Career adaptability and academic satisfaction: Examining work volition and self efficacy as mediators

The present study examined the relation between the four components of career adaptability – concern, control, curiosity, and confidence (Savickas & Porfeli, 2012) – and academic satisfaction. Drawing from a diverse sample of 412 undergraduate students, all four components moderately correlated with academic satisfaction. In an effort to explain these relations, work volition and career decision self-efficacy (CDSE) were examined as potential mediator variables. Using structural equation modeling, work volition significantly mediated the control to satisfaction relation and CDSE significantly mediated the concern, control, and confidence to satisfaction relations. After including all variables in the model, none of the career adaptability components significantly related with academic satisfaction. These results suggest that for undergraduate students, feeling adaptable in one's career may link to greater levels of academic satisfaction due, in part, to greater feelings of control and confidence in one's career decision making.     

Implementing Firearms Restriction for Preventing U.S. Army Suicide

Suicide among U.S. Army soldiers remains a significant concern for both population health and personnel readiness, with firearms constituting the majority of soldier suicides. Means restriction, or removing an at-risk soldier’s access to lethal means, is a well-established procedure for reducing suicides. Nonetheless, various cultural, legal, and practical concerns may encumber firearms restriction implementation in the U.S. Army. This article reviews policy relevant to firearms restriction, including federal laws, Department of Defense directives, and U.S. Army regulations. Recommendations are provided for providers and commanders that balance the rights of soldiers with the need to ensure safety. In particular, installation restriction, field settings, enlisting supportive others, unit engagement, and off-installation storage are discussed. These approaches span the public health intervention model, providing numerous potential avenues to a balanced approach for firearms restriction in preventing suicide.     

The Role of Mathematics in Deleuze’s Critical Engagement with Hegel

Abstract

The role of mathematics in the development of Gilles Deleuze’s (1925–95) philosophy of difference as an alternative to the dialectical philosophy determined by the Hegelian dialectic logic is demonstrated in this paper by differentiating Deleuze’s interpretation of the problem of the infinitesimal in Difference and Repetition from that which G. W. F Hegel (1770–1831) presents in the Science of Logic. Each deploys the operation of integration as conceived at different stages in the development of the infinitesimal calculus in his treatment of the problem of the infinitesimal. Against the role that Hegel assigns to integration as the inverse transformation of differentiation in the development of his dialectical logic, Deleuze strategically redeploys Leibniz’s account of integration as a method of summation in the form of a series in the development of his philosophy of difference. By demonstrating the relation between the differential point of view of the Leibnizian infinitesimal calculus and the differential calculus of contemporary mathematics, I argue that Deleuze effectively bypasses the methods of the differential calculus which Hegel uses to support the development of the dialectical logic, and by doing so, sets up the critical perspective from which to construct an alternative logic of relations characteristic of a philosophy of difference. The mode of operation of this logic is then demonstrated by drawing upon the mathematical philosophy of Albert Lautman (1908–44), which plays a significant role in Deleuze’s project of constructing a philosophy of difference. Indeed, the logic of relations that Deleuze constructs is dialectical in the Lautmanian sense.     

EDITORIAL COMMENT: GUEST COMMENTARY TEACHERS'THEORETICAL ORIENTATIONS AND THE REAL CLASSROOM

A four year‐study of teacher beliefs and conceptions about reading is reported. Teacher beliefs were determined outside the classroom context and while conducting instruction. It was determined that classroom teachers can articulate theories of reading outside the classroom but that their actual instructional practice is governed by a complex set of contextual factors. It is concluded that reading educators must not only teach reading theory but must also help teachers apply theory to the complex instructional context of classrooms.     

Predicting the job and life satisfaction of Italian teachers: Test of a social cognitive model

This study tested a social cognitive model of work and life satisfaction (Lent & Brown, 2006, 2008) in a sample of 235 Italian school teachers. The model offered good overall fit to the data, though not all individual path coefficients were significant. Three of five predictors (favorable work conditions, efficacy-relevant supports, and positive affectivity) produced significant, direct paths to job satisfaction. Job satisfaction, progress at personal work goals, and positive affectivity were predictive of teachers' life satisfaction. Task self-efficacy was related indirectly both to job satisfaction (via work conditions) and life satisfaction (via goal progress). Implications of the findings for future research and efforts to promote teachers' job satisfaction are discussed.     

The presence of a calling and academic satisfaction: Examining potential mediators

The present study examined the relation of calling and academic satisfaction with a diverse sample of 312 undergraduate students. The presence of a calling was moderately correlated with academic satisfaction, and a multiple mediation model was utilized to test three potential mediators to this relation: career decision self-efficacy, work hope, and meaning in life. Using bootstrapping techniques, significant indirect effects were found for two of the three mediators, career decision self-efficacy, and work hope. After including the mediators in the model, the relation of calling and academic satisfaction was non-significant. These results indicate that calling relates to greater satisfaction in the academic domain in part because of increased career decision self-efficacy and work hope. Directions for future research are discussed.     

Physician job satisfaction across six major specialties

A random sample of 763 physicians was surveyed to examine the relation of 18 critical work-related factors to job satisfaction. On the whole, physicians reported that they were satisfied with their careers and believed that caring for patients, sense of accomplishment, continuity of care, autonomy, and personal time were the five most important factors for their personal job satisfaction. Regression analyses were run to determine the role of each of the 18 critical factors in predicting job satisfaction. Dissimilar to the self-report, the five most significant predictors were sense of accomplishment, creativity, income satisfaction, security, and autonomy. Additional regression analyses were run using the 18 critical factors to predict job satisfaction across the six major medical specialties. Significant factors varied greatly depending on specialty area, suggesting that physician job satisfaction may be better understood in terms of specialty rather than as a whole.