1
|
Pham M, Lam BQ, Tuan Ngoc Bui A. Career exploration and its influence on the relationship between self-efficacy and career choice: The moderating role of social support. Heliyon 2024; 10:e31808. [PMID: 38845894 PMCID: PMC11153200 DOI: 10.1016/j.heliyon.2024.e31808] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2023] [Revised: 05/21/2024] [Accepted: 05/22/2024] [Indexed: 06/09/2024] Open
Abstract
Career choice is a highly complex process. The growth in the number, nature, and overlap between occupations creates a more multifaceted career landscape, especially for young people. This study expands the Social Cognitive Career Theory (SCCT) by developing a model that includes additional factors influencing career choices, such as self-efficacy, career exploration, and social support. A convenient sampling method was applied, with 340 Vietnamese students responding to the questionnaire on Google Forms between August and October 2022. The results supported the research hypotheses, with environmental exploration emerging as the most decisive factor influencing career choice. The most exciting finding of this article is the negative impact of social support on the relationship between environmental exploration and career choice. Finally, the results underscore the significance of implementing career guidance and providing career experiences for university students at educational institutions.
Collapse
Affiliation(s)
- Minh Pham
- Faculty of Business Administration, Ho Chi Minh City Open University, Viet Nam
| | - Bao Quoc Lam
- Faculty of Business Administration, Ho Chi Minh City Open University, Viet Nam
| | - Anh Tuan Ngoc Bui
- Faculty of Business Administration, Ho Chi Minh City Open University, Viet Nam
| |
Collapse
|
2
|
Zhong H, Xu J. Precarious Employment and Subjective Career Success During the School-to-Work Transition. Psychol Res Behav Manag 2023; 16:2327-2339. [PMID: 37396406 PMCID: PMC10314769 DOI: 10.2147/prbm.s418017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2023] [Accepted: 06/19/2023] [Indexed: 07/04/2023] Open
Abstract
Purpose The transition from school to work is an important stage in the career development of university students, and precarious employment during this period can significantly impact their early career success. In today's unstable employment environment, this study examines how employment instability during the transition from school to work directly and indirectly affects college students' subjective career success. This contributes to a thorough understanding of this transitional period and provides university students with the necessary resources to cope with a smooth transition from school to work. Patients and Methods We recruited senior students at five universities in Harbin, China, from May to July 2022. After obtaining participants' consent, questionnaires were distributed via social media, resulting in 967 valid questionnaires. Based on this sample, we examined the chain mediating effect of financial stress and occupational self-efficacy in the association between precarious employment and career success and the moderating effect of employability. Results The study found that precarious employment hurts career success and can also affect career success by increasing financial stress and decreasing occupational self-efficacy among college students. At the same time, financial stress can also decrease students' self-efficacy. Finally, employability can reduce the adverse effects of precarious employment on career success and occupational self-efficacy. Conclusion The link between employment instability and subjective career success during the transition from school to work has been demonstrated for university students. Employment instability not only increases college students' financial stress but also reduces career self-efficacy, which in turn affects college students' perceptions of early subjective career success. Importantly, employability plays a positive role in the smooth school-to-work transition and subjective career success of university students.
Collapse
Affiliation(s)
- Haiyan Zhong
- School of Marxism, Northeast Agricultural University, Harbin City, Heilongjiang Province, People’s Republic of China
| | - Jingbo Xu
- School of Marxism, Northeast Agricultural University, Harbin City, Heilongjiang Province, People’s Republic of China
| |
Collapse
|
3
|
Zhao M, Mathews CJ, Mulvey KL, Hartstone-Rose A, McGuire L, Hoffman AJ, Winterbottom M, Joy A, Law F, Balkwill F, Burns KP, Butler L, Drews M, Fields G, Smith H, Rutland A. Promoting Diverse Youth's Career Development through Informal Science Learning: The Role of Inclusivity and Belonging. J Youth Adolesc 2023; 52:331-343. [PMID: 36344878 PMCID: PMC9842558 DOI: 10.1007/s10964-022-01694-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2022] [Accepted: 10/17/2022] [Indexed: 11/09/2022]
Abstract
Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learning sites situated in the United States and United Kingdom (70% females: M age = 15.27, SD age = 1.60), with 53.1% British and 64.1% non-White. Path analysis revealed that only perceptions of inclusivity for own social identity group (i.e., gender, ethnicity) at T1 were associated with T2 STEM youth program belonging. There was a significant indirect effect of T1 perceptions of inclusivity for one's own social identity groups on T3 perceptions of program career preparation via T2 program belonging. This study highlights that, over time, perceptions of inclusivity around youth's own social identity groups (i.e., gender and ethnicity/culture) are related to a sense of youth program belonging, which in turn is later associated with perceptions of program career preparation.
Collapse
Affiliation(s)
- Mengya Zhao
- grid.8391.30000 0004 1936 8024University of Exeter, Exeter, UK
| | - Channing J. Mathews
- grid.40803.3f0000 0001 2173 6074North Carolina State University, Raleigh, NC USA
| | - Kelly Lynn Mulvey
- grid.40803.3f0000 0001 2173 6074North Carolina State University, Raleigh, NC USA
| | - Adam Hartstone-Rose
- grid.40803.3f0000 0001 2173 6074North Carolina State University, Raleigh, NC USA
| | - Luke McGuire
- grid.8391.30000 0004 1936 8024University of Exeter, Exeter, UK
| | - Adam J. Hoffman
- grid.5386.8000000041936877XCornell University, Ithaca, NY USA
| | | | - Angelina Joy
- grid.40803.3f0000 0001 2173 6074North Carolina State University, Raleigh, NC USA
| | - Fidelia Law
- grid.8391.30000 0004 1936 8024University of Exeter, Exeter, UK
| | - Frances Balkwill
- grid.4868.20000 0001 2171 1133Centre of the Cell, Queen Mary University of London, London, UK
| | - Karen P. Burns
- grid.448542.bVirginia Aquarium & Marine Science Center, Virginia Beach, VA, USA
| | | | - Marc Drews
- grid.486876.3EdVenture, Columbia, SC, USA
| | - Grace Fields
- grid.481203.c0000 0004 0428 1057Riverbanks Zoo & Garden, Columbia, SC USA
| | - Hannah Smith
- grid.421462.7The Florence Nightingale Museum, London, UK
| | - Adam Rutland
- grid.8391.30000 0004 1936 8024University of Exeter, Exeter, UK
| |
Collapse
|
4
|
Development and Validation of the Teacher Career-Related Support Self-Efficacy (TCSSE) Questionnaire. Behav Sci (Basel) 2022; 13:bs13010036. [PMID: 36661608 PMCID: PMC9854607 DOI: 10.3390/bs13010036] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2022] [Revised: 12/27/2022] [Accepted: 12/28/2022] [Indexed: 01/03/2023] Open
Abstract
Background: Career-related teacher support self-efficacy refers to the teacher’s confidence in his/her own ability to support students’ career choices. To our knowledge, there are neither studies that focus on this topic nor instruments to measure it. Therefore, the current study aimed at developing and validating an instrument to assess teacher career-related support self-efficacy (TCSSE). Methods: In a multi-step process, items were developed and three studies that involved Italian in-service teachers were conducted. In Study 1 (n = 232), the TCSSE was developed and exploratory factor analysis on the 51 initial items was performed. In Study 2 (n = 294), six factors—Get Ready, Empower Self, Get Curious, Empower Skills, Emotional Support and Instrumental Support (α = 0.885)—across 36 items were tested through confirmatory factor analysis (CFA). In Study 3 (n = 100), the reliability of TCSSE was tested. Results: The EFA performed in Study 1 suggested a six-factor solution with 36 items. The results of Study 2 confirmed the six-factor structure (χ2 (579) = 1387.965, p < 0.001, CFI = 0.964, TLI = 0.961, RMSEA = 0.069), the internal consistency (α = 0.863 for Get Ready, α = 0.857 for Empower Self; α = 0.864 for Get Curious; α = 0.909 for Empower Skills; α = 0.881 for Emotional Support; α = 0.885 for Instrumental Support) and validity of the TCSSE. Finally, in Study 3, the reliability of TCSSE was also confirmed. Conclusion: The TCSSE questionnaire can provide researchers and practitioners with a new and reliable measure to assess teacher career-related support self-efficacy. Suggestions for future studies and practice are also provided.
Collapse
|
5
|
Nykänen M, Törnroos K, Vuori J. Conceptual replication of an evidence-based peer learning programme to enhance career preparation — a cluster randomized controlled trial (RCT). EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s10212-022-00666-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Abstract
Abstract Previous randomized-controlled trials have shown that a peer learning group intervention for career preparation can have positive effects on adolescent career management and the transition to post-comprehensive education in secondary schools. However, this earlier evidence of efficacy has been found by intervention studies that have implemented the method intensively. Earlier studies suggest that tailoring implementation strategies to fit organizational processes may offer opportunities to improve the sustainability and scalability of evidence-based practices. In this study, the implementation of the career preparation intervention was integrated into the school curriculum as a part of regular career counselling, lengthening the delivery timeframe of the intervention programme and using the schools’ own guidance counsellors as intervention providers. We conducted a conceptual replication study to investigate how effectively the adapted intervention programme enhanced perceived career preparation skills by carrying out a new cluster randomized-controlled trial among 1068 pupils. Linear mixed models showed that the effect of peer learning sessions on career choice preparedness was positive in comparison to that in the control group. The result suggests that the adapted intervention programme preserved its identifiable positive effects, although dismissing intensive delivery features somewhat reduced the effect size. These study results have implications for school-based career counselling interventions as schools seek to identify evidence-based methods that are cost-efficient and may be integrated into regular school routines.
Collapse
|
6
|
Effectiveness of a web-based acceptance and commitment therapy program for adolescent career preparation: A randomized controlled trial. JOURNAL OF VOCATIONAL BEHAVIOR 2021. [DOI: 10.1016/j.jvb.2021.103578] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
|
7
|
Gu X, Tang M, Chen S, Montgomery MLT. Effects of a Career Course on Chinese High School Students' Career Decision‐Making Readiness. THE CAREER DEVELOPMENT QUARTERLY 2020. [DOI: 10.1002/cdq.12233] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- Xueying Gu
- School of Education Science Nanjing Normal University
| | - Mei Tang
- School of Human Services University of Cincinnati
| | - Shi Chen
- School of Education Science Nanjing Normal University
| | | |
Collapse
|
8
|
Marciniak J, Johnston CS, Steiner RS, Hirschi A. Career Preparedness Among Adolescents: A Review of Key Components and Directions for Future Research. JOURNAL OF CAREER DEVELOPMENT 2020. [DOI: 10.1177/0894845320943951] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Adolescents and students are faced with the developmental task of becoming prepared for a career and master future career transitions. Existing research has investigated a range of concepts relating to career preparedness, including predictors and outcomes. However, this body of work is fragmented as a number of different conceptualizations and measurements related to career preparedness exist. Thus, the goal of this review is to provide an overview of the different concepts that have been used to describe and measure career preparedness. Based on a comprehensive review of empirical articles on maturity, readiness, adaptability, preparedness, and preparation, we propose an organizing framework of the diverse attitudes, knowledge and competencies, and behaviors required for career preparedness. We also review the empirical research on predictors and outcomes of career preparedness. We close by identifying issues in the conceptualization and measurement of different constructs and provide suggestions for future research, and implications for theory and practice.
Collapse
Affiliation(s)
- Julian Marciniak
- Department of Work and Organizational Psychology, University of Bern, Switzerland
| | - Claire S. Johnston
- Department of Work and Organizational Psychology, University of Bern, Switzerland
| | - Rebekka S. Steiner
- Department of Work and Organizational Psychology, University of Bern, Switzerland
| | - Andreas Hirschi
- Department of Work and Organizational Psychology, University of Bern, Switzerland
| |
Collapse
|
9
|
Kulcsár V, Dobrean A, Gati I. Challenges and difficulties in career decision making: Their causes, and their effects on the process and the decision. JOURNAL OF VOCATIONAL BEHAVIOR 2020. [DOI: 10.1016/j.jvb.2019.103346] [Citation(s) in RCA: 26] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
|
10
|
Donald WE, Baruch Y, Ashleigh MJ. Striving for sustainable graduate careers. CAREER DEVELOPMENT INTERNATIONAL 2019. [DOI: 10.1108/cdi-03-2019-0079] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
The purpose of this paper is to conceptually articulate the differing needs of graduates and graduate employers, which can be competing or complementary in nature. Drawing from theoretical frameworks of career ecosystems and the new psychological contract, a set of propositions are presented using three themes: career management, development of talent and technological change.
Design/methodology/approach
A conceptual design offering a conceptual model through adopting the career ecosystem and new psychological contract as a framework.
Findings
These propositions offer a new conceptual model, which provides a practical contribution by articulating sustainability of graduates’ careers through employability at the graduate level and competitive advantage at the employer level.
Originality/value
The paper offers important contributions to theory by connecting career management and vocational career literature through acknowledging shared constructs of life-long learning and sustainable employability for graduates. These two streams are often developed in parallel, thus this paper helps to bridge the gaps in respective research agendas. This paper therefore has the originality of helping to advance the fields of career theory and sustainable human resource management.
Collapse
|
11
|
Enhancing late-career management among aging employees – A randomized controlled trial. JOURNAL OF VOCATIONAL BEHAVIOR 2019. [DOI: 10.1016/j.jvb.2019.103327] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
|
12
|
Chukwuedo SO, Ogbuanya CT. Fostering Academic Major Satisfaction, Career Curiosity, and Job Search Behaviors Among Electrical/Electronic Technology Education Undergraduates. JOURNAL OF CAREER DEVELOPMENT 2018. [DOI: 10.1177/0894845318807570] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study investigates the effect of practical skills-based career training intervention in electrical/electronic works on graduating students’ academic major satisfaction, career curiosity, and self-defeating job search behaviors (SDJSBs). We employed the quasi-experimental design, with a three-wave longitudinal survey. The participants were 101 electrical/electronic technology education undergraduates from two publicly owned universities in Nigeria. Our intervention procedures were guided by the tenets of social cognitive career theory and the theory of planned behavior. The findings revealed significant positive increase in the students’ satisfaction with their academic major, and career curiosity, as well as significant decrease in SDJSBs (viz., procrastination, impulsiveness, and failure to network). We also found mediating effects of learning self-efficacy and perseverance of effort on academic major satisfaction, career curiosity, and SDJSBs.
Collapse
Affiliation(s)
- Samson Onyeluka Chukwuedo
- Department of Vocational and Technical Education, Faculty of Education, University of Benin, Benin City, Edo State, Nigeria
| | | |
Collapse
|
13
|
Glessner K, Rockinson-Szapkiw AJ, Lopez ML. “Yes, I Can”: Testing an Intervention to Increase Middle School Students’ College and Career Self-Efficacy. CAREER DEVELOPMENT QUARTERLY 2017. [DOI: 10.1002/cdq.12110] [Citation(s) in RCA: 59] [Impact Index Per Article: 8.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Karin Glessner
- Department of Student Affairs and Enrollment Management; Pasco-Hernando State College
| | | | | |
Collapse
|
14
|
Lazarides R, Viljaranta J, Ranta M, Salmela-Aro K. Adolescents’ preparedness and motivation across the transition to post-comprehensive education. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2017. [DOI: 10.1016/j.cedpsych.2017.01.008] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
|
15
|
Jordan S, Gessnitzer S, Kauffeld S. Effects of a group coaching for the vocational orientation of secondary school pupils. COACHING: AN INTERNATIONAL JOURNAL OF THEORY, RESEARCH AND PRACTICE 2016. [DOI: 10.1080/17521882.2016.1210185] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
|
16
|
Akkermans J, Nykänen M, Vuori J. Practice Makes Perfect? Antecedents and Consequences of an Adaptive School-to-Work Transition. ALIGNING PERSPECTIVES ON HEALTH, SAFETY AND WELL-BEING 2015. [DOI: 10.1007/978-94-017-9798-6_5] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
|
17
|
Erford BT, Crockett SA. Practice and Research in Career Counseling and Development-2011. CAREER DEVELOPMENT QUARTERLY 2012. [DOI: 10.1002/j.2161-0045.2012.00024.x] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|
18
|
Koen J, Klehe UC, Van Vianen AE. Training career adaptability to facilitate a successful school-to-work transition. JOURNAL OF VOCATIONAL BEHAVIOR 2012. [DOI: 10.1016/j.jvb.2012.10.003] [Citation(s) in RCA: 177] [Impact Index Per Article: 14.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
|