Applying the social cognitive model of career self-management to the entrepreneurial career decision: The role of exploratory and coping adaptive behaviours

Relationship between perceived organisational support, self-efficacy, proactive personality and career self-management among nurses: a moderated mediation analysis

OBJECTIVES

Career self-management is believed to be a critical behaviour in the new career era. However, the underlying mechanisms that stimulate nurses' career self-management are unclear. The aim of this study was to examine the mediating effect of self-efficacy and the moderating effect of proactive personality on the relationship between perceived organisational support and career self-management among nurses.

DESIGN

This was a cross-sectional survey.

SETTING AND PARTICIPANTS

A total of 1866 nurses from 15 hospitals across 15 cities in China were recruited for this study.

PRIMARY AND SECONDARY OUTCOME MEASURES

The Perceived Organizational Support Scale, General Self-efficacy Scale, Proactive Personality Scale and Individual Career Management Questionnaire were used. Data were analysed using moderated mediation regressions with Hayes' PROCESS macro in SPSS version 26.0.

RESULTS

General self-efficacy mediated the relationship between perceived organisational support and career self-management. Proactive personality moderated the direct (B=0.043, p<0.001, 95% CI 0.026 to 0.060) and indirect relationship (B=0.098, p<0.001, 95% CI 0.074 to 0.123) between perceived organisational support and career self-management. Further, the positive effects of perceived organisational support on general self-efficacy and career self-management were stronger for nurses with a high level of proactive personality. The model explained 47.2% of the variance in career self-management.

CONCLUSION

The findings highlight the crucial benefits of self-efficacy and important conditional effects of perceived organisational support on nurses' career self-management.

Transition practices of college students with a mental health disorder

Objective

To explore transition practices, mental health promotion, and psychological health among college students with a mental health disorder.

Participants

data were collected from college students attending a southwestern university.

Methods

a web-based survey of transition practices, mental health promotion activities, and psychological health (i.e., self-efficacy, life satisfaction, and loneliness). A semi-structured interview was offered to all participants.

Results

A total of 140 participants (M age = 20.67 [SD=1.88]) completed the survey and N=29 (M age = 20.24 [SD=1.84] completed a semi-structured interview. When preparing for the transition into college, participants frequently considered geographical distance from home, living in a dormitory setting, and the student orientation/integration process. After entering a university, the student counseling center was accessed by 20.2% while only 6.4% filed for 504 accommodations. All participants considered having a close friend as important for mental health promotion.

Conclusions

A formal process of transition planning as it related to optimizing mental health was not consistently undertaken. Proactive transition interventions for college-bound students with a mental health disorder are needed and could include planning for ways to become involved in campus life and filing 504 accommodations to support academic success.

Examining impacts of information system success and perceived stress on students' self-regulated learning mediated by intrinsic motivation in online learning environments: second-order structural equation modelling analyses

The unanticipated switch from face-to-face learning to online education caused by the Covid-19 pandemic has led to a lack of familiarization preparation for students, potentially hampering their learning processes in several ways. The success of online learning is primarily based on the quality of the information systems, self-regulated learning, and intrinsic learning motivation. The severe stress amid epidemic lockdowns might trigger negative impacts on students' learning motivation and self-regulated learning. Nevertheless, studies examining the relationship between information system success, self-regulated learning, perceived stress, and intrinsic learning motivation in the context of developing countries are still scarce. The current research aims to address this gap in the literature. Participants were 303 university students. The results of second-order structural equation modelling revealed the positive direct and indirect relationships between information system success, intrinsic learning motivation, and online self-regulated learning. Besides, despite the insignificant relationships between perceived stress, intrinsic learning motivation, and online self-regulated learning, most participants in this study were found to have moderate to high stress levels. Hence, the potential adverse effect of stress on students' learning process should not be ignored. The results provide implications for educators and researchers studying online learning environments and educational psychology.

Linking self-efficacy, entrepreneurial fit, family support, and entrepreneurial intentions: An explanatory mechanism

Entrepreneurial ventures are outcomes of favorable internal and external factors. But the outcomes are always uncertain, often creating a situation of cognitive/perceptual dismay. One of such perceptual aspect of entrepreneurship that has recently emerged is person-entrepreneurship fit (P-E fit). By using this underlying aspect, this study entails investigation of its antecedents (entrepreneurial self-efficacy) and consequences (entrepreneurial intentions) in presence of boundary condition of family support. Data is collected through a structured questionnaire from 359 students enrolled in the last semester of their graduate and postgraduate programs at three large public sector universities. The findings of the study reveal that entrepreneurial self-efficacy influences perceptions of P-E fit and entrepreneurial intentions, while P-E fit works as a partial mediator. This study also found that family support is an important boundary condition that influences the relationship of self-efficacy and P-Ent fit.

Analyzing Factors Influencing College Athletes’ Career Actions Using Social Cognitive Career Self-Management Model

This study examines the career actions of college athletes and factors influencing the process by integrating the concept of goal setting in a social cognitive career self-management model. The author used a questionnaire survey to collect data. In total, 675 valid questionnaires were returned. The data obtained were statistically analyzed using structural equation modeling. The results show that our career action model for college athletes has an acceptable fit with the sample data. The results reveal that career self-efficacy, outcome expectations, career goals, career barriers, and goal adjustment are keys in college athletes’ career actions. The findings can serve as a reference to develop career counseling strategies for college athletes. This study not only expands the scope of research on career development counseling for athletes, but also increases the applicability and explanatory power of CSM theory.

Risk or Return? The Effect of Face Consciousness Influences on the Career Construction of Chinese Rural Dwellers in Urban Areas

This research improves our understanding of entrepreneurial intention in the Chinese cultural context. Drawing on career construction theory, we received 408 valid surveys from rural Chinese dwellers and examined the relationships rural Chinese have among "face consciousness," indecisiveness, career adaptability, and entrepreneurial intention. We found that those who are fearful of losing face are less likely to have entrepreneurial intentions, but one's desire to gain face has no significant direct impact on entrepreneurial intention. In addition, face consciousness and an indecisive personality interact to influence career adaptability and, in turn, entrepreneurial intention. In sum, this study supports the career construction perspective on understanding the formation of entrepreneurial intention and offers theoretical, practical, and policy implications for entrepreneurial career counseling and training.

Cognitive Bias, Entrepreneurial Emotion, and Entrepreneurship Intention

Although numerous studies have explored the factors influencing entrepreneurial activity, there is a lack of a theoretical basis for linking these factors to entrepreneurship behavioral intention. The current study uses the theory of self-regulating attitude to construct a theoretical model of examining the relationship among cognitive bias, entrepreneurial emotion, and entrepreneurship intention. A total of 312 valid samples were collected from college students at a Chinese university. The bootstrapping method was used to test the multi-mediation hypotheses. Our research found that positive entrepreneurial emotion plays a mediating role in the relationship between optimism and entrepreneurship intention, whereas negative entrepreneurial emotion plays a mediating role in the relationship between overconfidence and entrepreneurship intention. These findings underline the importance of a correct understanding of cognitive bias and entrepreneurial emotion in the process of entrepreneurship.