Influences of Early Career Experiences, Occupational Group, and National Culture on Proactive Career Behavior

We know little about the influences of individual, historical, and situational characteristics on young workers' proactive career behaviors. This study examined the effects of early career experiences, occupational group membership, and national culture on proactive career behaviors, including career planning, skill development, consultation, and networking. The study analyzed data from a longitudinal cross-national study on young workers from two occupational panels. The results confirmed the cultural dependence of proactive behaviors. Moreover, employment-related early career experiences showed a positive effect on proactive skill development and consultation behaviors. Periods of unemployment-inhibited proactive career planning and networking behaviors. Additional significant contributions to skill development and consultation behaviors were found to be associated with occupational group membership. Overall, a change in hierarchical position had a positive effect on proactive career behavior.     

Early Career Boot Camp: A Novel Mechanism for Enhancing Early Career Development for Psychologists in Academic Healthcare

The purpose of this article is to describe a pilot mentoring program for Early Career Psychologists (ECPs) working in Academic Health Centers (AHCs) and synthesize the lessons learned to contribute to future ECP and AHC career development training programs. The authors describe an early career development model, named the Early Career Boot Camp. This intensive experience was conducted as a workshop meant to build a supportive network and to provide mentorship and survival tools for working in AHCs. Four major components were addressed: professional effectiveness, clinical supervision, strategic career planning, and academic research. Nineteen attendees who were currently less than 5 years post completion of doctoral graduate programs in psychology participated in the program. The majority of boot camp components were rated as good to excellent, with no component receiving below average ratings. Of the components offered within the boot camp, mentoring and research activities were rated the strongest, followed by educational activities, challenges in AHCS, and promotion and tenure. The article describes the purpose, development, implementation, and assessment of the program in detail in an effort to provide an established outline for future organizations to utilize when mentoring ECPs.     

Pathways to Success for Psychologists in Academic Health Centers: From Early Career to Emeritus

Careers in academic health centers (AHCs) come with a unique set of challenges and rewards. Building a stable and rewarding career as a psychologist in an AHC requires the efforts of a whole team of players and coaches. This paper outlines the characteristics of AHCs and the general skills psychologists need to thrive in this type of setting. Advice specific to each stage of career development (early, mid, and late) is offered, highlighting the themes of coaching and teamwork that are critical to success in an AHC.     

职业认知、社会支持对农民择业倾向的影响

以社会认知职业理论（SCCT）为框架,建立了职业认知（职业自我效能、职业结果预期）和社会支持（积极支持和消极支持）对农民职业兴趣和择业倾向影响的假设模型。在深度访谈和对419名农民试测的基础上,编制了基于霍兰德RIASEC职业分类的测量问卷。采用结构方程技术对628名农民的正式测试结果进行测量模型和结构模型的建构与检验。研究结果验证了SCCT有关职业兴趣和职业选择的核心假设。在环境变量方面,社会支持主要通过职业自我效能对农民的择业倾向产生间接的影响,其中E型和C型的自我效能在积极支持和择业倾向间起完全中介的作用,C型的自我效能在消极支持和择业倾向间起部分中介的作用。这些结果为改善农民就业状态的途径提供了一定的参考,也为SCCT的中国化研究和跨文化整合提供了一些实证依据     

Depending on My Mood: Mood-Driven Influences on Text Comprehension

Reading comprehension is a critical component of success in educational settings. To date, research on text processing in educational and cognitive psychological domains has focused predominantly on cognitive influences on comprehension, and in particular, those influences that might be derived from particular tasks or strategies. However, there is growing interest in documenting the influences of emotional factors on the processes and products of text comprehension, because these factors are less likely to be associated with explicit reading strategies. The present study examines this issue by evaluating the degree to which mood can influence readers' processing of text. Participants in control, happy-induced, or sad-induced groups thought aloud while reading expository texts. Happy, sad, and neutral moods influenced the degree to which readers engaged in particular types of coherence-building processes in the service of comprehension. Although reading strategies clearly influence processing, understudied factors that are less explicitly goal-driven, such as mood, can similarly impact comprehension activity. These findings have important implications for the role of mood on reading instruction and evaluation.     

Work Meaning Patterns in Early Career

Abstract

Work meaning patterns combine dimensions such as work centrality, expressive versus economic work goals, and entitlement versus obligation societal norms into a holistic picture of the evolution over time of the meaning of work. Data from a longitudinal study in eight countries are used to establish major work meaning patterns and to study their stability during early career paths. Further, some potential determinants of these work meaning patterns are analysed and their consequences for later careers are considered. Statistical analyses include: cluster analysis, multiple discriminant analysis, analysis of covariance combined with multiple classification analysis, analysis of variance, and chi-square analysis. Five cross-national work meaning patterns are identified for machine operators in their third year in the labour market. One-third of the sample had remained in the same work meaning pattern for 2 years, while two-thirds had changed their work pattern. Respondents' age, country, prior work environment, and prior work socialization behaviours and outcomes have an impact on work meanings held 2 years later. In addition the respondent's work meaning pattern allows subsequent career enhancing strategies and effort expenditure at the job to be predicted.     

Academic Self-Concept of Older Adults in Career Transition

The authors investigated the academic self-concept of students age 50 and older who are in career transition to identify their perceptions of their academic abilities and the teaching and learning environment.     

Influences on Career Choice: The Responses of Ethnic-Minority and Ethnic-Majority Girls

In a study concerned with factors affecting career aspirations, 37 Muslim and 32 non-Muslim secondary-school girls were interviewed and their responses compared in four areas: career aspirations and the extent to which these matched examinations being sat; influences on career choice; when respond-entfirst considered her choice; and attitudes to work. In general, there were minimal differences on aspirations and general influences on careers, but Muslim girls reported more parental involvement, thought about choices later, and were somewhat more instrumental in attitudes to work. These results are discussed in the context of culturally mediated attitudes to education and the interrelationships of career and family life.     

The Effects of Career Education Interventions on Academic Achievement: A Meta-Analysis

A meta-analysis was conducted on 67 studies of the impact of career education on academic achievement. It offered evidence of a small positive effect. Across the 67 studies analyzed, the average experimental effect size was .16. Career education interventions improved student academic achievement levels an average of .16 standard deviations over alternative or control conditions. Results support the value of career education as a contributor to academic achievement. Elementary students of average ability seem to profit the most in their academic achievement. This was particularly true if (a) they were randomly assigned to groups, (b) the career education intervention was coupled with math and language arts subject matter, (c) the intervention averaged 151 to 200 hours per 9-month school year, and (d) the program was concluding its second year with the same students.     

Influences on Career Choice Among Psychology Undergraduate Students: Role of Social Agents

The study explored factors that mediate the choice of psychology as a major subject by undergraduate students. Participants were a convenience sample of 368 students from two higher education institutions in Southern Africa (males =186, females =182, mean age = 22.35 years, SD=2.84 years). Data were collected using a survey that investigated social agents that are considered important in students' career choices. The data were analysed to explore differences by family and peer influences. The findings suggest that the students in the sample regarded social influences important in their choice of psychology as a major subject.     

父母学业参与、父母学业压力与青少年早期的学业投入:有调节的中介模型

为探讨父母学业参与和学业压力与青少年早期学业投入之间的关系,考察成就目标取向的中介作用,以及学业成就水平在该中介过程中的调节作用,对2487名初一学生进行测查,结果发现：（1）父母学业参与正向预测青少年早期个体的学业投入、负向预测学业抽离,父母学业压力正向预测学业抽离;（2）掌握目标取向在父母学业参与和青少年早期的学业投入之间起正向中介作用,在父母学业参与和学业抽离间发挥负向中介作用;表现回避目标取向在父母学业压力和学业抽离间具有正向中介作用;（3）掌握目标取向的中介作用受到学业成就水平的调节。研究结果揭示了父母学业参与和学业压力对青少年早期的学业投入的共同作用,为从家庭层面提高青少年的学业投入水平提供了参考。     

父母学业参与、父母学业压力与青少年早期的学业投入:有调节的中介模型

为探讨父母学业参与和学业压力与青少年早期学业投入之间的关系,考察成就目标取向的中介作用,以及学业成就水平在该中介过程中的调节作用,对2487名初一学生进行测查,结果发现：（1）父母学业参与正向预测青少年早期个体的学业投入、负向预测学业抽离,父母学业压力正向预测学业抽离;（2）掌握目标取向在父母学业参与和青少年早期的学业投入之间起正向中介作用,在父母学业参与和学业抽离间发挥负向中介作用;表现回避目标取向在父母学业压力和学业抽离间具有正向中介作用;（3）掌握目标取向的中介作用受到学业成就水平的调节。研究结果揭示了父母学业参与和学业压力对青少年早期的学业投入的共同作用,为从家庭层面提高青少年的学业投入水平提供了参考。     

我的经历与内学院发展历程

佛学家吕澂先生在1959年秋写过一份材料,其中谈到自己的经历,如何投身于佛学研究和涉足美学研究以及所参与的内学院发展历程中的主要事件和过程,叙述详细平实,史料价值较高。由于有关吕澂先生生平的详细资料已发表的较少,尤其是他自己写的材料,相信此篇材料会对研究近代佛学发展问题和吕澂著作的学人有一定参考价值。     

Parental Influences on Career Development Perceived by African American and Mexican American College Students

This study examined parental factors that influence career development among African American and Mexican American college students. Analysis of student interviews revealed that parents are influential in the following career domains: encouragement, educational expectations, critical life events, vicarious learning, and work identity. Career development issues that counselors need to address are provided.     

Peer-Reputational Influences and Academic Achievement: Exploring Gender Differences

This study explored the impact of peer-reputations for academic ability and affect/liking on academic outcomes in a sample of preadolescents. In light of the popular stereotypes regarding the differential academic abilities of girls and boys (favoring girls in English, and boys in math and science), it was hypothesized that peer-reputations in English would be more predictive of academic outcomes (measured via school-grades and standardized test-scores) for girls than for boys, while math and science reputations would be most predictive of boys’ academic outcomes. Further, it was also hypothesized that these links would be stronger for school-grades than for standardized test-scores. As expected, overall, peer-reputations were found to be predictive of school-grades but not standardized test-scores. Further, the results reveal that although ability reputations in most areas were predictive of grades for both sexes, gender differences were observed which were consistent with hypotheses. Results suggest that children’s peer-reputations may play an important role in their academic achievement, especially within domains most central to their gender identities.     

Women Psychologists within Academic Health Systems: Mentorship and Career Advancement

Women are underrepresented on the faculties and within the senior leadership ranks of academic health systems. Nevertheless, despite the continuing existence of career development challenges related to gender, it is possible for women to thrive professionally in these settings. Mentorship is extremely important, and it is argued that effective mentorship is facilitated by an understanding of both gender differences in social behaviors and the culture of academic health systems. Furthermore, a systems’ level emphasis on faculty diversity and the career development of women faculty is recommended.