Expanding the Horizontal Call: A Typology of Social Influence on the Call to Ministry

This research examines the social actors and interactions that facilitate seminary students' sense of calling. Drawing from 36 in-depth interviews with first year Masters of Divinity students, we introduce six ideal typical social others who play a formative role in the early stages of a call to ministry: instigators, exemplars, interpreters, affirmers, challengers, and codiscerners. Together, these findings demonstrate that the call to ministry, while deeply personal, emerges through social interactions that facilitate and make plausible a person's sense of calling and that sustain it over time. Extending Richard Pitt's conceptualization of the “horizontal call,” this paper argues that social others help evoke and solidify—not merely legitimate—a personal sense of call. This research also highlights differences in the social structuring of call by gender. Despite considerable gains in the ordination of women, we find that many still face obstacles to experiencing and embracing a call to ministry.     

Diverse middle school students’ future career autobiographies and socioeconomic status factors: A content analysis

The future career autobiography (FCA) is a narrative, discovery-based career intervention designed to assess individuals’ career hopes and dreams. In total, 134 low-income, ethnically and racially diverse middle school students participated in an FCA intervention through a yearlong grant-funded career development initiative. Using content analysis, we analyzed participants’ FCAs for socioeconomic status factors and lifestyle indicators. We found that participants articulated occupational and lifestyle factors more than education and income, and that there were differences based on biological sex, race, and ethnicity. We present pertinent results and discuss implications for counseling practice and future research.     

青少年早期抑郁和自伤的联合发展轨迹：人际因素的作用

通过对859名初中生历时3年的3次追踪测量, 考察了抑郁和自伤的独立与联合发展轨迹, 并对3种重要人际关系(亲子关系、同伴关系、师生关系)在二者联合发展中的作用进行检验。结果发现, 青少年早期抑郁和自伤分别呈现4条和3条异质性发展轨迹; 二者的联合发展轨迹包含“低抑郁-低自伤-稳定”、“低抑郁-低自伤-增长”、“中抑郁-中自伤-降低”三类; 父母心理控制和同伴接纳分别为青少年早期抑郁和自伤的风险与保护性因素。     

What could be My Next Job? Using Flat Information Structures to Generate Creative Future Career Ideas

In a dynamic labor market, it is important to help people combine information and generate creative solutions to cope with complex career challenges. In the present research, we apply the theory of information structure to creative career idea generation and hypothesize that flat information structures—that is, structures in which the information is disorganized—are more conducive to creativity than hierarchical information structures—that is, structures in which information is organized in higher‐order categories. In two experimental studies, participants had to combine career information related to self and work preferences that was presented either in flat or hierarchical structures. We found that flat information structures, compared with hierarchical information structures, led to future career ideas that were more creative on average. Our results suggest that cognitive flexibility explains the effect of information structure on the creativity of career ideas. Theoretical implications and suggestions for career management practices are discussed.     

情绪智力对大学生生活满意度的影响:生涯适应力的中介作用与压力性生活事件的调节作用

选用情绪智力量表、生涯适应力量表、压力性生活事件量表和生活满意度量表对921名大学生进行调查,分析了情绪智力、生涯适应力、压力性生活事件和生活满意度之间关系。结果表明:(1)生涯适应力部分中介了情绪智力与大学生的生活满意度之间的关系;(2)压力性生活事件调节了这一中介过程的后半路径。因此,在情绪智力与大学生生活满意度的关系中,生涯适应力起到了部分中介作用,压力性生活事件起到了调节作用。     

生涯适应力与择业焦虑：注意偏向和归因的认知加工作用

为了探讨生涯适应力与择业焦虑的关系及内部的认知加工过程。采用点探测范式测量注意偏向,问卷法调查大学生的生涯适应力、归因和择业焦虑。结果发现：（1）生涯适应力既能直接负向预测择业焦虑,又能通过积极事件归因方式、及注意偏向和积极事件归因方式的链式中介作用间接预测择业焦虑。（2）在生涯适应力与择业焦虑的关系中受到消极事件归因方式的调节作用：只有消极事件积极归因时,生涯适应力才会影响择业焦虑。研究结果揭示了择业焦虑的内部作用过程,丰富了生涯适应力通过注意偏向和积极事件归因方式影响择业焦虑的解释视角,为通过归因和注意偏向的调整缓解不同生涯适应力个体择业焦虑提供了重要参考。     

Social status and friendship in peer victimization trajectories

Background/Objective: Most studies have evaluated victimization at a single time point, making it difficult to determine the impact of the time during which an individual is victimized. This longitudinal study aims to examine the differences in the levels of social status (social preference and perceived popularity) and friendship in peer victimization trajectories, and to analyse if there were changes over time in the levels of social status and friendship in each trajectory. Method: The final sample was composed of 1,239 students (49% girls) with ages between 9 and 18 (M = 12.23, SD = 1.73), from 22 schools in southern Spain. Peer nominations were collected. Results: The General Linear Model results associated the highest levels of social preference, perceived popularity and friendship with the sporadic victimization profile and the lowest levels of these dimensions with the stable profile. Conclusions:The results are discussed based on important personal aspects of stable victimization that confirms social rejection, unpopularity, and the low social support that victimization causes. This contribution is discussed in terms of health and social welfare in adolescence.     

Stroop interference is a composite phenomenon: Evidence from distinct developmental trajectories of its components

Only one previous developmental study of Stroop task performance (Schiller, 1966) has controlled for differences in processing speed that exist both within and between age groups. Therefore, the question of whether the early developmental change in the magnitude of Stroop interference actually persists after controlling for processing speed needs further investigation; work that is further motivated by the possibility that any remaining differences would be caused by process(es) other than processing speed. Analysis of data from two experiments revealed that, even after controlling for processing speed using z‐transformed reaction times, early developmental change persists such that the magnitude of overall Stroop interference is larger in 3rd‐ and 5th graders as compared to 1st graders. This pattern indicates that the magnitude of overall Stroop interference peaks after 2 or 3 years of reading practice (Schadler & Thissen, 1981). Furthermore, this peak is shown to be due to distinct components of Stroop interference (resulting from specific conflicts) progressively falling into place. Experiment 2 revealed that the change in the magnitude of Stroop interference specifically results from joint contributions of task, semantic and response conflicts in 3rd‐ and 5th graders as compared to a sole contribution of task conflict in 1st graders. The specific developmental trajectories of different conflicts presented in the present work provide unique evidence for multiple loci of Stroop interference in the processing stream (respectively task, semantic and response conflict) as opposed to a single (i.e. response) locus predicted by historically – favored response competition accounts.     

Trajectories of Peer-Nominated Aggression: Risk Status,Predictors and Outcomes

Developmental trajectories of peer-nominated aggression, risk factors at baseline, and outcomes were studied. Peer nominations of aggression were obtained annually from grades 1 to 3. Three developmental trajectories were identified: an early-onset/increasers trajectory with high levels of peer-nominated aggression at elementary school entry and increasing levels throughout follow-up; a moderate-persistent trajectory of aggression in which children were characterized by moderate levels of physical aggression at baseline; and a third trajectory with stable low levels of aggression. Children following the early-onset/increasers trajectory showed physical forms of aggression at baseline. Male gender and comorbid attention deficit/hyperactivity problems, oppositional defiant problems and poor prosocial behavior plus negative life events predicted which children would follow the early-onset/increasers trajectory of aggression. The outcomes associated with the early-onset/increaser children suggest high risk for chronically high levels of aggressive behavior.     

大学毕业生的职业期望及其影响因素研究

本研究对当代大学生职业期望所包括的关键因素以及各因素之间的结构模式进行了深入分析,从职业动机、自我意识、环境意识以及个人的职业发展计划等多种不同角度对影响职业期望的因素进行了有益的探索,并在此基础上建立了"当代大学生职业期望的初步模型".