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141.
Noa Saka 《Journal of Vocational Behavior》2007,71(3):340-358
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. 相似文献
142.
This study aimed at identifying and describing occupational career patterns (OCPs) from age 16 to 43 by applying optimal matching techniques to sequence data obtained from a sample of Swedish women. Women’s occupational trajectories were found to be diverse. Upward mobility (3 patterns) and stable careers (4 patterns) were prevalent, but there were also women characterized by downward mobility, fluctuation and being outside the labor market (1 pattern each). Women’s OCPs were related to family of origin, but more strongly to their overall life career (i.e., multiple role constellations over the life course). The study indicates that occupational mobility patterns do matter in terms of job perceptions, work attitudes, and quality of life. The results generally confirm the popular belief of the advantage of upward mobility, followed by stable occupational careers, whereas women with downward or fluctuating careers fared worst. 相似文献
143.
情绪对职业决策的影响 总被引:1,自引:0,他引:1
职业决策是决策研究领域的重要课题,引起了心理学家和决策研究者的高度关注.本文在以往研究的基础上,引人情绪和职业种类变量探讨了情绪对职业决策的影响,结果显示:(1)无论是四种还是八种职业决策任务,积极情绪的被试同消极情绪的被试相比,信息搜索的时间较长,信息搜索的深度显著增加;(2)在职业选择策略上,积极情绪的被试更加倾向于基于选项的加工,而消极情绪的被试随着从四种职业决策任务到八种决策任务的转变,逐渐倾向于基于属性的加工;(3)情绪影响了决策者职业决策的信息加工能力. 相似文献
144.
Katariina Salmela-Aro Asko Tolvanen Jari-Erik Nurmi 《Journal of Vocational Behavior》2009,75(2):162-172
To examine whether individuals’ achievement strategies measured during university studies would have an impact on work burnout and work engagement measured 10, 14 and 17 years later, 292 university students completed the SAQ strategy questionnaire three times while at university, and the work burnout inventory three times and work engagement inventory twice during their early career. The results showed that optimism increased during university, while task-avoidance did not change. Moreover, high and increasing optimism during university predicted a high level of work engagement and low level of burnout 10, 14 and 17 years later. By contrast, a high level of task-avoidance during university predicted a low level of work engagement and high level of burnout during the early career. 相似文献
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146.
When people write about their deepest thoughts and feelings about an emotionally significant event, numerous benefits in many domains (e.g., health, achievement, and well-being) result. As one step in understanding how writing achieves these effects, we have developed a computer program that provides a "fingerprint" of the words people use in writing or in natural settings. Analyses of text samples indicate that particular patterns of word use predict health and also reflect personality styles. We have also discovered that language use in the laboratory writing paradigm is associated with changes in social interactions and language use in the real world. The implications for using computer-based text analysis programs in the development of psychological theory are discussed. 相似文献
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149.
In the first experiment, after establishing baseline composition rates in each classroom, timing (announcing time limits) and feedback (student self-scoring) were introduced followed by the introduction, removal, and reintroduction of public posting of highest scores. Timing and feedback improved story writing performance and public posting of highest scores improved performance even further in both classrooms. Teacher praise produced further improvement in one classroom but had no effect on performance in the other. Changes in on-task behavior paralleled changes in writing rate. Comments made by children concerning their own work or work of their peers were recorded throughout the experiment. Although the baseline rate of performance comments was almost zero, the introduction of each variable markedly increased the rate of performance comments. In the second experiment, baseline rates on reading and language exercises were established in a fifth-grade classroom. The entire performance feedback system was introduced on a multiple baseline across the two behaviors and then removed during the final phase of the experiment. Introducing the system improved performance on both tasks. These results further increased the generality of some of the findings of the previous experiment and of previous research on the efficacy of the experimental package of timing, feedback, public posting, and praise. 相似文献
150.