Aspirations,Achievement, and School Counselors' Impact on the College Transition

This longitudinal study explored the extent to which early postsecondary aspirations, standardized test scores, and measures of college and career readiness counseling services received in high school predict later postsecondary aspirations, initial college enrollment, retention, and persistence. Findings indicate that each of the predictors was significantly related to the short‐ or long‐term outcomes used in this study. The authors discussed the importance of high‐quality college and career counseling services in light of these findings.     

Aspirations and Expectations of Physically Impaired High School Seniors

Physically disabled and non-disabled high school seniors' educational and vocational aspiration-expectation discrepancies were compared. No significant differences were found when the two groups were matched for cumulative GPA and level of father's occupation. GPA's and father's job levels of disabled students were significantly lower than those of the non-disabled. When not matched, disabled students' vocational aspiration-expectation discrepancies were significantly higher than those of the non-disabled. Higher aspiration than expectation for the highest vocational and educational levels, professional training, and employment were the major sources of differences expressed by seniors.     

Applying the M-92, A Self-Knowledge Technique for Determining Job Aspirations and Expectations

The M-92 technique is aimed at helping teenagers become aware of: (a) the relationships between certain classic determinants such as prestige, income, and job opportunities and their system of job aspirations and/or expectations; (b) the strong and weak points in their system of information about jobs; (c) the internal structure of their system of occupational representations; and (d) possible conflicts in values or discordancies between aspirations and expectations. From a theoretical standpoint the M-92 draws directly on Coombs (1975) and Gottfredson (1981). Methodologically, it is an extension of the Hammond et al. (1988) Social Judgement Theory to the case of pair comparisons. Several concrete examples of the M-92 in use are described.     

Sex Roles and the Desirability of Job Rewards,Expectations and Aspirations of Male versus Female Salespeople

Abstract

There have been numerous studies of the impact of sex-role stereotyping upon the preferences for job rewards and the difference between men and women. This study tests for such differences in a career field where men and women compete equally—commissioned residential real estate sales. Several new hypotheses were tested to include not only differences in desirability for job rewards, but also the expectancy of success in achieving them. There was little evidence of any differences between men and women in this career field resulting from a sex-role impact.     

Sex Role Expectations in Children's Vocational Aspirations and Perceptions of Occupations

To study sex role expectations, 120 boys and girls from three age groups—preschool, second grade, and fifth grade—in two socioeconomic levels were asked to name their vocational aspirations and to choose whether a man, woman, or both could do the work in 30 occupations depicted in a slide-tape series. Results indicated that sex typing was present in the way their aspirations conformed to traditional sex roles, with a significant relationship (p <.001) between sex typing of aspirations and sex of the respondents. Significant differences in responses to the occupational slides were found on the variables of sex (p <.01), grade level (p <.001), and socioeconomic level (p <.05), with greater sex typing indicated by boys than girls, by preschool children than by older children, and by lower to lower-middle class children than by middle to upper-middle class children. The study revealed a disparity between many children's perceptions of occupations as ones in which both sexes could work and their own personalized, sex-typed aspirations.     

Testing the Role of Aspirations,Future Expectations,and Strain on the Development of Problem Behaviors across Young and Middle Adulthood

Using prospective data collected across 14 years by the National Youth Survey Family Study (N = 1,436), we assessed change in aspirations, future expectations, and strain, as well as contemporaneous and longitudinal effects of these predictors on drug use, offending, and the perpetration of intimate partner violence. Growth curve models showed that, although time significantly predicted change in these variables, trajectories remained relatively stable. Contemporaneous random-intercept regression models revealed that all three measures were associated with all three problem behaviors. The effects were predictive longitudinally but some associations and gender differences were attenuated when controlling for prior involvement in outcomes.     

Impact of the Talent Development Environment on Achievement Goals and Life Aspirations in Singapore

Producing successful athletes in Singapore is a high priority, and the financial rewards for those that make it are great. In light of such an extrinsically motivated structure, the purpose of the current study was to examine the impact of the talent development environment on the goal pursuits and life aspirations of young athletes. Intrinsic goal striving was predicted by a mastery approach and an environment that prioritized long-term development and fundamentals, and provided a good support network. On the contrary, a lack of quality preparation and understanding of athletes promoted extrinsic goal-striving, as did both performance-approach and performance-avoidance goals.     

Expectations and Realizations: The Role of Expectancies in Achievement Settings

High expectancies of success are widely assumed to have positive effects on performance in achievement situations. However, previous investigations have tended to ignore task difficulty or assume that expectancies affect performance in a linear fashion. In two investigations, we found that (a) expectancies were more closely related to performance at difficult tasks than easy tasks and (b) low expectancies produced the poorest levels of performance, but moderate and high expectancies were equally advantageous. The practical, methodological, and theoretical implications of these findings are considered.This research was supported by a Presidential Young Investigator Award from the National Science Foundation (SBR-8958211) to Jonathon D. Brown, and a National Science Foundation graduate fellowship to Margaret A. Marshall.     

Career Aspirations of Adolescent Girls: Effects of Achievement Level,Grade, and Single-Sex School Environment

The career aspirations of high-achieving adolescent girls were explored by comparing them to the aspirations of adolescent boys as well as by looking at the influence of grade in school, achievement level, and an all-girls school environment. The participants' ideal and real career aspirations, scored in terms of prestige, were investigated via 2 sets of analyses , with coed (n = 704) and single-sex female (n = 494) adolescent samples. Results showed that high-achieving girls exceeded the aspirations of average-achieving girls and boys, and were the same as those of high-achieving boys. Gender and grade differences in ideal and real career choices over all achievement levels are also reported and discussed. Girls at single-sex schools had higher real career aspirations than did girls and boys at coed schools.     

Effect of Acceptance Expectations on the Employment Development of Individuals With Disabilities: The Self‐Fulfilling Prophecy Applied

The author examined what and how factors affect the employment status of Taiwanese college students with disabilities in the 1st year after graduation. The results demonstrated that (a) perceived acceptance by society and the employment market (ASEM) was the major factor affecting the employment status of individuals with disabilities (IWDs); (b) perceived ASEM influenced IWDs' psychological states, attitudes, and life‐planning styles, as well as their attitudes and strategies in job searching; and (c) the effect of IWDs' acceptance expectations on their employment development can be explained by the self‐fulfilling prophecy.     

Educational Expectations and School Achievement of Urban African American Children

The mechanisms used to convey parents' and teachers' educational expectations for the academic achievement of low-income African American children were explored using data from the Chicago Longitudinal Study. A total of 712 children were studied. A model of mediated effects was used to test the processes of influence from parents' and teachers' expectations to sixth-grade outcomes. Children's perceptions of expectations were hypothesized to mediate the effect of expectations to school outcomes. Study findings revealed that these perceptions only partially mediated the effects of expectations to sixth-grade reading and math outcomes, yet added unique independent variance to these outcomes. Prior achievement emerged as a powerful mediator of the effects of early educational intervention and sociodemographic variables to sixth-grade outcomes. These findings suggest a need to further investigate the processes of communicating parent and teacher expectations.     

调节定向对新员工期望的影响

新员工在进入企业工作前,会基于已有信息对即将从事的工作产生一定的预期,即新员工期望。期望对行为的影响很大程度上是通过目标设定或自我调节起作用的,因此本研究尝试分析调节定向对新员工期望的影响。通过对480名新员工的问卷调查发现,调节定向对期望的重要性、可能性和确定性都存在影响,这些影响受期望内容的调节:对于与发展和创新相关的期望,促进定向占主导的新员工对其重要性的判断程度高于预防定向占主导的新员工,且当期望的确定性高时,前者对期望可能性的判断程度高于后者;而对于与安全和责任相关的期望却相反,预防定向占主导的新员工对其重要性的判断程度高于促进定向占主导的新员工,且当期望的确定性高时,前者对期望可能性的判断程度高于后者。     

亲子间教育期望差异对小学生情感幸福感的影响:学业成绩和学业自我效能感的中介作用

以891名河北省衡水市某小学4~6年级学生为研究对象，采用问卷调查的方式，考察了亲子间教育期望差异对小学生情感幸福感的影响，以及学业成绩和学业自我效能感的多重中介作用。结果发现：（1）亲子间教育期望差异影响小学生情感幸福感，与感知到的父母教育期望和自我教育期望一致相比，当感知到的父母教育期望高于自我教育期望时，小学生的积极情感水平更低而消极情感水平更高；（2）学业成绩和学业自我效能感在“感知到的父母教育期望 > 自我教育期望”这一差异方向与积极情感间起部分中介作用，在“感知到的父母教育期望 > 自我教育期望”与消极情感间起完全中介作用。具体而言，“感知到的父母教育期望 > 自我教育期望”可直接影响积极情感，还可通过学业成绩和学业自我效能感的链式中介作用以及学业自我效能感的独立中介作用间接影响积极情感；同时，“感知到的父母教育期望 > 自我教育期望”可通过学业成绩和学业自我效能感的链式中介作用、学业自我效能感的独立中介作用以及学业成绩的独立中介作用影响消极情感。     

From Waiting Room to Mother's Lap: Parameters in Testing a Psychotic,School-Phobic Child

In this article, I discuss the challenging experience of testing a child with severe separation anxiety and school refusal, which reached psychotic-level proportions. Unusual parameters are necessary to provide assessments with severely compromised children. In cases such as these, the goal should be to gather as much useful information as possible, paying particular attention to the conditions, which allow testing to take place. Such information will afford clues to the necessary conditions for providing required therapeutic and educational support.     

Maternal Factors Related to Parenting Practices,Developmental Expectations,and Perceptions of Child Behavior Problems

Parenting practices of a representative sample of 1,056 urban mothers with very young children were studied via the Parent Behavior Checklist (Fox, 1994) and the Behavior Screening Questionnaire (Richman & Graham, 1971). Potential determinants of parenting practices were also addressed, including maternal age, marital status, education level, number of children living at home, and family socioeconomic status. Less positive parenting practices concerning nurturing and discipline were found among mothers who were younger, had more than one child living at home, were single, had a lower income level, and had lower educational attainment. These mothers also tended to perceive their children as demonstrating more difficult behavior problems. However, the negative influence of some determinants of parenting practices, such as low income, was found to be moderated by the presence of other determinants, such as more education. The present results provide evidence that multiple determinants influence parenting practices among parents of young children.     

Effect of Client Expectations on the Counseling Relationship

The purpose of this study was to investigate the effect upon an initial interview of positive and negative client expectations for counseling. 30 subjects or clients were randomly assigned to 3 groups (1 positive expectation group, 1 negative expectation group, and a control group). Following a 30-minute counseling session, the counselors and clients were asked to evaluate the relationship that had been established. Despite pre-counseling differences in client expectations, no significant differences were found in the relationships established.     

The Effect of Rater Expectations on the Evaluation of a Hypothetical Subordinate

In a laboratory study of the effect of rater expectations on the evaluation of a hypothetical subordinate's performance, 159 undergraduates role played the part of a sales manager who had been given high, low, or no expectations about a subordinates's potential along with hypothetical concrete or abstract performance data. Hypotheses regarding the interaction of performance data and expectations on evaluations were not supported. Although evaluations of the subordinate's performance did not vary across conditions, the student raters recommended larger raises for the subordinate for whom they had low expectations than for the subordinate for whom they had high expectations. The key predictor of a recommended raise appeared to be the extent to which the subordinate met or exceeded rater expectations. These results were reconfirmed with an independent cross-validation sample of 168 subjects.