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131.
132.
This longitudinal study examines the individual transition journeys of physicians as their private medical practices are acquired by a large integrated health care system. We test the proposition that transition patterns (trends in an individual's commitments to organization and profession over time) are a function of individual differences in years in profession and perceived organizational enabling characteristics (change involvement, openness to ideas, and work discretion). Three years of survey data were obtained from a panel of 48 physicians who transitioned through an organizational change process. Results challenge traditional assumptions that tenure reinforces commitment and cast doubt on the effectiveness of current medical school curricula in preparing medical graduates to practice in an administrative environment. In addition, results strongly suggest that enabling characteristics of organizational change are critical for compatibility between the organizational and professional attachments of transitioning physicians.  相似文献   
133.
陈璧辉 《应用心理学》2001,7(3):33-37,44
文章讨论了不同职业发展阶段条件下组织承诺和职务投入分别对工程技术人员工作绩效和离职倾向的预测效应.针对Werbel(1984)提出的只有职业发展后期组织承诺才能有效预测离职以及Keller(1997)提出的职务投入对工程师绩效不具有预测力,论文提出了不同观点.通过问卷法对210位工程技术人员进行测量发现,无论离职倾向还是工作绩效,随着职业发展,其预测变量呈现组织承诺-职务投入-组织承诺交替出现的特征.文章对交替过程中的职业发展阶段划分及不同阶段的任务特征作了进一步探讨.  相似文献   
134.
Data were obtained from 176 Year 7 children (mean age = 12.2 years) on career status aspirations and expectations, career barriers, academic engagement, academic control beliefs, general ability and literacy; and from parents, mainly mothers, on aspirations, expectations and career barriers. Discrepancy scores between aspirations and expectations were calculated for both children and parents. Children differed from parents on career status aspirations and expectations; boys did not differ from girls, and parents did not differentiate between boys and girls. Parents’ and children’s aspirations were both associated with reading ability, although the association was weak for the children. Children’s expectations were associated with perceptions of career barriers, and a trend towards reading abilities, while parents’ expectations were associated with general ability and reading.  相似文献   
135.
This paper analyses the impact of vocational specificity on school-to-work transitions in terms of initial job mismatches and socioeconomic status at the individual level. Considering heterogeneity amongst the various qualifications in Austria, the study finds that the positive impact of specificity on initial labour market placement known from cross-country research also holds within the highly stratified Austrian system in which various vocational specialisations are provided at the upper secondary level. Independent of the level and field of the qualification obtained, vocational specificity facilitates initial labour market placement, resulting in a reduced mismatch risk and an increase in initial jobs status. In the course of subsequent labour market adjustments, however, holders of general qualifications attain higher status gains when changing jobs. Likewise, the overqualified can make up for a good part of their initial status penalty on labour market entrance through job changes. Implications for policy and practice are discussed.  相似文献   
136.
Guided by the Career Construction Theory (Savickas, 2013), we view entrepreneurship as an adaptive vocational behavior driven by an individual's self-regulatory capacity to thrive in a complex entrepreneurial career context. Our research model posited that individuals rely on their adaptive resources and entrepreneurial self-efficacy as they form entrepreneurial intentions. Career adaptability, as self-regulatory competencies, is further strengthened by prior exposure to family business. We collected data over three measurement periods from Serbian business students (n = 380) and validated the Career Adapt-Abilities Scale (CAAS). The moderated mediation model was supported and as predicted: (a) career adaptability was positively associated with entrepreneurial intentions and (b) the mediated relationship between career adaptability and entrepreneurial intentions via entrepreneurial self-efficacy was stronger for individuals with prior exposure to family business. In addition, we provide evidence for the psychometric properties of CAAS by examining its internal consistency, test–retest reliability, and factor structure. Taken together, our study offers the groundwork for understanding successful adaptation in the entrepreneurial career context and supports the cross-national measurement equivalence and utility of CAAS in a developing economy.  相似文献   
137.
We examined social cognitive and cultural predictors of academic satisfaction in African students studying at American universities. In addition to predictors drawn directly from the social cognitive model of work and educational well-being (Lent, 2004; Lent & Brown, 2006, 2008), self-construal was included in the predictive model as a culture-specific variable with potential relevance to academic satisfaction. Self-construal refers to the way in which one's thoughts, behaviors, and feelings are guided by one's relationship to self and others (Markus & Kitayama, 1991). The findings indicated that the model, with some modification, fit the data well and accounted for 59% of the variance in academic satisfaction. The findings also suggested that the three indicators of self-construal (personal, relational, and collective) do not relate directly to academic satisfaction but rather operate through mediated pathways. Implications of the findings for research and practice are discussed.  相似文献   
138.
This study proposes that employees have to face a variety of obstacles over the course of their careers, each of which can create stress for employees and, in so doing, lower their subjective career success (SCS). Using a meta-analysis of 216 samples published over the past three decades (N = 94,090), we found that career hurdles associated with dispositional traits (e.g., low emotional stability), motivation (e.g., low work engagement), social networks (e.g. low supervisor support), and organizational and job support (e.g., job insecurity) were all significantly related to lower SCS. Counter to expectations, background-related hurdles (e.g., being female) and skill-related hurdles (e.g., lack of job changes and international experience) were not significantly related to SCS.  相似文献   
139.
This study investigates whether creative, expressive, and reflective writing contributes to the formation of a narrative career identity that offers students in higher education a sense of meaning and direction. The contents of writing done by students who participated in 2 two-day writing courses before and after work placements and of a control group were compared. Employers were also asked to evaluate students' performance. Writing samples were analyzed using the Linguistic Index Word Count program and an instrument based on Dialogical Self Theory. Work-placement self-reports were gathered, examined, and used as anecdotal evidence presented in the form of case studies. The results show that career writing can promote the development of career identity and holds promise as a narrative career guidance approach.  相似文献   
140.
This article presents a new career construct, intrapreneurial self‐capital, and provides empirical evidence to verify it. Intrapreneurial self‐capital is defined as a core of individual intrapreneurial resources used to cope with career and life construction challenges and includes dimensions of core self‐evaluation, hardiness, creative self‐efficacy, resilience, goal mastery, decisiveness, and vigilance. The Intrapreneurial Self‐Capital Scale was developed to measure this new construct. It was administered to 171 Italian high school students, and confirmatory factor analysis supported the existence of the construct and its dimensions. Intrapreneurial self‐capital is a construct that will be useful for further research as well as for use in career interventions.  相似文献   
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