with a diverse group of 12 participants provides important insight into career thoughts, career self-efficacy, and potential career development opportunities through interprofessional engagement career interventions. The findings are novel and have never been addressed in an empirical study for counselor trainees.     

汉族、回族高中生生涯规划与发展的跨文化研究

该研究对汉族和回族高中生的生涯发展特点进行了跨文化研究,研究得出以下结论：(1)总体来说,高中生对升学的价值评价特别高,80％以上都把继续深造作为毕业后的第一打算,高中生的生涯自我效能也比较高。(2)总的来说,高中生生涯信念、生涯自我效能、生涯规划都不存在性别差异。(3)高中生生涯信念不存在民族差异,生涯自我效能、生涯规划存在显著的民族差异。     

Career education and career maturity

The relationships between career maturity and the career curriculum practices and policies of 38 Melbourne metropolitan secondary schools were investigated in this study. An Australian adaption of the Career Development Inventory was used as the measure of career maturity of random samples of year 9 and year 11 students. Career curriculum practices were ascertained via questionnaires. Questionnaires were completed by the principal, career teacher, and three subject teachers in each of the schools in the study. The questionnaires yielded five factors, one associated with congruence to Super's theory and four assocated with innovation/implementation factors. The results of the study supported the view that schools with career education programs achieved higher gains in the career maturity of their students between years 9 and 11 than schools with no career education programs. The findings also showed a strong relationship between the type of program offered, the support of the school for that program, and the gains in career maturity of the students between years 9 and 11.     

Talking about science interests: the importance of social recognition when students talk about their interests in STEM

Although interest development is often conceptualized as a process that occurs within an individual, interest can be developed through various social mechanisms. Messages that suggest that one is or is not welcome within a context may serve to bolster or attenuate interest in those contexts. In a sample of first semester freshmen undergraduate science students, we tested whether or not talking with close others about one’s interests, and receiving social recognition during those conversations, was related to having a greater science career interest over time. Our findings suggest that the way in which students perceive others’ reactions to their scientific interests (social recognition) during these conversations may have the greatest impact on students that face greater external barriers to persisting. We found that positive social recognition appraisals that convey that a listener understands and encourages one’s interest in science predicted a greater science career interest over time for women, but not men. The impact of positive social recognition appraisals on interest in a science career was greatest among women with relatively low or average science identities, but not for women with a relatively high science identity. The implications for the development of students’ interest and for broadening participation in science are discussed.

     

Applications of self-efficacy theory to the understanding and treatment of career indecision

The present study was designed to investigate the utility of Bandura's self-efficacy theory to the understanding and treatment of career indecision. More specifically, the study involved the development of a measure of self-efficacy expectations with regard to 50 tasks or behaviors required in career decision making and the examination of the relationships of career decision-making self-efficacy to several components of vocational indecision. A total of 346 subjects, 154 students attending a private liberal arts college and 193 students attending a large state university, were administered the measure of career decision-making self-efficacy expectations and the Career Decision Scale (Osipow, Carney, Winer, Yanico, & Koschier, Columbus, Ohio: Marathon Consulting and Press, 1980). In addition, Scholastic Aptitude Test verbal and math scores were obtained for the liberal arts students, and American College Test math and English subtest scores were obtained for the state university students. Results indicated first that college students in general express considerable confidence in their ability to complete the tasks necessary to make career decisions. In addition, however, the strength of students' career decision-making self-efficacy expectations was strongly and negatively related to overall levels of career indecision and was, in particular, related to the component of indecision described as a lack of structure and confidence with respect to career decisions. Relationships of career decision-making self-efficacy expectations to ability level were negligible. Based on the findings of this study it is suggested that the concept of career-related self-efficacy expectations provides a useful framework for the understanding, assessment, and treatment of at least some of the antecedents to vocational indecision.     

Career-specific parental behaviors,career exploration and career adaptability: A three-wave investigation among Chinese undergraduates

The current research examined the effects of career-specific parental behaviors (reported by parents at time 1) on Chinese university students' career exploration (reported by students at time 2) and career adaptability (reported by students at time 3). A survey study was conducted among Chinese university graduates (N = 244) and their parents (N = 244). The results supported a mediation model such that a high level of parental support and a low level of parental interference had beneficial effects on Chinese undergraduates' career exploration, which in turn positively predicted their career adaptability. Lack of parental career engagement had a direct negative effect on career adaptability. Significant interaction effects were also found among these three types of parental behaviors such that at a lower level of lack of parental career engagement, the positive effects of parental support, as well as the negative effects of interference on career exploration were stronger. The corresponding moderated mediation models were also supported. These findings carry implications for research on career construction theory and career counseling practices.     

Religion,Family, and Career among Graduate Students in the Sciences

Concerns about family life push some students away from a career in science or lead them away from particular career paths within science. Religion has been shown to have an influence on individuals’ values concerning both family and work. This study uses data from a survey of U.S. graduate students in five science disciplines to estimate a structural equation model examining paths between religiosity, work and family values, and intent to pursue different careers within science. The analysis finds that religiosity is positively associated with the importance placed on family and, through this mediator, is associated with a lower intent to pursue research‐focused academic jobs and higher intent to pursue teaching‐focused academic jobs. We discuss the implications of these findings, particularly as the analysis shows that women and some racial and ethnic minority students are more religious than their male and white peers.     

High School Biology/Life Science Teachers’ Presentation of Genetic Counseling and Health Care Career Options in Their Classrooms

Studies show teachers play an influential role in the career decision-making process of students and early knowledge of genetic counseling (GC) increases the likelihood students will consider this career option. This quantitative study is the first to explore the presentation of GC and other health care career options by high school (HS) biology/life science (B/LS) teachers in their classrooms. Our findings indicate most B/LS teachers present GC as a career option to HS students, agree it complements classroom activities, and perceive students as interested in learning about the profession. However, teachers note many barriers to spending class time presenting GC careers. Consequently, a substantial number of teachers spent a minimal amount of time presenting health care careers in general. We discuss ways genetic counselors can enhance career resources, reduce barriers, and foster student interest in pursuing a career in GC by developing partnerships with HS B/LS teachers.     

父母生涯相关行为和学前教育专业大学生专业满意度的关系：生涯适应力和生涯规划的中介作用

以600名学前教育专业大学生为被试,探讨了父母生涯相关行为 (支持、干涉和缺位) 和专业满意度 (6个月后) 的关系及生涯适应力和生涯规划的中介作用。结果表明：(1) 支持对专业满意度的直接预测作用不显著,是通过正向预测生涯适应力和生涯规划及生涯适应力→生涯规划这一序列中介作用间接预测专业满意度。(2) 干涉对专业满意度的直接预测作用不显著,但通过负向预测生涯适应力及生涯适应力→生涯规划这一序列中介作用间接预测专业满意度。     

Variations of career decision ambiguity tolerance between China and the United States and between high school and college

The variation of career decision ambiguity tolerance (CDAT) by cultures and development stages was examined in a sample of Chinese high school students (n = 339), a sample of Chinese college students (n = 356), along with U.S. college students (n = 328). It was hypothesized that career decision ambiguity tolerance decreases when individuals experience more societal/cultural pressure on decidedness and responsibility for their career decision making. Based on the three-factor structure of CDAT (i.e., preference, tolerance, and aversion), measurement invariance was examined between Chinese and U.S. college students and between Chinese high school and college students. While the factor of tolerance was not upheld in both Chinese samples, the factors of preference and aversion were found to be structurally invariant across cultures and developmental stages. The analyses comparing means of preference and aversion found that U.S. college students had a higher level of preference relative to Chinese college students. It was also found that in comparison to Chinese high school students, Chinese college students had a higher level of aversion. The criterion validity of CDAT in Chinese culture was supported in the findings of preference and aversion being associated with career exploration and career indecision. The implication of this study was discussed along with its limitations and suggestions for future research.     

The possible selves of international students and their cross‐cultural adjustment in Canada

We assessed 93 international students’ reports of their expected and feared possible selves in terms of their thematic content and configuration, and examined the relations between possible selves and cultural adjustment in Canada. The results showed that international students mostly envisioned possible selves in career, education, intrapersonal, and interpersonal domains, and reported more balanced configurations than matched configurations of possible selves. Balanced possible selves in the educational domain were associated with better psychological well‐being, but balanced selves in the intrapersonal domains were linked with more frequent sociocultural difficulties. The findings suggest that the content of international students’ possible selves reflects not only their academic‐focused and career‐inspired sojourn, but also their intercultural experiences with various ethnic groups in the Canadian multicultural society. As well, they speak to the motivational significance of possible selves, particularly the balanced possible selves, for supporting international students’ motivation to pursue an international education and for facilitating a successful cross‐cultural sojourn.     

MATHEMATICS ANXIETY AND SCIENCE CAREERS AMONG ABLE COLLEGE WOMEN

Abstract —Does mathematics anxiety deflect able students from pursuing scientific careers? We obtained the Scholastic Aptitude Test (SAT) scores of 1,366 students entering Barnard College and also questioned them about their career interests and their feelings about mathematics learning At every level of mathematical skill, math anxiety correlated negatively with interest in scientific careers Contrariwise, quantitative SAT score was unrelated lo career interests, within relatively homogeneous categories of math anxiety or confidence Students were also asked directly whether the desire to avoid math affected their career choices The responses suggested a mediating role for math anxiety or confidence in career choice.     

内隐自尊和风险偏好对大学生职业决策的影响

为研究影响大学生职业决策的影响因素和决策有效性,实验一、二分别从决策者心理特征（内隐自尊与风险偏好）和职业方案特征（框架效应与风险水平）入手,考察二者对大学生职业决策行为的影响。结果发现：内隐自尊和风险偏好的高低显著影响大学生择业倾向性;大学生对风险水平不同的职业方案的选择倾向由低到高依次为冒险、折中、保守方案;职业决策存在明显的框架效应。研究表明,大多数大学生倾向于选择保守的职业方案;高风险偏好的大学生倾向于选择冒险的职业方案;高内隐自尊大学生倾向于主动择业;积极表述的职业方案更受大学生所青睐。     

Assistance with learning competence and decision-making in schools and further education

721 first-year university students were asked about the amount of help they had received or might have received at their pre-tertiary institutions in developing their learning competence and in course/university/career decision-making. Over all items, nearly 30% felt they had been helped minimally, 40-45% slightly to moderately, and nearly 30% moderately to very much. They felt they had been helped most with learning competence concerns, less with their career and educational decision-making, and least of all with handling distracting personal worries. There were no significant differences by sex or by type of institution previously attended. The correlation between perceived amount of help and A-level scores was not significant. The implications of the findings are discussed in terms of the possible contribution of learning competence to attainment and the need for realistic educational and career decision-making.     

Talking about subject choice at secondary school and career aspirations: conversations with students of Chinese background

Interviews with 15 boys and 12 girls from Chinese backgrounds are reported. The interviews, which centred on option/subject choices and career aspirations, were based on the results of a survey of 794 secondary-school students. This survey had indicated that the Chinese students included were more similar in their responses to ethnic-majority than to other ethnic-minority students. Conversation analysis of the interviews revealed three themes: students attributed their choices to (i) their liking for the subject/teacher; (ii) the link between school subjects and careers; and (iii) institutional frameworks. There was a marked omission of reference to issues related to ethnicity or gender. These findings are discussed in the context of other studies of Chinese ethnicity.     

Intergenerational occupational transmission: Do offspring walk in the footsteps of mom or dad,or both?

The purpose of this research was to apply the Theory of Planned Behavior (TPB) in order to investigate intergenerational occupational transmission between parents and their children. A sample of 260 undergraduate students completed a questionnaire measuring TPB variables, and congruence was calculated between the parents' occupations and their offspring's chosen profession. Intention to work in the parents' occupations was predicted by attitude, subjective norm and perceived behavioral control. Congruence between parents' and their children's occupational choice was predicted by intention and perceived behavioral control. The findings provide support to the relational approach in career choice. Implications of the findings for career counselors and young people's career choices are discussed.     

The linkage of work achievement to self-esteem,career maturity,and college achievement

This study tested whether self-esteem and mature career attitudes related to one another and complemented one another in predicting academic and work achievement for 174 college students. Analysis showed both constructs related to achievement and supported the thesis that self-esteem facilitates development of mature career attitudes, which in turn promote academic and work achievement. The findings are discussed in terms of their implications for theory and practice.