The implementation and adoptability of behavioral skills training in a university career center

We evaluated the extent to which staff at a university career center (a) already used, (b) could be taught to use, and (c) might continue to use behavioral skills training (BST) when teaching interview answers to college students. We used a nonconcurrent multiple baseline design across three staff‐student dyads to assess the extent to which staff implemented BST and students provided appropriate answers before and after training. Results showed that interview training at the career center typically consisted of few BST steps, but staff could be taught on how to implement BST. All staff rated BST as an acceptable and effective form of interview training, but only one indicated that he or she was likely to adopt BST at the career center.     

Counselor Trainees' Interprofessional Self-Efficacy After a Career Development Intervention

Career development is a lifelong process of learning, working, and transitions that move a person closer to their preferred future. This study investigated the use of a career development intervention to help counselor trainees in a master's program and allied health students with integrating new perspectives in their future careers. This qualitative study with a diverse group of 12 participants provides important insight into career thoughts, career self-efficacy, and potential career development opportunities through interprofessional engagement career interventions. The findings are novel and have never been addressed in an empirical study for counselor trainees.     

Impact of Worry on Career Thoughts,Career Decision State,and Cognitive Information Processing Skills

Sixty-nine Amazon Mechanical Turk workers completed the Penn State Worry Questionnaire (Berle et al., 2011), the Career Thoughts Inventory (Sampson et al., 1996a), and the Career State Inventory (Leierer et al., 2017). Worry was significantly correlated with negative career thinking and its dimensions of decision-making confusion and commitment anxiety, with readiness and its dimensions of clarity and certainty, and with the self-assessed cognitive information processing skills of self-knowledge, options knowledge, decision-making, and executive processing. Worry was also found to predict the degree of readiness for career decision-making, negative career thinking, and cognitive information processing requisite skills.     

The Kaufman Domains of Creativity Scale: Turkish Validation and Relationship to Academic Major

One common self-assessment of creativity is the Kaufman Domains of Creativity Scale (K-DOCS). This article provides support for a Turkish translation of the instrument, offering exploratory and confirmatory factor analysis to determine whether the factors were consistent across cultures. The participants consisted of two groups. The first group consisted of 1,260 undergraduate students (912 females, 348 males) at a public university in Turkey and was utilized for the principal axis factoring analysis. Horn's parallel analysis, a robust statistical technique, was employed to determine the number of factors to be extracted from a scale. The second group consisted of 1,215 participants (885 females and 330 males) who were utilized for confirmatory factor analysis. Results supported a nine-factor solution as a better fit for this sample than the five-solution originally used by Kaufman. Of the original five factors, four factors were divided into two sub-factors, which were distinct although moderately correlated. Finally, we determined the relationship between K-DOCS factors and college major. We also found good evidence for the construct, discriminant, and convergent validity of the scale. Relationships between K-DOCS factors and college major were largely consistent with predictions, providing additional evidence for the construct validity of the scale.     

Examining Career Readiness in a Liberal Arts Undergraduate Career Planning Course

This study explored a career planning course at the University of Minnesota–Twin Cities’ College of Liberal Arts. The course aimed to improve students’ career readiness through reflections about their liberal arts education. Individual interviews explored how the course affected students’ ability to articulate the value of their education to potential employers. The authors found that students learned how to articulate career competencies and developed an understanding of what a liberal arts education entails and how it aligns with career readiness. Implications for career development practice are highlighted.     

The Experience of Religion and Spirituality Among College Students Who Use Illicit Substances

Nine collegiate illicit substance users participated in a phenomenological study of their perceptions of religion, spirituality, and substance use. We identified three themes from the interviews: (a) development of substance-using behaviors, (b) journey with religion and spirituality, and (c) intersectionality of substance use and religious and spiritual journeys. The participants voiced a complex bidirectional relationship among use behaviors, religion, and spirituality that could be facilitative, adverse, or divergent. We provide implications and suggestions for future research.     

短视频使用对女大学生抑郁的影响：自我客体化和身体满意度的链式中介作用

本研究采用短视频使用强度量表、自我客体化量表、身体满意度量表及流调中心抑郁量表对366名有短视频使用经验的女大学生进行调查,探讨短视频使用对女大学生抑郁的影响及其作用机制。结果显示：（1）相关分析表明,短视频使用与女大学生抑郁和自我客体化呈显著正相关,但与身体满意度呈显著负相关;身体满意度与自我客体化、抑郁呈显著负相关（2）短视频使用不仅对女大学生抑郁有直接预测作用,还能通过两种间接效应对抑郁产生影响,即身体满意度的单独中介作用以及自我客体化和身体满意度的链式中介作用。     

压力知觉对大学生手机成瘾的影响：自我控制和学习倦怠的序列中介效应

为考察自我控制、学习倦怠在压力知觉与手机成瘾之间的序列中介效应,运用压力知觉量表、自我控制量表、学习倦怠量表和手机成瘾量表对946名大学生进行调查,结果表明：(1) 压力知觉与手机成瘾呈显著正相关;(2) 自我控制在压力知觉与大学生手机成瘾倾向之间起中介作用;(3)学习倦怠在压力知觉与大学生手机成瘾倾向之间起中介作用;(4) 压力知觉通过自我控制和学习倦怠的序列中介作用对大学生手机成瘾倾向产生影响。     

A Neuropsychological Investigation of Perfectionism

Perfectionism entails a burdensome preoccupation with one’s self-evaluation in the context of performance outcomes. Although perfectionism has been subject to extensive research, scant literature on its effect on cognitive functioning is available, let alone in nonclinical populations. The aim of the present study is to utilize a comprehensive neuropsychological battery to assess cognitive functions among college students with high and low levels of perfectionism. Participants were 98 college students who were screened for clinical status, completed a neuropsychological battery, and assessed for perfectionism and related symptomatology. Results revealed that the high negative perfectionism group had significantly higher levels of depression and stress compared to the low negative perfectionism group. However, no group differences were found across neuropsychological outcomes. Gradient differences on clinical outcome measures were found when three groups characterized by high adaptive, high maladaptive, and mixed perfectionism were compared. However, no differences were found on neuropsychological tests. These findings suggest that higher levels of negative perfectionism are associated with significant psychopathological burden, but with intact neuropsychological test performance. These results are important, particularly in the context of the need to identify and treat students struggling with high levels of perfectionism and related psychopathological burden, which can be overlooked given that they present with intact cognitive and academic performance.     

Effects of Self-Compassion and Social Support on Lesbian,Gay, and Bisexual College Students' Positive Identity and Career Decision-Making

The purpose of this study was to explore the serial mediating effects of self-compassion and social support on the relationship between positive identity and career decision-making self-efficacy (CDMSE) among lesbian, gay, and bisexual (LGB) college students. A total of 222 LGB (109 bisexual, 113 lesbian/gay) students participated in the study. Results supported the mediating roles of self-compassion and social support. Specifically, self-compassion and social support sequentially mediated the relationship between positive identity and CDMSE, and the patterns of the sequence of the mediators were different between the bisexual and lesbian/gay groups. Implications for career counselors and future research are discussed.