Cross-lagged relationships between career aspirations and goal orientation in early adolescents

We surveyed 217 students (145 girls; average age = 14.6 years) on two occasions, twelve months apart, on measures of career aspirations (job aspirations, job expectations, educational aspirations) and goal orientation (learning, performance-prove, performance-avoid), and tested the causal relationship between goal orientation and aspirations. We assessed five plausible cross-lagged models (a baseline model testing stability and synchronous effects only, a standard causal model with added cross-lagged paths from goal orientation at T1 to the outcome variables at T2, a reverse-causation model, a reciprocal-causation model, and a model of best fit). We found significant, synchronous associations at T1 and T2 between goal orientation and career aspiration, significant stability coefficients for all variables, and support for a standard causal model, with changes in performance-prove and performance-avoid orientations, but not learning orientation, associated with changes in career aspirations over time. We discuss the outcomes in relation to theory and the implications for practitioners.     

大学生心理传统性及现代性、人格特质与双元孝道的关系

为了考察心理传统性及现代性、特质移情、权威主义人格与双元孝道之间的关系,426名大学生完成了心理传统性与现代性量表、特质移情量表、权威主义人格量表、孝道信念量表。结果显示：1）心理现代性、特质移情对互惠性孝道直接效应和间接效应显著,特质移情在心理现代性与互惠性孝道之间起部分中介的作用;2）心理传统性、权威主义人格对权威性孝道直接的效应及间接效应显著,权威主义人格在心理传统性与权威性孝道之间起部分中介的作用。     

Gender and work-family conflict: testing the rational model and the gender role expectations model in the Spanish cultural context

Gutek, Searle, and Klepa (1991) proposed two models to explain the gender differences in work-family conflict: the rational model and the gender role expectations model. Both models have mostly been tested on American and Canadian samples, and have obtained partial support. Given the cultural differences between North American countries and Spain, we should question whether the two models are equally applicable to Spanish society or whether one of them captures Spanish men and women's experience of work-family conflict better than the other. So, the aim of this study is to test which of the models better explains the gender differences in work-family conflict in the Spanish cultural context (or if, indeed, the two models apply equally well). Given the typical cultural dimensions of Spanish society, we expected to find greater support for the gender role expectations model than for the rational model. However, the results obtained in this study indicated that, while the rational model can explain the gender differences that were found, the gender role expectations model cannot capture Spanish people's work-family conflict experiences. The results are interpreted in terms of cultural dimensions characteristic of the Spanish context.     

The influence of the perception of a familial climate on job performance: mediation of loyalty to supervisors and moderation of filial behaviour

With a collectivist cultural perspective, we examined the positive effects of employees' perceptions of a familial climate on loyalty to supervisors, the mediation of loyalty between perception of a familial climate and job performance, and the moderation of employees' filial behaviour on the relationship between perception of a familial climate and loyalty. The participants consisted of 247 supervisor-and-subordinate dyads in Taiwan. The results supported our hypotheses. Through the mechanisms of family behaviour transference, social identification and supervisor-subordinate exchange, perception of an organizational familial climate enhanced loyalty to supervisors. Furthermore, loyalty to supervisors mediated the relationship between perception of a familial climate and job performance. Filial behaviour moderated the relationship between perception of a familial climate and loyalty; thus, the relationship of perception of a familial climate and loyalty was stronger for employees with low levels of filial behaviour and weaker for employees with high levels of filial behaviour. These findings are discussed in terms of their theoretical and practical implications for future research and management practices.     

Shameful secrets and shame-prone dispositions: How outcome expectations mediate the relation between shame and disclosure

Shame may be a deterrent to disclosing secrets to a counselor, and shame-proneness may be associated with generalized tendencies to avoid disclosure of distress. If so, the mechanism explaining these relations might be the expected outcomes about disclosure. College students in the United States (N?=?312) thought of a shameful secret of theirs, and they rated the degree of shame they felt about the secret, their willingness to disclose the secret to a potential counselor, and their expected support from a potential counselor (i.e. outcome expectation). Participants also completed dispositional measures of shame-proneness, generalized outcome expectations about disclosure, and disclosure tendencies. Mediation analyses revealed that participants’ experiences of shame regarding their secrets predicted lower anticipated support from the counselor which predicted lower willingness to disclose the secret. This effect largely replicated at the dispositional level, such that anticipated risks of disclosure mediated the relationship between shame-proneness and disclosure tendencies. These findings suggest that counselor efforts to promote healthy client disclosure could target the client’s outcome expectations about disclosure rather than the client’s degree of shame.     

咨询期望与人格特质的相关性及对临床心理干预的启示

本研究探析了人格因素与咨询期望的相关性及对临床工作的启示.通过方便抽样选取样本348人,用心理咨询预期简表、卡特尔16项人格因子问卷进行调查.咨询期望在性别之间无差异,心理咨询中的个人承诺与聪慧性、稳定性等人格因子呈正相关;与怀疑性、忧虑性等呈负相关.对咨询师专业性的期待与乐群性、稳定性等人格因子呈正相关;与怀疑性、忧虑性等呈负相关.人格中的有恒性、聪慧性等对个人承诺有正向影响,而忧虑性、怀疑性对其有负向影响.有恒性、乐群性对专业性期待有正向影响,而忧虑性则产生负向影响.在临床心理咨询中要想达到理想效果,需要依据来访者的人格特点,评估并适时调整咨询期望.     

Classroom context,teacher expectations,and cognitive level: Predicting children's math ability judgments

Classroom practices that make ability differences salient communicate differential teacher expectations for students. This study reports on a new observational tool for measuring Classroom Ability-based Practices (CAP) and explores how young children's self-perceptions of ability in mathematics are related to their teachers' expectations for them and to their cognitive reasoning skills in classrooms that vary in usage of such ability-differentiated practices. The sample consisted of 193 children and their teachers in 15 first grade classrooms. The CAP was a reliable measure of ability-based differential teacher treatment and showed criterion validity as a moderator variable in predicting children's ability perceptions. In highly ability-differentiating classrooms, children's self-ratings were more congruent with teachers' expectations of students' mathematics ability. Also in highly ability-differentiating classrooms, higher cognitive levels predicted lower self-ability ratings in math. These findings extend our understanding of the social and cognitive factors that shape young children's self-judgments of math competence.     

Gender differences in applying social cognitive career theory in engineering students

This study tested Social Cognitive Career Theory (SCCT) in predicting engineering interest and major choice goals among male and female college students. Participants were 579 sophomore engineering students who completed measures of self-efficacy beliefs, outcome expectations, interests, goals and social supports and barriers. Findings confirmed that the SCCT model produced a good fit to the data across gender. The findings also corroborated that women have less self-efficacy beliefs and interest than men. However, there are no statistically significant differences in measures relating to outcome expectations and goals. Moreover, women are more likely to perceive support, especially from peers and family, while men are more likely to perceive family barriers than women. For other supports and barriers there are no gender differences. Implications for future research and practice are discussed.     

A mixed-method approach to post-retirement career planning

In times of rising longevity and shortage of skilled workers, post-retirement work has become increasingly prevalent in many countries. However, not much is known about the expectations and facilitating factors associated with work-related activities after retirement. In two studies we draw on the social cognitive career theory and investigated the role of outcome expectations and facilitating factors in post-retirement career planning. First, we interviewed 22 older employees and subject matter experts in a German aerospace company to learn more about expectations of post-retirement work and its facilitating factors to build a theoretical model. Second, to test our theoretical model, 212 employees of the same company aged 50 to 65 completed a web-based survey. Results showed that outcome expectations and the facilitating factors identified in the interview study were significantly related to post-retirement career intention. Further, the facilitating factor social approval moderated the relationship between outcome expectations and post-retirement career intention. We discuss implications of our findings in terms of how they inform retirement counselors, organizations, and society to help increase engagement in work-related activities after retirement.     

Distortions in reports of health behaviors: The time span effect and illusory supefuority

Abstract

The occurreace of a time span effect and illusory superiority in self reports of health behaviors was tested. It was found that people report proportionally lower frequencies of both healthy and unhealthy behaviors if they give frequency estimations over a longer as compared to a shorter time span (time span effect). In addition, they report lower frequencies of unhealthy behaviors, and higher frequencies of healthy behaviors for themselves than for the average other (illusory superiority). For healthy but not for unhealthy behaviors a stronger illusory superiority effect was obtained in frequency reports for behavioral expectations as compared to past behaviors. Potential explanations and implications for subjective measurements of health behavior are discussed.