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81.
Sejal Parikh-Foxx Robert Martinez Stanley B. Baker Jacob Olsen 《Journal of counseling and development : JCD》2020,98(2):183-192
Grounded in Bandura’s (1997) self-efficacy theory and Savickas’s (2011) career construction theory, this study examined school counselors’ beliefs about whether they can perform specific tasks related to supporting students’ career and college readiness. A national sample of school counselors (N = 2,047) completed the School Counselor Self-Efficacy for Enhancing Student Career and College Readiness Scale (Baker, Parikh-Foxx, & Martinez, 2017). Findings from a survey research design indicated that the extent of related training and the challenges associated with implementation of career service delivery were of concern to participants. Recommendations for training, practice, and further research are presented. 相似文献
82.
Nadya A. Fouad Romila SinghKevin Cappaert Wen-hsin ChangMin Wan 《Journal of Vocational Behavior》2016
The current research examined differences between women engineers who persisted in an engineering career versus those who left engineering using a combination of two prominent theories of career change: social cognitive career theory (SCCT, Lent, Brown & Hackett, 1994; 2002) and integrated model of career change (Rhodes & Doering, 1983). The two groups of women did not differ in three domains of self-confidence or outcome expectations (engineering tasks, navigating organizational climate, or multiple roles), in vocational interests, or in workplace barriers. Women who continue in engineering do differ from those who leave in their experience of workplace supports and their levels of occupational commitment. Engineering turnover intentions and occupational commitment emerged as the two key variables that explained 33.4% of the variance in persistence in engineering careers. We discuss the implications of the results in terms of theoretical development and practical implications for organizations. 相似文献
83.
Motivation plays a key role in successful entry into working life. Based on a cross-sectional and a one-year longitudinal study, we used a person-centered approach to explore work-related motivation (i.e., autonomous goals, positive affect, and occupational self-efficacy) among 577 students in 8th grade (Study 1) and 949 adolescents in vocational training (Study 2). Based on latent profile analysis, in both studies we identified four groups that were characterized by different levels of overall motivation and one group characterized by low positive affect and mean levels in autonomous goals and self-efficacy. Profiles characterized by high levels of motivation showed the highest levels of positive work expectations and goal engagement and the lowest levels of negative work expectations in Study 1 and the highest levels of person-job fit, work engagement, and job satisfaction in Study 2. Moreover, latent difference score analysis showed that motivational profiles predicted changes in person-job fit and work engagement across one year but not in job satisfaction. The results imply that career counselors should be aware of characteristic motivational patterns of clients that may require specific counseling approaches. 相似文献
84.
Russell T. McCutcheon Aaron T. Hollander Andrew F. Durdin Kelli A. Gardner Adam T. Miller Emily D. Crews 《Teaching Theology & Religion》2016,19(1):78-98
This series of short essays considers the complex choices and decision‐making processes of instructors preparing to teach, and continuing to teach, introductory courses in religious studies. In a paper originally presented in the University of Chicago's “The Craft of Teaching in the Academic Study of Religion” series, Russell McCutcheon explores a “baker's dozen” of such choices and the larger pedagogical problems with which they are entwined, ranging from classic questions of skill development and content coverage to philosophical concerns around students' identification with their topics of study and institutional concerns around governance and assessment. Aaron Hollander provides a brief introduction and four doctoral students at the University of Chicago Divinity School respond to McCutcheon's essay, widening its scope, testing its applicability, and interrogating its undergirding suppositions from the perspective of early‐career educators in the field. 相似文献
85.
Yehuda Baruch Russell Wordsworth Colleen Mills Sarah Wright 《European Journal of Work and Organizational Psychology》2016,25(3):459-473
Despite being part of a highly visible and important occupational group, blue-collar workers have, to date, been under-represented in careers research. We explore the relevance and applicability of new career concepts to blue-collar employees, specifically, bus drivers. Based on a survey of 112 bus drivers, we test a model specifying the relationship between career attitude, perceived organizational support, psychological contract, and job satisfaction, as well as intention to quit. Employing a two-phase data collection process, we also test relationships between intentions and actual quit behaviour. Our results support the validity of career theories for blue-collar workers but with notable exceptions, such as lack of relationships between protean career and intention to quit. Contrary to intention-behaviour theory we find that actual quit behaviour was not related to intention to quit, which we attribute to a significant external chance event, a devastating earthquake, which took place during the study period. In addition, we identify relationships that appear to be unique to blue-collar workers. 相似文献
86.
Carien van't Wout 《Journal of Psychology in Africa》2016,26(1):29-34
This study investigated factors influencing the career maturity of young members of the South African National Defence Force (SANDF). A sample of 310 young SANDF members (females=35%, blacks=90%) completed the following measures: career maturity inventory-revised, the career decision self-efficacy scale, the military hardiness scale, and the seven habits profile. They also completed a biographical information form. Data were analysed using multiple regression to predict career maturity from career decision self-efficacy, self-appraisal, occupational information, goal selection, planning, problem solving, hardiness, control, challenge, commitment, conscientiousness, life balance, pro-active behaviour, life goals, self-management, mutual-benefit thinking, listening, teamwork, continuous improvement and life skills. Findings suggest self-efficacy, occupational information, self-appraisal, commitment, challenge, emotional intelligence and continuous improvement have the strongest influence on career maturity. The results indicated that self-efficacy, life skills and personal drive empower young members to seek employment. 相似文献
87.
Ingrid L. Potgieter Melinde Coetzee Nadia Ferreira 《Journal of Psychology in Africa》2016,26(5):436-442
This study explored the relationship between employees’ employability capacities and their organisational commitment foci. A convenience sample of 196 South African human resource professionals participated in the study, consisting of 73% females and 88% black African people, predominantly within their early career stages (aged > 45 years). Data on individuals’ employability capacities and organisational commitment were collected via questionnaires. Canonical correlation analysis (CCA) was performed to assess the association between the variables of employability capacities and organisational commitment foci. Participants’ lifelong learning capacities (goal-directed behaviour and continuous learning orientation) were positively associated with their career commitment. This finding suggests that a strong lifelong orientation is likely to increase involvement in one’s occupation within the organisation, which contributes to organisational commitment. Lifelong learning capacities appear important to human resource professionals’ career development within their employer organisation. 相似文献
88.
This study explored whether young emerging adults’ psychological career resources identity predicted their orientation to life. The participants were a random sample of 400 predominantly full-time undergraduate students from four tertiary institutions in Nigeria (47% = female; age range 18 to 30 years). They completed psychological career resources and life orientation measures. The data were analysed by performing multiple regression analysis to explore whether psychological career resources accounted for the variance in life orientation. Overall, the results showed that those participants with well-differentiated career preferences and strong career drivers (sense of career calling, career goals and career intentionality) were likely to have a stronger sense of coherence. Developing a strong psychological career resources identity may potentially assist the young adult in developing a positive orientation to their life-career in developing country employment settings. 相似文献
89.
ObjectivesThis study explores gendered experiences of the mastery stage in endurance runners' athletic careers in terms of (a) key themes in this period of life, (b) retirement decision-making and (c) changes in athletic and runner identities.Design and methodTen male and nine female athletes aged between 25 and 62 participated in individual interviews. The data were analyzed via thematic narrative analysis.Results and conclusionGendered meanings permeate career decision-making and retirement patterns of Finnish runners. Female athletes reported many difficulties, including health problems, loneliness, societal pressure and lack of social support during the final years of their careers. These aspects were important reasons for them to start considering retirement from sport. Male athletes reported less social pressure and suggested that friendship in sport was a major reason for postponing retirement. Male athletes expressed more interest for coaching others, wherein women perceived themselves as incompetent and/or lacked time and interest for it. Running remained important for the majority of athletes after retirement and they anticipated or had continued regular running post-retirement. 相似文献
90.
Simple surveys are the predominant tool for course evaluations in most universities, but their validity has been questioned. They have been criticized for being a ritual way of complying with administrative regulations rather than a way of improving educational quality. Moreover, there is often a focus on student satisfaction, where the complexity of learning processes and the development of learner identities are lost. As an alternative approach, a qualitative course evaluation was tested that consisted of a single question: What could have been done in this course in order to better support your learning? Twenty-one second-year psychology students completed the evaluation at the end of a course. They provided rich answers describing learning activities and communication, and they described both teachers and students as agents. Going beyond merely reporting possible improvements, the students saw their learning processes in a context of academic demands and social mechanisms. It is argued that qualitative course evaluations can provide information about students’ understanding of their own learning that is difficult to uncover in a traditional survey. It is concluded that qualitative course evaluations would support the development of a student learner identity and help create a role for students as co-producers of knowledge. 相似文献