The relationship among positive emotional dispositions,career adaptability,and satisfaction in Italian high school students

Using a sample of 242 Italian high school students, we examined the direct relation of hope and optimism on four dimensions of career adaptability (i.e. curiosity, confidence, control, and concern) as well as the mediating effect of these four adaptability dimensions on the relations of hope and optimism on the subcomponents of satisfaction. The results of the study demonstrated that both hope and optimism significantly predicted various dimensions of career adaptability. Additionally, the degree to which hope related to students' subcomponents of satisfaction was mediated by two of the four dimensions of career adaptability (i.e. curiosity and confidence). The dimensions of adaptability did not mediate the relations of optimism on satisfaction. These findings have implications for both research and practice.     

Collective estimation: Accuracy,expertise, and extroversion as sources of intra-group influence

Although estimations typically possess correct answers, these answers may be difficult to demonstrate to others. However, providing external information may increase their demonstrability. In this experiment, individuals (N = 60) and 6-person groups (N = 360) generated estimations with or without frames of reference. We hypothesized that estimations involving frames of reference would be best fit by models predicting intra-group influence based on the accuracy of alternatives or of members in general. Conversely, we hypothesized that estimations not involving frames of reference would be best fit by models predicting influence based on member extroversion or proposal centrality. Results indicate that groups outperformed individuals and that estimations generated in the presence of frames of reference were superior to those generated in their absence. Accuracy and expertise schemes provided the best fit when frames of reference were provided, whereas an extroversion scheme provided the best fit when they were not.     

诺贝尔生理学或医学奖美国获得者学术条件背景分析

在诺贝尔生理学或医学奖105年的历史中,美国分别占了颁奖年度的52.08%,获奖成果的44.87%,获奖人数的48.91%.形成这些科学家学术优势积累和美国国家科技竞争优势的学术条件背景是:适宜的宏观政策,充足的经费投入,成功的人才政策,根本的教育改革和创新的科技管理.     

整形外科的临床治疗决策分析

在生物心理社会医学模式下,以循证医学为基础的共享型临床决策成为主导。整形外科疾病有着诊断容易、治疗方法多样、效果不一、患者年龄小、心理脆弱、大众认知有一定误区等特点,更需要在情感和实践上体现对患者的理解和尊重,真正实现医生患者共同参与的共享型临床决策。     

Continuity in adolescent career preparation and its effects on adjustment

Career preparation represents a major developmental task of adolescence, which has not received sufficient attention in empirical research on career development. Thus, this study was designed to examine the structure, continuity, and change in adolescent career preparation and its relationships with adjustment. The data were collected from a diverse sample of 389 adolescents on four occasions beginning in Grade 11 in high school and ending 6 months after high school graduation. Using Structural Equations modeling, a four-wave, developmental model of adolescent career preparation indicated by career decidedness, planning, and confidence was shown to fit the empirical data very well. Career preparation was characterized by continuity and a consistent pattern of positive concurrent and prospective associations with various indicators of adjustment. The results of the study provide empirical support for the theoretical propositions about the adaptive role of adolescent career preparation, particularly in terms of its contribution to psychological well-being and social integration.     

Work values system development during adolescence

Work values stability, change, and development can be appreciably reduced to a living system model [Ford, D. H. (1994). Humans as self-constructing living systems: A developmental perspective on behavior and personality (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates]. This theoretical model includes discrepancy-reducing and cohesion-amplifying mechanisms that interact to govern the change in standard- and goal-oriented work values over time [Boldero, J., & Francis, J. (2002). Goals, standards, and the self: reference values serving different functions. Personality and Social Psychology Review, 6(3), 232-241]. Employing longitudinal data from a sample of adolescents (n = 1010) spanning the 9th through the 12th grades, the results demonstrate that the value system develops in a theoretically predictable fashion during the adolescent period. Discrepancy reduction and cohesion mechanisms interact to either maintain or increase the integrity of and harmony between standard-oriented values associated with high school part-time work experiences and goal-oriented work values related to anticipated career-oriented work during adulthood. Exploratory analyses suggest that adolescents’ educational expectations influence the relative salience of standard- and goal-oriented work values and the discrepancy reduction process linking the two over time.     

Career transitions in times of social change. His and her story

Drawing on data collected from two longitudinal Cohort Studies following the lives of over 20,000 individuals born in the United Kingdom 12 years apart in 1958 and 1970, respectively, this paper examines antecedents and outcomes of educational and occupational aspirations of young men and women, covering the transition from dependent childhood into independent adulthood. Two analytical models, a Social Reproduction Model and a Developmental-Contextual Model are tested to assess the processes by which family background and the wider socio-historical context influence work and family related careers. The findings demonstrate the persistent role of gender, social origin and individual agency processes as well as the influence of a changing socio-historical context on career development. Results are interpreted with regard to biographical agency processes linking individual lives with social contexts across the life course.     

The anatomy of credibility: A conceptual framework of valued career helper attributes

Research on the qualities and characteristics that individuals value in those from whom they seek “career help” is very limited. Existing studies provide little insight into the meaning behind the labels individuals use to identify valued qualities and characteristics. We address this neglected area using qualitative interviews based on life story method whereby individuals identified informal and professional career helpers and the qualities and characteristics they valued in these helpers. Meanings are explored, qualities and characteristics conceptualized and a new conceptual framework showing the relationship between concepts is developed. Findings give rise to a discussion about the value and meaning of knowledge, impartiality, power and influence from the perspective of individuals in receipt of career help, and in so doing we challenge some commonly accepted discourse about these concepts in the academic and professional careers literature.     

Evidence of validity for the Skill Scale scores of the Campbell Interest and Skill Survey

The purpose of the current study was to investigate the evidence of validity of the Skill Scale scores on the Campbell Interest and Skill Survey (CISS). In a sample of 221 college students, analyses between the CISS Skill Scale scores and the CISS Interest Scale, the Strong Interest Inventory, and selfreported MAEQ abilities scores were conducted. Results provided evidence of convergent and discriminate validity of the Skill Scale scores. Furthermore, Skill Scale scores were found to be predictive of declared college major above chance levels. Conclusions from the results support the use of the CISS Skill Scales in counseling settings. Further investigation of the content being measured by the Skill Scales and their use in career interventions is recommended.     

Emotional and personality-related aspects of persistent career decision-making difficulties

This study focused on examining the persistent aspects of career decision-making difficulties, using the Emotional and Personality-related Career decision-making Difficulties scale (EPCD; [Saka, N., Gati, I., & Kelly, K.R. (in press). Emotional and personality-related aspects of career decision-making difficulties. Journal of Career Assessment]). The contribution of four personality measures—general indecisiveness, self-esteem, trait anxiety, and identity status—to the prediction of persistent career decision-making difficulties was tested on 747 students, using a longitudinal design. Results indicated that individuals with high EPCD scores at the beginning of the academic school year had less confidence in their choice and were less close to making a decision about the major into which they wanted to be admitted at the end of the year. The moderate correlations between the EPCD score and the four personality measures supported the validity of the EPCD. Implications for counseling and future research are discussed.