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Shen P, Wu Y, Liu Y, Lian R. Linking undergraduates' future orientation and their employability confidence: The role of vocational identity clarity and internship effectiveness. Acta Psychol (Amst) 2024; 248:104360. [PMID: 39067236 DOI: 10.1016/j.actpsy.2024.104360] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2024] [Revised: 05/30/2024] [Accepted: 06/12/2024] [Indexed: 07/30/2024] Open
Abstract
Given the growing research interest in students' school-to-work transition, we examine the positive effects of undergraduates' future orientation on their employability confidence. Specifically, building on social cognitive career theory which suggests that career choices are influenced by a person's experiences, beliefs, interests, and values, we explore the mediator of vocational identity clarity and the positive moderator of internship effectiveness in this association above. Two studies were conducted to test our model. Study 1 included a laboratory experiment (N = 136) and tested the positive association between undergraduates' future orientation and their employability confidence through vocational identity clarity. Study 2 used a time-lagged research design from undergraduates (N = 315) to replicate the results and to additionally test a mediating role of internship effectiveness. We find that undergraduates' future orientation has a strong positive relationship with employability confidence, and this relation is mediated by vocational identity clarity. Additionally, the results show a positive moderation effect, that is, when undergraduates' internship effectiveness is high, the above indirect relation becomes stronger. The current research enriches the existing understanding of how and when the students' future orientation can contribute to employability confidence theoretically and empirically. Meanwhile, these findings indicated valuable practical applications by encouraging universities to promote undergraduates' future orientation and provide effective internships for them towards enhancing their vocational identity clarity and ultimately boosting their employability confidence.
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Affiliation(s)
- Pingxia Shen
- Faculty of Education, Shaanxi Normal University, Xi'an, PR China
| | - Yunhong Wu
- School of Public Affairs, University of Science and Technology of China, Hefei, PR China.
| | - Yinghua Liu
- School of Public Affairs, University of Science and Technology of China, Hefei, PR China.
| | - Ruirui Lian
- School of Public Policy & Management, Anhui Jianzhu University, Hefei, PR China.
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Walck-Shannon EM, Rowell SF, Bednarski AE, Barber AM, Yuan GJ, Frey RF. A Study Planning Exercise Associated with Decreased Distraction Levels among Introductory Biology Students. CBE LIFE SCIENCES EDUCATION 2024; 23:ar3. [PMID: 38100316 PMCID: PMC10956610 DOI: 10.1187/cbe.23-05-0092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/26/2023] [Revised: 09/06/2023] [Accepted: 11/02/2023] [Indexed: 12/17/2023]
Abstract
Students struggle to regulate their learning during independent study sessions. In this study, we ask whether an online behavioral intervention helped introductory students decrease distraction while studying. The intervention consisted of exam 1 reflection, exam 2 planning, and exam 2 reflection exercises. During planning, students formed a goal, mentally contrasted (MC) a positive outcome of their goal to their present reality, identified an obstacle, and formed an implementation intention (II) to overcome that obstacle. During reflection, students self-reported their distraction while studying. Distraction was the most frequently reported study obstacle, and decreasing distraction was the second most frequently reported study goal. While students who aimed to decrease distraction as a goal did not follow through, students who planned for distraction obstacles did follow through on decreasing distraction levels. Only about half of students generated an II that aligned with their study goal, which may provide one reason for the opposing follow-through of distraction framed as a goal versus as an obstacle. Lastly, we examined the specificity of students' II's and found no relationship with follow-through. Overall, MC with II holds promise as a self-regulatory technique to help introductory biology students change their behaviors while studying.
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Affiliation(s)
- Elise M. Walck-Shannon
- Center for Integrative Research on Cognition, Learning, and Education (CIRCLE), Department of Biology
| | - Shaina F. Rowell
- Wilkes Honors College, Florida Atlantic University, Jupiter, FL 33458
| | - April E. Bednarski
- Department of Biology, Washington University in St. Louis, St. Louis, MO 63130
| | - Ashton M. Barber
- Department of Chemistry, Washington University in St. Louis, St. Louis, MO 63130
| | - Grace J. Yuan
- Department of Biology, Washington University in St. Louis, St. Louis, MO 63130
| | - Regina F. Frey
- Department of Chemistry, University of Utah, 315 South 1400 East, TBBC 4402, Salt Lake City, UT 84112
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Berry J, Marceau EM, Lunn J. Feasibility, reliability and validity of a modified approach to goal attainment scaling to measure goal outcomes following cognitive remediation in a residential substance use disorder rehabilitation setting. AUSTRALIAN JOURNAL OF PSYCHOLOGY 2023. [DOI: 10.1080/00049530.2023.2170652] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/21/2023]
Affiliation(s)
- Jamie Berry
- Department of Psychology, Macquarie University, Sydney, NSW, Australia
- Advanced Neuropsychological Treatment Services, Strathfield South, NSW, Australia
| | - Ely M. Marceau
- School of Psychology and Illawarra Health and Medical Research Institute, University of Wollongong, Wollongong, NSW, Australia
| | - Jo Lunn
- School of Psychology and Illawarra Health and Medical Research Institute, University of Wollongong, Wollongong, NSW, Australia
- We Help Ourselves (WHOs), Lilyfield, NSW, Australia
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Pawlak S, Moustafa AA. A systematic review of the impact of future-oriented thinking on academic outcomes. Front Psychol 2023; 14:1190546. [PMID: 37404582 PMCID: PMC10316648 DOI: 10.3389/fpsyg.2023.1190546] [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: 03/21/2023] [Accepted: 05/31/2023] [Indexed: 07/06/2023] Open
Abstract
Future-oriented thought is a broad construct that characterize the ability to generate mental representations of the future and project oneself into a variety of hypothetical states. It is well established that the degree to which one is focused more on the past, present, or future has a variety of implications on psychological functioning. This study focuses on the relationship between future-oriented thought and academic performance of students. To bridge this gap, we conducted the first systematic review investigating the benefit of future-oriented thought on promoting positive outcomes in academic settings. Our systematic review comprised 21 studies (k = 21). Results identified a clear relationship between future-oriented thought and positive outcomes in academic settings. Furthermore, our systematic review reveals important relationships between future-oriented thought and academic engagement, as well as future-oriented thought and academic performance. Our findings suggest that those who are more future-oriented demonstrate higher levels of academic engagement compared to those who were less future-oriented. Our findings suggest that probing and guiding students toward a future goal may increase their academic engagement and performance.
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Affiliation(s)
- Simon Pawlak
- School of Psychology, Faculty of Society and Design, Bond University, Gold Coast, QLD, Australia
| | - Ahmed A. Moustafa
- School of Psychology, Faculty of Society and Design, Bond University, Gold Coast, QLD, Australia
- Department of Human Anatomy and Physiology, the Faculty of Health Sciences, University of Johannesburg, Johannesburg, South Africa
- Centre for Data Analytics, Bond University, Gold Coast, QLD, Australia
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Riddell H, Sedikides C, Gucciardi DF, Ben J, Thøgersen‐Ntoumani C, Ntoumanis N. Goal motives and mental contrasting with implementation intentions facilitate strategic goal persistence and disengagement. JOURNAL OF APPLIED SOCIAL PSYCHOLOGY 2022. [DOI: 10.1111/jasp.12915] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Affiliation(s)
- Hugh Riddell
- Curtin School of Allied Health Curtin University Perth Western Australia Australia
| | - Constantine Sedikides
- Center for Research on Self and Identity, School of Psychology University of Southampton Southampton UK
| | - Daniel F. Gucciardi
- Curtin School of Allied Health Curtin University Perth Western Australia Australia
| | - Jackson Ben
- School of Human Sciences (Exercise and Sport Science) University of Western Australia Perth Western Australia Australia
- Telethon Kids Institute Perth Western Australia Australia
| | - Cecilie Thøgersen‐Ntoumani
- Faculty of Health Sciences University of Southern Denmark Odense Denmark
- Curtin School of Population Health Curtin University Perth Western Australia Australia
| | - Nikos Ntoumanis
- Faculty of Health Sciences University of Southern Denmark Odense Denmark
- Curtin School of Population Health Curtin University Perth Western Australia Australia
- School of Health and Welfare Halmstad University Halmstad Sweden
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Ciarrochi J, Hayes SC, Oades LG, Hofmann SG. Toward a Unified Framework for Positive Psychology Interventions: Evidence-Based Processes of Change in Coaching, Prevention, and Training. Front Psychol 2022; 12:809362. [PMID: 35222161 PMCID: PMC8866971 DOI: 10.3389/fpsyg.2021.809362] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2021] [Accepted: 12/14/2021] [Indexed: 01/29/2023] Open
Abstract
Since 2000, research within positive psychology has exploded, as reflected in dozens of meta-analyses of different interventions and targeted processes, including strength spotting, positive affect, meaning in life, mindfulness, gratitude, hope, and passion. Frequently, researchers treat positive psychology processes of change as distinct from each other and unrelated to processes in clinical psychology. This paper presents a comprehensive framework for positive psychology processes that crosses theoretical orientation, links coherently to clinical psychology and its more dominantly "negative" processes, and supports practitioners in their efforts to personalize positive psychological interventions. We argue that a multi-dimensional and multi-level extended evolutionary approach can organize effective processes of change in psychosocial interventions, by focusing interventions on context-appropriate variation, selection, and retention of processes, arranged in terms of key biopsychosocial dimensions across psychological, biophysiological, and sociocultural levels of analysis. We review widely studied positive psychology constructs and programs and show how this evolutionary approach can readily accommodate them and provide a common language and framework for improving human and community flourishing. We conclude that Interventions should start with the person, not the protocol.
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Affiliation(s)
- Joseph Ciarrochi
- Institute of Positive Psychology and Education, Australian Catholic University, Sydney, NSW, Australia
| | - Steven C Hayes
- Department of Psychology, University of Nevada, Reno, NV, United States
| | - Lindsay G Oades
- Centre for Positive Psychology, University of Melbourne, Melbourne, VIC, Australia
| | - Stefan G Hofmann
- Department of Psychological and Brain Sciences, Philipps University Marburg, Marburg, Germany.,Boston University, Boston, MA, United States
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Abdulla A, Woods R. Comparing mental contrasting with implementation intentions against solution-focused and autonomous planning. SCHOOL PSYCHOLOGY INTERNATIONAL 2021. [DOI: 10.1177/01430343211000399] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Research suggests that mental contrasting with implementation intentions (MCII) enhances commitment and goal attainment. However, most studies have used limited comparison conditions. The present study compared MCII against two other potentially effective approaches: autonomous planning (AP), and solution-focused planning (SFP). It was thought that condition would have an indirect effect on goal progress by affecting commitment. However, goal attainment expectancy was hypothesised to be a moderator such that MCII has positive effects when expectancy is high but negative effects when expectancy is low. Ninety-eight female students were randomly assigned to one of three conditions: 1) MCII, 2) AP, or 3) SFP. All students initially set themselves a goal for the coming week regarding personal projects. Mean commitment and goal progress were marginally higher in the MCII condition than in the AP and SFP conditions but the differences were not statistically significant and (as predicted) much smaller than in previous research. Expectancy did not appear to have a moderating effect. The apparent benefits of MCII were larger relative to AP than to SFP. Results suggest that MCII may sometimes be no more effective than other approaches to goal-setting and planning, particularly if they are evidence-based and carefully-designed. Implications for schools are addressed.
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Affiliation(s)
- Adam Abdulla
- School of Applied Social Studies, Robert Gordon University, Aberdeen, Scotland
| | - Ruth Woods
- School of Applied Social Studies, Robert Gordon University, Aberdeen, Scotland
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