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Cuder A, Pellizzoni S, Di Marco M, Blason C, Doz E, Giofrè D, Passolunghi MC. The impact of math anxiety and self-efficacy in middle school STEM choices: A 3-year longitudinal study. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024. [PMID: 38977942 DOI: 10.1111/bjep.12707] [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: 01/31/2024] [Accepted: 06/28/2024] [Indexed: 07/10/2024]
Abstract
INTRODUCTION In today's world, which is progressively oriented towards science and technology and facing a growing demand for skilled professionals, it becomes essential to identify the factors that encourage individuals to pursue careers in STEM fields (Science, Technology, Engineering and Mathematics). Previous research has shown that affective-motivational factors, math performance and gender influence STEM occupational and academic choices in adulthood. However, few studies examined how these factors may influence STEM choices as early as middle school. This study aims to assess how math anxiety, math self-efficacy, math performance and gender influence STEM school choices during middle school. METHODS We longitudinally assessed a group of 109 students (Year 6) over three school years, with measurements taken on three different occasions. RESULTS Findings indicated that individuals who made an STEM school choice experienced lower math anxiety, higher self-efficacy and math performance and were predominantly male. Furthermore, the results indicated that both math anxiety in Year 7 and self-efficacy in Year 6 made the most substantial unique contributions to the STEM school choice. CONCLUSION Math anxiety and math self-efficacy seem to be both crucial in influencing middle school students' STEM choices, offering new perspectives for early interventions aimed at promoting more informed school choices.
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Affiliation(s)
- Alessandro Cuder
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | | | - Miriana Di Marco
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | - Claudia Blason
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | - Eleonora Doz
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | - David Giofrè
- Department of Educational Sciences, University of Genoa, Genoa, Italy
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Tam A, Ladbury C, Glaser S, Amini A, Chen YJ, Li YR. Experience From an Early Exposure Education Program in Radiation Oncology for High School and Undergraduate Students. Pract Radiat Oncol 2024:S1879-8500(24)00133-4. [PMID: 38810923 DOI: 10.1016/j.prro.2024.04.023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2024] [Revised: 04/25/2024] [Accepted: 04/26/2024] [Indexed: 05/31/2024]
Abstract
Exposure to radiation oncology (RO), which is a small and highly subspecialized field of oncology, during undergraduate or medical education is often limited. Coupled with reduced elective exposures during the COVID-19 pandemic, unsubstantiated concerns regarding the RO job market have led to a noticeable decline in residency applications and medical students who express an interest in the field. Here, we describe a summer education program piloted in our RO department at a comprehensive cancer center to provide premedical school students (ranging from high school to postbaccalaureate) early exposure to the specialty through clinical shadowing, research opportunities, journal club, and formal didactic lectures. Pre- and postprogram surveys were administered to these students to evaluate the change in knowledge in RO. A total of 8 students participated in the program. We found an increase in understanding of the specialty, high levels of interest in considering RO as a career, and positive feedback regarding the program overall. This study supports the role of early exposure and education in stimulating interest in future medical students to pursue RO as a career. Future efforts are needed to further develop and evaluate these education programs as well as disseminate the program more broadly.
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Affiliation(s)
- Andrew Tam
- Department of Radiation Oncology, City of Hope National Cancer Center, Duarte, California
| | - Colton Ladbury
- Department of Radiation Oncology, City of Hope National Cancer Center, Duarte, California
| | - Scott Glaser
- Department of Radiation Oncology, City of Hope National Cancer Center, Duarte, California
| | - Arya Amini
- Department of Radiation Oncology, City of Hope National Cancer Center, Duarte, California
| | - Yi-Jen Chen
- Department of Radiation Oncology, City of Hope National Cancer Center, Duarte, California
| | - Yun Rose Li
- Department of Radiation Oncology, City of Hope National Cancer Center, Duarte, California; Beckman Research Institute, City of Hope National Cancer Center, Duarte, California.
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Gamboa V, Rodrigues S, Bértolo F, Marcelo B, Paixão O. Curiosity saved the cat: socio-emotional skills mediate the relationship between parental support and career exploration. Front Psychol 2023; 14:1195534. [PMID: 37823077 PMCID: PMC10562552 DOI: 10.3389/fpsyg.2023.1195534] [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: 03/28/2023] [Accepted: 09/14/2023] [Indexed: 10/13/2023] Open
Abstract
According to career literature, greater parental support seems to be associated with higher levels of career exploration. This relationship may be mediated by self-regulatory processes, such as social-emotional skills, as curiosity. However, despite the large number of empirical studies that analyze the antecedents of career exploration, there are no references, to our knowledge, to the role of socio-emotional skills. Following this gap, the present study aims to examine the extent to which perceived parental support is associated with career exploration through the mediating effect of curiosity (socio-emotional skill), among a group of 8th and 9th grade students from public schools in southern Portugal (N = 540). An integrated model was conducted using AMOS 20.0 and the results revealed that curiosity is a partial mediator of the relationship between perceived parental support and career exploration. These results highlight the importance of considering socio-emotional skills (such as curiosity) when designing interventions to foster adaptive career behaviors. Theoretical and practical implications are discussed to open the opportunity to progressively extend the participation of proximal contexts (e.g., families) to career and socio-emotional skills development processes.
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Affiliation(s)
- Vítor Gamboa
- Faculty of Human and Social Sciences, University of Algarve, Faro, Portugal
- Research Center for Psychological Science, University of Lisbon, Lisbon, Portugal
| | - Suzi Rodrigues
- Faculty of Human and Social Sciences, University of Algarve, Faro, Portugal
| | - Filipa Bértolo
- Faculty of Human and Social Sciences, University of Algarve, Faro, Portugal
| | - Beatriz Marcelo
- Faculty of Human and Social Sciences, University of Algarve, Faro, Portugal
| | - Olímpio Paixão
- Faculty of Human and Social Sciences, University of Algarve, Faro, Portugal
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John JE, Insouvanh K, Robnett RD. The Roles of Gender Identity, Peer Support, and Math Anxiety in Middle School Math Achievement. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2023; 33:230-250. [PMID: 36166482 DOI: 10.1111/jora.12800] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
The current study explored the relationships between three components of gender identity, peer support, math anxiety, and math outcomes in a sample of middle school students (N = 295). Separate path analyses were conducted for girls and boys. For boys, gender contentedness was related to higher math grades through a reduction in evaluation math anxiety. For girls, felt pressure was related to a reduction in self reported math grades through an increase in learning math anxiety. In addition, peer support in math was associated with lower learning math anxiety and higher math grades for girls, whereas peer support in math was not associated with math anxiety or math outcomes for boys. Implications for future research and education interventions are discussed.
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Demulder L, Verschueren K, Donche V. Understanding transitions in exploration profiles of students opting for higher education. Front Psychol 2023; 14:1085718. [PMID: 36844344 PMCID: PMC9948654 DOI: 10.3389/fpsyg.2023.1085718] [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: 10/31/2022] [Accepted: 01/13/2023] [Indexed: 02/11/2023] Open
Abstract
Introduction Since previous research on educational career exploration has mainly been cross-sectional and therefore has been unsuccessful in explaining how this process can change during the final year in secondary education before students make the transition to higher education, this study aimed to examine changes over time in the exploration process. A person-centered research perspective was taken to further deepen the understanding of how different exploration tasks jointly combine into meaningful profiles. In this way, this study tried to gain more insight into why some students go through this process successfully and others do not. Four goals guided this study: identifying exploration profiles of students in Fall and Spring of the final year in secondary school based on four decisional tasks (orientation, self-, broad and in-depth exploration), investigating transitions between exploration profiles across these two timepoints, and examining the role which different antecedents (i.e., academic self-efficacy, academic self-concept, motivation, test anxiety, gender, educational track, socio-economic status) play in explaining both profile membership and transitions between profiles. Methods Using self-report questionnaires to measure the exploration tasks and the antecedents in final year students, two cross-sectional samples collected in Fall (n = 9,567) and Spring (n = 7,254), and one longitudinal sample (n = 672) were examined. Results Latent profile analyses identified three exploration profiles at both timepoints: passive, moderately active, and highly active explorers. Latent transition analysis showed the moderately active explorers profile to be the most stable profile, while the passive profile was the most variable profile. Academic self-concept, motivation, test anxiety, and gender had an effect on the initial states, while motivation and test anxiety affected the transition probabilities. For both academic self-concept and motivation, students scoring higher were found to be less present in the passive or the moderately active than in the highly active profile. Furthermore, compared to students who remained in the passive profile, higher levels of motivation were associated with a higher probability to transition to the moderately active profile. Next to that, compared to students who remained in the highly active profile, higher levels of motivation were associated with a lower probability to transition to the moderately active profile. Results on anxiety were inconsistent. Discussion Based on substantial cross-sectional as well as longitudinal data, our findings contribute to a more comprehensive understanding of the explanatory base of important differences in the study choice making process of students opting for higher education. This may ultimately lead to more timely and fitting support for students with different exploration profiles.
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Affiliation(s)
- Lien Demulder
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium,Department of Training and Education Sciences, Faculty of Social Sciences, University of Antwerp, Antwerp, Belgium,*Correspondence: Lien Demulder,
| | - Karine Verschueren
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Vincent Donche
- Department of Training and Education Sciences, Faculty of Social Sciences, University of Antwerp, Antwerp, Belgium
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Maftei A, Măirean C, Dănilă O. What can I be when I grow up? Parental support and career exploration among teenagers: The moderating role of dispositional optimism. PERSONALITY AND INDIVIDUAL DIFFERENCES 2023. [DOI: 10.1016/j.paid.2022.111870] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
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Zogmaister C, Maricutoiu LP. Mirror, mirror on the wall, tell me that I have succeeded at it all: Self-esteem and the defensive mechanisms against failure. SOCIAL PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s11218-022-09723-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
AbstractStudents face frequent formal and informal tests, both in the academic context and social life. On each of these occasions, they risk falling short of their own or others’ expectations. Facing failure is a psychological challenge, and people can react with defensive strategies, which may have negative consequences. Here we investigated the role of self-esteem as a possible buffer against these defensive strategies. Previous research has demonstrated that, in the face of failure, individuals with discrepant (fragile: high explicit and low implicit, or damaged: high implicit and low explicit) self-esteem are more likely to engage in defensive mechanisms than individuals with consistent implicit and explicit self-esteem. Two studies investigate the relationship between implicit and explicit self-esteem and two defensive strategies against the threat of failure: subjective overachievement and retroactive excuses. In Study 1 (N = 176 high school students), we find an association between fragile self-esteem and subjective overachievement. In Study 2 (N = 101 university students), damaged self-esteem is related to the increased use of retroactive excuses as a form of self-serving bias. These results add to the growing body of evidence documenting the maladaptive nature of fragile and damaged self-esteem.
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Testing Reciprocal Associations between Parenting and Youth's Motivational Resources of Career Decision-Making Agency during the Postsecondary Transition. J Youth Adolesc 2022; 51:2396-2410. [PMID: 35996054 DOI: 10.1007/s10964-022-01672-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2022] [Accepted: 08/08/2022] [Indexed: 10/15/2022]
Abstract
Parents are central figures in youth's career decision-making processes. One of their key roles is to foster youth's career decision-making agency by supporting their motivational resources-of autonomy and competence. While the findings on parent-driven effects (how parenting behaviors predict youth's agency) are well documented, little is known about the opposite direction-child-driven effects (how youth's agency predicts parenting behaviors)-and the bidirectionality, particularly during postsecondary transitions. To address this gap, the current study examined (1) reciprocal linkages between mothers' and fathers' parenting behaviors (i.e., need support and control) and youth's agency (i.e., autonomy and competence) and (2) whether such linkages are moderated by the parent's gender and timing. Participants were 642 French-Canadian youths (54% girls; Mage = 14.2) who annually reported on parenting behaviors and career decision-making agency for 5 years, from Secondary 3 to 2 years postsecondary. For analysis, random-intercept cross-lagged panel models were estimated to disentangle the between- and within-family processes. The results showed that youth's career decision-making competence develops in reciprocal transactions with parental need support in an upward spiral, while autonomy development is primarily driven by need support. Limited evidence was found for the moderating effects of parents' gender and youth's transition periods. Preregistration: the present study was preregistered (the study design, hypotheses, and target analyses). The preregistration can be found in https://osf.io/c5hak . Any deviations from the preregistration can be found in the Online Supplemental Materials.
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McMahon M, Watson M. Career development learning in childhood: a critical analysis. BRITISH JOURNAL OF GUIDANCE & COUNSELLING 2022. [DOI: 10.1080/03069885.2022.2062701] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
Affiliation(s)
- Mary McMahon
- School of Education, The University of Queensland, Brisbane, Australia
| | - Mark Watson
- Nelson Mandela University, Gqeberha, South Africa
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Watson M, McMahon M. Critical perspectives on childhood career development learning: expanding horizons. BRITISH JOURNAL OF GUIDANCE & COUNSELLING 2022. [DOI: 10.1080/03069885.2022.2063255] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
Affiliation(s)
- Mark Watson
- Emeritus Professor, Nelson Mandela University, Gqeberha, South Africa
| | - Mary McMahon
- The University of Queensland, Brisbane, Australia
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11
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Children’s vocational interests: The first psychometric validation of the multilingual iconographic professional interests inventory (MIPII) in Iran. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03165-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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12
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Will hope and career adapt-abilities bring students closer to their career goals? An investigation through the career construction model of adaptation. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-02932-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Karacan Ozdemir N, Akçabozan Kayabol NB, Aydın G, Tatlı CE. Fostering teachers’ career education competencies: test of a training programme. BRITISH JOURNAL OF GUIDANCE & COUNSELLING 2022. [DOI: 10.1080/03069885.2022.2031883] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
Affiliation(s)
| | | | - Gökçen Aydın
- Educational Sciences, Hasan Kalyoncu University, Gaziantep, Turkey
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Life Decisions and Youth: A Focus Group Study of Making and Reflecting on Major Decisions of Life. PSYCHOLOGICAL STUDIES 2021. [DOI: 10.1007/s12646-021-00621-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
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Di Palma T, Reid H. Career development of English and Italian high school students in uncertain times: a narrative approach. BRITISH JOURNAL OF GUIDANCE & COUNSELLING 2021. [DOI: 10.1080/03069885.2021.1919859] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Tiziana Di Palma
- Federico II – Department of Humanities, University of Naples, Naples, Italy
| | - Hazel Reid
- Faculty of Education, Canterbury Christ Church University, Canterbury, Kent, UK
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Turan ME. The relationship between locus of control and hope in adolescents: The mediating role of career and talent development self-efficacy. AUSTRALIAN JOURNAL OF CAREER DEVELOPMENT 2021. [DOI: 10.1177/10384162211008888] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Adolescence is a period that plays a crucial role in career development. Understanding the psychological structures associated with a career can help to better understand adolescents’ career development. The aim of this study was to examine the mediating role of career and talent development self-efficacy in the relationship between adolescents’ locus of control and the construct of children’s hope. The study group was composed of 354 adolescents including 170 females and 184 males. The mean age of participants was 14.3 years. Structural equation modelling was used to investigate the mediating role of career and talent development self-efficacy in the relationship between locus of control and children's hope. It was concluded that career and talent development self-efficacy had a mediating role in the relationship between locus of control and children’s hope. Mental health professionals and educators who carry out locus of control or hope-based interventions are recommended to pay attention to the mediating role of self-efficacy.
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Romero-Rodríguez S, Moreno-Morilla C, García-Jiménez E. Career development learning in childhood: a collaborative guidance approach in Spanish low-income contexts. BRITISH JOURNAL OF GUIDANCE & COUNSELLING 2021. [DOI: 10.1080/03069885.2021.1943738] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Venugopal D, Lal B, Shirodker S, Kanojiya R, Kaushal R. Optometry students' perspective on optometry in suburban Western India: A qualitative study. JOURNAL OF OPTOMETRY 2021; 14:215-223. [PMID: 32201069 PMCID: PMC8093523 DOI: 10.1016/j.optom.2020.02.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/25/2019] [Revised: 10/17/2019] [Accepted: 02/24/2020] [Indexed: 06/10/2023]
Abstract
PURPOSE Optometry has been an established profession in India for 60 years. Despite this, students who choose this course may have misconceptions and unrealistic expectations about the profession. The goal of this study is to understand the perceptions about optometry among optometry students, prior to and during their studies. METHODS A snap-shot narrative qualitative study using a semi-structured open-ended questionnaire was designed to understand the perception of optometry. Optometry students and educators from three suburban colleges were invited to participate. Forty-one participants took part in 24 in-depth interviews and 5 focus groups; of those 32 were undergraduate optometry students and 9 were optometry educators. Interviews and focus groups were audio-recorded, transcribed, coded, and analyzed. RESULTS Three major themes emerged: retrospective perception of optometry, current perception and strategies to improve awareness level. All the participants mentioned that there was a considerable lack of awareness about optometry in society. None of the students stated that they chose optometry as their first choice of professional education. Most students expressed that they were provided with ample exposure during the curriculum to understand the scope of optometry. Various strategies were recommended to improve the level of awareness of optometry. CONCLUSIONS The current study highlights the lack of awareness and knowledge of optometry among the students while enrolling in the course. Knowledge about the scope of optometry practice among optometry students improved after extensive education and clinical exposure. Improving the awareness level of the profession will improve the quality of students entering the profession.
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Affiliation(s)
- Dinesh Venugopal
- Optometry Division, Allied Health Science Course, Goa Medical College and Hospital, Bambolim 403202, Goa, India.
| | - Barsha Lal
- Optometry Division, Allied Health Science Course, Goa Medical College and Hospital, Bambolim 403202, Goa, India; School of Optometry and Vision Science, Queensland University of Technology, Brisbane, Qld., Australia
| | - Suchana Shirodker
- Optometry Division, Allied Health Science Course, Goa Medical College and Hospital, Bambolim 403202, Goa, India
| | - Rashmi Kanojiya
- Laxmi College of Optometry, Panvel 410206, Navi Mumbai, Maharastra, India; ITM Institute of Health Sciences, New Panvel 410206, Navi Mumbai, Maharastra, India
| | - Rakesh Kaushal
- Laxmi College of Optometry, Panvel 410206, Navi Mumbai, Maharastra, India; ITM Institute of Health Sciences, New Panvel 410206, Navi Mumbai, Maharastra, India
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Parmentier M, Pirsoul T, Nils F. Career Adaptability Profiles and Their Relations With Emotional and Decision-Making Correlates Among Belgian Undergraduate Students. JOURNAL OF CAREER DEVELOPMENT 2021. [DOI: 10.1177/08948453211005553] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study used a person-centered approach to investigate university students’ profiles of career adaptability and determine whether different combinations of concern, control, curiosity, and confidence could be identified. We also explored the relations of these profiles with emotional intelligence, anticipatory emotions, and career decision-making self-efficacy. We found six distinct profiles of career adaptability among 307 university students who differed both on their level and on shape. Emotional intelligence was associated with profiles displaying higher levels of career adaptability. Furthermore, profiles of career adaptability significantly displayed differences in terms of positive anticipatory emotions at the prospect of the school-to-work transition and career decision-making self-efficacy but not in terms of negative anticipatory emotions. These results highlight that differentiating profiles of career adaptability provide insights for the design and the implementation of career-related interventions among university students.
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Affiliation(s)
- Michaël Parmentier
- Psychological Sciences Research Institute, UCLouvain, Louvain-la-Neuve, Belgium
| | - Thomas Pirsoul
- Psychological Sciences Research Institute, UCLouvain, Louvain-la-Neuve, Belgium
| | - Frédéric Nils
- Psychological Sciences Research Institute, UCLouvain, Louvain-la-Neuve, Belgium
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Anticipatory emotions at the prospect of the transition to higher education: A latent transition analysis. JOURNAL OF VOCATIONAL BEHAVIOR 2021. [DOI: 10.1016/j.jvb.2021.103543] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Batool SS, Ghayas S. Process of career identity formation among adolescents: components and factors. Heliyon 2020; 6:e04905. [PMID: 32984605 PMCID: PMC7498750 DOI: 10.1016/j.heliyon.2020.e04905] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2020] [Revised: 06/28/2020] [Accepted: 09/08/2020] [Indexed: 01/09/2023] Open
Abstract
To qualitatively explore the process and factors that influence career identity formation, data were collected from 18 middle adolescents of age ranged between 15 and 17 years. Thematic analysis revealed that the process of career identity comprised exploration, commitment, and reconsideration components. Eight factors (viz., parental influence, peer influence, religious orientation, media, nationalism, economic conditions, teachers’ power, and personal preferences) appeared to influence the exploration component of career identity. Exploration of possible careers lead towards commitment after being influenced by expected outcomes (economic benefits, religious benefits, social standards, and functional gains). Satisfaction with the expected outcomes of the explored career help participants to reach at commitment. After being committed to any career, identity appeared to be bifurcated into identity achievement and identity confusion. The adolescents who were contented and consistent appeared to achieve their career identity and identity confusion lead towards the reconsideration of their career plans. Eventually, at one side, reconsideration may lead towards exploration with new choices and opportunities. While on the other hand, as a result of reassurance, individuals may revert back towards their previously committed career identity. This paper provides theoretical and practical implications for the career development of adolescents.
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Affiliation(s)
| | - Saba Ghayas
- Department of Psychology, University of Sargodha, Pakistan
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Great expectations: Adolescents' intentional self-regulation predicts career aspiration and expectation consistency. JOURNAL OF VOCATIONAL BEHAVIOR 2020. [DOI: 10.1016/j.jvb.2020.103423] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Cadaret MC, Hartung PJ. Efficacy of a group career construction intervention with urban youth of colour. BRITISH JOURNAL OF GUIDANCE & COUNSELLING 2020. [DOI: 10.1080/03069885.2020.1782347] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
| | - Paul J. Hartung
- Department of Family and Community Medicine, Northeast Ohio Medical University, Rootstown, USA
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Kim B, Lee S, Lee SM. Exploration of Latent Profiles of the Career Flexibility Inventory Among Korean College Students. JOURNAL OF EMPLOYMENT COUNSELING 2020. [DOI: 10.1002/joec.12137] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Affiliation(s)
- Boyoung Kim
- Department of PsychologyThe Catholic University of Korea Seoul South Korea
| | - Sinhye Lee
- Department of PsychologyThe Catholic University of Korea Seoul South Korea
| | - Sang Min Lee
- Department of EducationKorea University Seoul South Korea
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Kaine N, Stancliffe RJ, Chapparo C, Honey A. Time Is of the Essence: An Australian Perspective on Transition Preparations for Students with Visual Impairments. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS 2019. [DOI: 10.1177/0145482x19890939] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Affiliation(s)
- Natalie Kaine
- The University of Sydney, Australia
- Vision Australia, Sydney, Australia
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Lindo NA, Ceballos P. Child and Adolescent Career Construction: An Expressive Arts Group Intervention. JOURNAL OF CREATIVITY IN MENTAL HEALTH 2019. [DOI: 10.1080/15401383.2019.1685923] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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28
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Green ZA, Noor U, Hashemi MN. Furthering Proactivity and Career Adaptability Among University Students: Test of Intervention. JOURNAL OF CAREER ASSESSMENT 2019. [DOI: 10.1177/1069072719870739] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This study was based on a theory-driven training course, Staying Relevant. It aimed at developing university students’ proactive personality and career adaptability resources (concern, control, curiosity, and confidence) with the assumption that 6 months later, they would demonstrate appropriate adapting responses (career planning, career decision-making self-efficacy, career exploration, and occupational self-efficacy). A randomized control trial, the study used the pretest–posttest–posttest one control group ( n = 49) and one experimental group ( n = 49) design. Compared to the control group, results indicated that the training group had higher proactivity and career adaptability resources immediately after the training and 6 months later as well as showed higher adapting responses 6 months later. Theoretical contributions and practical implications of these results are also discussed. The study concluded that the Staying Relevant course embodying an eclectic mix of intervention best practices could be successful in facilitating a smooth university-to-work transition.
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Affiliation(s)
- Zane Asher Green
- Faculty of Business Administration, Preston University, Islamabad, Pakistan
- Contemporary Research Initiative, Preston University, Islamabad, Pakistan
| | - Uzma Noor
- Contemporary Research Initiative, Preston University, Islamabad, Pakistan
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29
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Corey P, Chen CP. Young women’s experiences of parental pressure in the context of their career exploration. AUSTRALIAN JOURNAL OF CAREER DEVELOPMENT 2019. [DOI: 10.1177/1038416219830102] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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30
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Ozdemir NK. Qualitative exploration of career adaptability of Turkish adolescents. AUSTRALIAN JOURNAL OF CAREER DEVELOPMENT 2019. [DOI: 10.1177/1038416218821451] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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31
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Santilli S, Nota L, Hartung PJ. Efficacy of a group career construction intervention with early adolescent youth. JOURNAL OF VOCATIONAL BEHAVIOR 2019. [DOI: 10.1016/j.jvb.2018.06.007] [Citation(s) in RCA: 32] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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32
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Çelik E. Stress regarding academic expectations, career exploration, and school attachment: The mediating role of adolescent–parent career congruence. AUSTRALIAN JOURNAL OF CAREER DEVELOPMENT 2019. [DOI: 10.1177/1038416218792314] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The aim of this study was to investigate the mediating effect of adolescent–parent career congruence in the relationships between academic expectations stress and school attachment, and academic expectations stress and career exploration. Data were collected from a sample of 476 adolescents. This study found that adolescent–parent career congruence predicted career exploration and school attachment, academic expectations stress predicted school attachment, but academic expectations stress did not predict career exploration. The results suggested that the relationship between academic expectations stress and school attachment, and academic expectations stress and career exploration, were partially mediated by adolescent–parent career congruence.
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Affiliation(s)
- Eyüp Çelik
- Department of Educational Sciences, Faculty of Education, Sakarya University, Sakarya, Turkey
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33
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Diversité du sens de l’orientation des collégien(ne)s orienté(e)s vers la 3e préparatoire aux formations professionnelles (3e PFP) : le rôle de l’expérience scolaire antérieure. PRAT PSYCHOL 2018. [DOI: 10.1016/j.prps.2017.12.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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34
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Marttinen E, Dietrich J, Salmela-Aro K. Intentional Engagement in the Transition to Adulthood. EUROPEAN PSYCHOLOGIST 2018. [DOI: 10.1027/1016-9040/a000337] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. During the transition to adulthood, young people need to choose their career and overall life pathway and cope successfully with the transitions they face. The theories of personal identity development ( Luyckx, Goossens, Soenens, & Beyers, 2006 ; Luyckx et al., 2008 ), career development ( Savickas, 2005 ), and goal developmental regulation ( Nurmi, 2004 ; Salmela-Aro, 2009 ) address the question of how people commit and engage in the changes faced during the transition from adolescence to adulthood, and particularly how they deal with educational and occupational transitions. We reviewed how each of these theories discusses both adaptive and maladaptive processes during the transition to adulthood, including such themes as the feeling of competent, exploring choices, crystallizing and making decision, forming certainty, managing transition, changing direction and rumination. We propose that these theories are in fact presenting different perspectives on the same developmental process of intentional engagement. Finally, suggestions for future research and intervention outcomes are discussed.
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Affiliation(s)
| | - Julia Dietrich
- Department of Educational Psychology, University of Jena, Germany
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35
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Developmental trajectories of math anxiety during adolescence: Associations with STEM career choice. J Adolesc 2018; 67:158-166. [DOI: 10.1016/j.adolescence.2018.06.010] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2017] [Revised: 06/21/2018] [Accepted: 06/22/2018] [Indexed: 11/22/2022]
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36
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Lee B, Skinner OD, McHale SM. Links between gendered leisure time in childhood and adolescence and gendered occupational aspirations. J Adolesc 2017; 62:96-107. [PMID: 29175638 DOI: 10.1016/j.adolescence.2017.10.011] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2017] [Revised: 10/25/2017] [Accepted: 10/29/2017] [Indexed: 11/19/2022]
Abstract
The world of work remains gender-segregated, and research is needed to identify factors that may give rise to women's and men's vocational choices. This study explored bidirectional relations between youth's gendered career aspirations and the proportions of youth's leisure time spent in stereotypically gendered activities and gendered social contexts. Participants were 203 youth (52% girls) from predominantly white, working and middle class families living in the US, who reported on their occupational aspirations and gendered interests in home interviews and on their daily activities in a series of 7 nightly phone interviews on two occasions, in middle childhood (Mage = 10.9) and in adolescence (Mage = 17.3). Path models revealed that aspirations predicted youth's time use more so than the reverse. Time in gendered social contexts, specifically time in female-only contexts, but not time in gender-typed activities, predicted career aspirations. Implications of these findings and suggestions for future research are discussed.
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Affiliation(s)
- Bora Lee
- Department of Education, Korea University, South Korea.
| | - Olivenne D Skinner
- Department of Human Development and Family Studies, The Pennsylvania State University, USA
| | - Susan M McHale
- Department of Human Development and Family Studies, The Pennsylvania State University, USA
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37
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Xu H, Lee JCK. Exploring the Contextual Influences on Adolescent Career Identity Formation: A Qualitative Study of Hong Kong Secondary Students. JOURNAL OF CAREER DEVELOPMENT 2017. [DOI: 10.1177/0894845317737380] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This paper draws on Marcia and Porfeli’s identity status models to examine the relationship between adolescent career identity formation and its contextual aspects. Focus group interviews were conducted with 26 students at two Hong Kong senior secondary schools. It was found that most participants exhibited the career identity statuses of achievement, searching moratorium, or moratorium towards the end of school. Influences that were identified from family, school, and social culture varied across individuals with different career identity statuses. By reporting the findings from an East Asian school setting, the paper provides theoretical and practical implications for career development for senior secondary school students.
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Affiliation(s)
- Huixuan Xu
- Department of Curriculum and Instruction, The Education University of Hong Kong, Tai Po, New Territories, Hong Kong
| | - John Chi-Kin Lee
- Department of Curriculum and Instruction, The Education University of Hong Kong, Tai Po, New Territories, Hong Kong
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38
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Paixão O, Gamboa V. Motivational Profiles and Career Decision Making of High School Students. CAREER DEVELOPMENT QUARTERLY 2017. [DOI: 10.1002/cdq.12093] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Olímpio Paixão
- Faculty of Human and Social Sciences; University of Algarve; Faro Portugal
| | - Vítor Gamboa
- Faculty of Human and Social Sciences; University of Algarve; Faro Portugal
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39
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Cai H, Ocampo ACG, Restubog SLD, Kiazad K, Deen CM, Li M. Career Commitment in STEM. JOURNAL OF CAREER ASSESSMENT 2017. [DOI: 10.1177/1069072717695586] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
In this article, we draw insights from the employee–organization framework to test a model linking offered inducements and expected contributions to career commitment through organizational commitment. Data were collected from 396 full-time chemists and laboratory specialists who work in a large health-care organization in China. Results revealed that organizational commitment mediated the relationships between employee–organization framework (i.e., offered inducements and expected contributions) and career commitment. Moderated mediation analyses further revealed that the conditional indirect effects of offered inducements in predicting career commitment via organizational commitment were stronger for high as opposed to low expected contributions. Implications for theory and practice are discussed.
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Affiliation(s)
- Huiru Cai
- School of Management, Guangdong Polytechnic Normal University, Guangzhou, People’s Republic of China
- The first and second authors contributed equally in writing the article
| | - Anna Carmella G. Ocampo
- Research School of Management, The Australian National University, Canberra, Australian Capital Territory, Australia
- The first and second authors contributed equally in writing the article
| | - Simon Lloyd D. Restubog
- Research School of Management, The Australian National University, Canberra, Australian Capital Territory, Australia
| | - Kohyar Kiazad
- Department of Management, Monash Business School, Monash University, Caulfield, Victoria, Australia
| | - Catherine Midel Deen
- Center for Inclusive Education, De La Salle—College of Saint Benilde, Manila, Philippines
| | - Min Li
- School of Business Administration, South China University of Technology, Guangzhou, People’s Republic of China
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40
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Creed PA, Hennessy DA. Evaluation of a Goal Orientation Model of Vocational Identity. THE CAREER DEVELOPMENT QUARTERLY 2016. [DOI: 10.1002/cdq.12070] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Peter A. Creed
- School of Applied Psychology; Griffith University; Gold Coast Queensland Australia
| | - David A. Hennessy
- School of Applied Psychology; Griffith University; Gold Coast Queensland Australia
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41
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Welde AMJ, Bernes KB, Gunn TM, Ross SA. Career Education at the Elementary School Level. JOURNAL OF CAREER DEVELOPMENT 2016. [DOI: 10.1177/0894845316633524] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
A teacher-training program was introduced in Southern Alberta, Canada, to enable intern teachers to integrate career education projects into their mainstream elementary school courses. This non-experimental, descriptive evaluation used content analysis to examine the effectiveness of 25 career education projects and their corresponding 56 types of career education interventions that were implemented by intern teachers. Twenty-five project reports and 555 student evaluation surveys were examined to determine trends in project strengths, challenges, and recommendations for career education. Students benefited from engaging in a variety of developmentally appropriate learning experiences that allowed them to engage in self-exploration and identify potential careers of interest. Implications for future research and practice are provided.
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Affiliation(s)
| | - Kerry B. Bernes
- Faculty of Education, University of Lethbridge, Lethbridge, Alberta, Canada
| | - Thelma M. Gunn
- Faculty of Education, University of Lethbridge, Lethbridge, Alberta, Canada
| | - Stanley A. Ross
- Faculty of Education, University of Lethbridge, Lethbridge, Alberta, Canada
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42
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Lee B, Porfeli EJ, Hirschi A. Between- and within-person level motivational precursors associated with career exploration. JOURNAL OF VOCATIONAL BEHAVIOR 2016. [DOI: 10.1016/j.jvb.2015.11.009] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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43
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