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271.
Phyllis MoenStephen Sweet 《Journal of Vocational Behavior》2002,61(3):466-483
Advances in career development research require scholars to move from analysis of the career paths of individuals to a life course approach to the interlocking career paths of couples. Increasingly, not only are U.S. workers married to other workers, but significant numbers of couples work for the same employer. Drawing on a subsample of employees in dual-earner households in five corporations in upstate New York (and their spouses), this study examines both the direct and indirect effects of being a coworker on career development, work circumstances, and spillover. Being part of a coworking couple positively predicts men's job prestige, tenure, and commitment to work (in terms of working long hours, heavy workload, etc.). These effects, as well as spillover, are most pronounced for younger men without children. For wives, coworking corresponds with increased income and increased spillover between work and family, especially for younger coworking women without children. 相似文献
272.
Christopher P. Scheitle Brittany M. Kowalski Erin B. Hudnall Ellory Dabbs 《Journal for the scientific study of religion》2021,60(1):131-146
Concerns about family life push some students away from a career in science or lead them away from particular career paths within science. Religion has been shown to have an influence on individuals’ values concerning both family and work. This study uses data from a survey of U.S. graduate students in five science disciplines to estimate a structural equation model examining paths between religiosity, work and family values, and intent to pursue different careers within science. The analysis finds that religiosity is positively associated with the importance placed on family and, through this mediator, is associated with a lower intent to pursue research‐focused academic jobs and higher intent to pursue teaching‐focused academic jobs. We discuss the implications of these findings, particularly as the analysis shows that women and some racial and ethnic minority students are more religious than their male and white peers. 相似文献
273.
Mei Tang Meredith L. T. Montgomery Brittany Collins Kalesha Jenkins 《Journal of Employment Counseling》2021,58(1):23-35
Individuals seeking counseling might not recognize the interconnectedness of health, mental health, work, and life concerns. Counselors, however, need to be mindful that a person's wellness is interwoven with their work, life roles, and health. Research supports the interrelationship of career development and mental health as well as the effectiveness of an integrated approach to mental health and career counseling. An integrated approach from an ecological counseling perspective is proposed for conceptualizing client issues and intervention strategies. 相似文献
274.
275.
The current paper presents a reflective account of the adoption of a student-led pedagogic approach, based upon the first author’s experiences of working within a new academic institution. Carl Rogers’ writings around student-centred learning and the role of the facilitator provide the theoretical underpinning for the reflections put forward, and contextual information regarding the institution’s learning and teaching strategy, and the first author’s teaching background are also provided. Observations and reflections relating to ‘power’ within teaching and learning, and the challenges (and successes) encountered when adopting the role of a ‘facilitator of learning’ are considered from a critical standpoint. The paper closes with some key questions and considerations surrounding the first author’s ongoing exploration of this innovative pedagogic approach. 相似文献
276.
Zi Yang Wong 《Counselling psychology quarterly》2018,31(3):294-316
The present study examined the role of vocational identity processes and motivational beliefs among 216 undergraduates’ level of student engagement (affective, behavioural and cognitive). Through regression analysis, in-depth career exploration was found to be positively related to the student engagement variables, while career self-doubt emerged as a negative predictor. Identification with commitment was also found to be positively associated with students’ affective and cognitive engagement, but not behavioural engagement. Furthermore, students’ perceived value in academic activities played a critical role in mediating these relationships. Despite the significant associations, other vocational identity processes (in-breadth career exploration, commitment making and career flexibility) and motivational beliefs (competence beliefs and perceived cost) failed to act as predictors and mediators, respectively, as hypothesised. Nonetheless, the current findings demonstrate the importance of vocational identity development in undergraduate students’ learning, and suggest a need for more identity interventions or career counselling services in college and pre-university contexts. 相似文献
277.
Robert W. Lent Matthew J. Miller Paige E. Smith Bevlee A. Watford Robert H. Lim Kayi Hui 《Journal of Vocational Behavior》2016
We examined the utility of social cognitive variables in the longitudinal prediction of academic persistence and success of engineering students. The participants, 908 students enrolled in engineering majors at two state universities, completed measures of academic support, self-efficacy, outcome expectations, interests, satisfaction, positive affect, and intended persistence at the end of each of their first four semesters. In the current study, students' first and second semester responses were used to predict persistence and grade performance in engineering by the end of six semesters. Path analytic findings indicated that second-semester persistence intentions, satisfaction with the major, self-efficacy, and social support each produced direct paths to persistence. Objective ability (mathematics SAT scores), outcome expectations, and interests were linked to persistence indirectly via their relations to other variables in the model. In addition, self-efficacy and objective ability jointly predicted grade performance. Results were stable across gender and racial/ethnic groups. Implications for research and practice on academic adjustment in engineering are considered. 相似文献
278.
To survive and thrive on the labor market of the 21st century, individuals must construct their identities in a process of meaning making, where identity is co-constructed in the form of a narrative. In order to better understand the nature and elements involved in this career-identity change process the Interpersonal Process Recall interview (IPR) method was used to examine the results of a two-day Career Writing (Lengelle, 2014) intervention. The exploration regarding what prompted changes and how reflexivity was developed, was done by having each of two participants bring in pieces written during the course and having the interviewer ask what thoughts and feelings were remembered at the time of writing. The IPR process revealed that Career Writing enables participants to first enter into feelings, then make sense of those by finding the ‘right’ words to describe them, and experience (by thinking and feeling) that their ‘new story’ makes sense on a gut level and provides meaning. This process is made possible by an internal and an external dialogue where various I-positions (voices within the self) speak and where metaphors and analogies concretely facilitate meaning making. 相似文献
279.
Integrating self‐control with physical attractiveness and cognitive ability to examine pathways to career success 下载免费PDF全文
280.
Stephanie T. Burns Gayle L. Garcia Danielle M. Smith Stephanie R. Goodman 《Journal of Employment Counseling》2016,53(3):98-111
This study with 20 adults explored adding career biographies and career narrative writing to the career interest assessment report process. Participants reported that biographies and narratives helped them identify themes to consider how their career plans fit their personal lifestyle, meaning making, and values. This study offers 1 way to incorporate narratives and story to explore the self and self‐in‐context to activate meaning‐making processes in career interest assessment reports. Until career interest assessment reports include career biographies and a process for writing career narratives, only career counselors can offer this type of service to clients. 相似文献