Relationship between family background and self-efficacy in adolescent table tennis players: a moderated mediation model

Introduction

A moderated mediation model was constructed in this study to clarify the relationship between family background and self-efficacy of adolescent table tennis players, focusing on the mediating effect of technical learning engagement in the relationship as well as the moderating role of factors such as gender and training years.

Methods

189 adolescent table tennis players (age: 13.69±1.28 years) were investigated as subjects using a questionnaire method.

Results

(1) Family background, technical learning engagement, and self-efficacy were significantly and positively correlated (p<0.01), with girls' technical learning engagement (M_female=5.81, M_male=5.19, p<0.01) and self-efficacy (M_female=3.34, M_male=2.66, p<0.01) significantly higher than boys'; (2) Technical learning engagement partially mediated the effect of family background on self-efficacy (ab=0.10, boot SE=0.02,95% CI=[0.07, 0.14]); (3) The first half of technical learning engagement's mediating role was moderated by gender (B=0.05, p<0.01), with a more significant influence of family background on boys' (B=0.24, p<0.001, 95% CI=[0.22, 0.26]) technical learning engagement than girls' (B=0.19, p<0.001, 95% CI=[0.17, 0.21]); (4) The second half of technical learning engagement's mediating role was moderated by training years (B=-0.21, p<0.001), with a more significant influence of technical learning engagement on the self-efficacy of adolescents with fewer training years (B=0.54, p<0.001, 95% CI=[0.39, 0.68]). The positive effect of technical learning engagement on self-efficacy gradually diminished with increasing training years, and the moderating effect of training years disappeared when the training years reached 8.94 years.

Conclusion

(1) More attention should be paid to adolescent table tennis players with poor family backgrounds, who are more likely to have low self-efficacy. (2) Parents should never neglect their initiative in providing guidance and support to adolescent players involved in long-term professional table tennis training, especially for boys. (3) Coaches should pay close attention to the level of technical learning engagement of players with long training years, who are more likely to have lower self-efficacy as a result of their own emotional experiences, stagnant performance, etc.

Integrating career development into an undergraduate IT curriculum at an Australian University

Career development is a multifaceted, life-stage-dependant and discipline-specific process that is difference for every decision maker. During their time at university, students are building upon their career choice through discipline-specific activities yet many still find the transition into the workforce problematic, particularly for those in the discipline of IT. With the varied nature of the labour market in Australia, it is more important than ever before for universities to assist students in their career development through various opportunities for career education. With this in mind, this research asked: What career development model, and curriculum recommendations, can support IT students to be better prepared for life after university to achieve their graduate outcomes? To answer this, this research will present how career education has been implemented in undergraduate IT education at Deakin University in Australia. In addition, this paper demonstrates how a career development model together with appropriate curriculum resources can assist in addressing students' career needs, specifically for the IT context. The model will help educators' better support students to build their career interest and navigate the changing labour market.

Validation of a French Version of the Career Decision-Making Difficulties Questionnaire: Relationships With Self-Esteem and Self-Efficacy

The aim of this study was to validate the French version of the Career Decision-Making Difficulties Questionnaire (CDDQ) and to assess its measurement invariance across gender, age groups, countries, and student versus career counseling samples. We also examined the sensitivity of this instrument to discriminate a career counseling population from a general student sample. Third, we studied the relationship between career decision-making difficulties, career decision-making self-efficacy, and self-esteem in a sample of 1,748 French and French-speaking Swiss participants. A confirmatory factor analysis confirmed the overall hierarchical structure of the CDDQ. Multigroup analysis indicated that the level of invariance across groups almost always reached configural, metric, and scalar invariance. Differences between countries were very small, whereas differences between the general population and career counseling subsamples were much larger. Both self-esteem and self-efficacy significantly predicted career decision-making difficulties. Moreover, as expected, self-efficacy partially mediated the relationship between self-esteem and career decision-making difficulties.

Effects of self-reflection-focused career course on career search efficacy, career maturity, and career adaptability in nursing students: A mixed methods study

BACKGROUND

Career education in nursing can affect career search efficacy, career preparation behavior, career maturity, perception of the nursing profession, and decision-making style. Reflection is essential for an in-depth approach to learning, and plays an important role in professional practice as well as in improving learning.

PURPOSE

The aim is to investigate the effects of a self-reflection-focused career course, and what could improve a self-reflection-focused career course.

METHODS

An explanatory sequential mixed methods design was used. The career search efficacy, career maturity, and career adaptability were measured three times in both the experimental and the control group. After the class ended, a focus group interview was conducted with the students in the experimental group.

RESULTS

The quantitative results suggested that the self-reflection focused career course was more effective on career adaptability than the general career course (F = 4.60, p < .001). The qualitative findings supported the quantitative results and also provided new information, in which nursing students became acquainted with themselves through the self-reflection-focused career course, developed a positive mind about nursing, had realized that they were well-connected to nursing care, and that they would prepare the future nurse.

CONCLUSION

The self-reflection-focused career course was effective tools in the career development of nursing students.

Investigating Psychometrics of Career Decision Ambiguity Tolerance Scale

This study aimed to validate career decision ambiguity tolerance scale-Korean form applicable to a Korean sample. In study 1, 17-items from the original 18-item career decision ambiguity tolerance scale were valid based on IRT. In study 2, using the confirmatory factor analysis, we showed that excluding item 4 from the original scale is better than including it in the three factors model. Given the results of study 1 and 2, the constructs in the 17-item career decision ambiguity tolerance scale-Korean form were valid. In study 3, career decision ambiguity tolerance positively predicted career decision-making self-efficacy, career indecision, and career adaptability, respectively, after controlling for calling and career search self-efficacy. Thus, the incremental validity of the career decision ambiguity tolerance scale-Korean form was ensured. In study 4, the reliability of the scale was retained as the test-retest (conducted over a 4-week period) demonstrated adequate results.

Reciprocal Associations Between Career Self-Efficacy and Vocational Identity: A Three-Wave Longitudinal Study

We examined the changes in career decision-making self-efficacy (CDSE) and vocational identity (VI) and their reciprocal associations among 1,026 senior high school students, comprising 493 from Hong Kong (age in 10th grade: M = 16.31, SD = 0.65; 238 girls) and 533 from Shanghai (age in 10th grade: M = 16.50, SD = 0.56; 237 girls). They completed measures for assessing their CDSE and VI annually from 10th to 12th grades. Latent growth curve analyses indicated that both CDSE and VI significantly increased over time in the Hong Kong sample. Cross-lagged path analyses indicated that the reciprocal positive effects between CDSE and VI over time were supported in both samples. These findings indicated that CDSE and VI are generally dynamic and interrelated dimensions for Chinese adolescents’ career development with some regional differences.

The Relationships of Self-Esteem, Future Time Perspective, Positive Affect, Social Support, and Career Decision: A Longitudinal Multilevel Study

This study aimed, first, to determine whether the intra-individual variability in positive affect was related to the intra-individual variability in career decision-making self-efficacy, and career choice anxiety. The second objective was to examine whether social support moderates the relationship between affect and these outcome variables. The third objective was to find out how career decision-making self-efficacy and career choice anxiety change according to self-esteem and future time perspective. We conducted a study using the daily diary method in which participants were asked to rate their affect or attitudes for 21 consecutive days. In total, 128 university students participated in this study. The main results were as follows. First, positive affect was associated positively with career decision-making self-efficacy and negatively with career choice anxiety. Second, social support had a synergy effect with positive affect to influence career choice anxiety. Third, self-esteem was related positively to career decision-making self-efficacy and negatively to career choice anxiety. We discuss theoretical and practical implications.

The Impact of a College Career Intervention Program on Career Decision Self-Efficacy, Career Indecision, and Decision-Making Difficulties

A quasi-experimental longitudinal intervention study utilizing intervention and comparison groups was carried out with first-year Malaysian college students in order to evaluate the effectiveness of a careers course designed to help students in their career decision-making. Participants in both groups were given questionnaires assessing career decision self-efficacy (CDSE), career indecision, and career decision-making difficulties at various time points. Career indecision and decision-making difficulties (CDDs) are different constructs in that research on career indecision encompasses a wider area wherein the identification of sources of career indecision, often referred to as decision-making difficulties, is one line of research. Gender differences at the outset and over the duration of the course were also examined. Results indicated that upon completion of the course participants in the intervention group experienced increased CDSE and reduced career indecision compared to the comparison group. An overall decrease in career decision-making difficulties was also observed, but further investigation revealed that the decrease was not significant in 1 of 10 subcategories of difficulties. Although gender differences in career indecision and career decision-making difficulties were observed at the outset, these disappeared over the course of the intervention. Implications and suggestions for further research are discussed.

Brief work-integrated learning opportunities and first-year university students’ perceptions of employability and academic performance

Universities are attempting to respond to recent changes in the employment sector in order to ensure graduates are job ready. One approach for preparing students for the evolving employment sector is to expose them to work-integrated learning experiences during their undergraduate degree. Traditionally, work-integrated learning experiences have been offered toward the end of students’ degrees, but there might be value in offering such opportunities as students’ transition into university. The aim of this study was to explore the outcomes of brief work-integrated learning experiences on first-year university students. A series of paired samples t-tests showed significant differences in students’ ( N = 28, Mage = 18.89 years) perceptions of employability and academic performance following exposure to 10-hours of job shadowing. The outcomes from the study suggest that students might benefit from work-integrated learning experiences in their foundation year of university. Implications for educators, universities, and the employment sector are highlighted.

The impact of a career intervention programme on South African Grade 11 learners’ career decision-making self-efficacy

There have been increasing calls for career development interventions that take the local context into account while providing a firm theoretical basis to engage with the career processes and attributes of individuals coming from diverse backgrounds. The goal of this study was to determine the effect of a career intervention programme derived from Social Cognitive Career Theory on the career decision-making self-efficacy of Grade 11 learners at three schools with diverse socio-economic backgrounds in the Eastern Cape. Using a quasi-experimental design, measurements were taken at a pretest, post-test and a follow-up occasion 8 weeks after the completion of the programme in a sample of 222 learners using the Career Decision-Making Self-Efficacy Scale. The study demonstrated that the career decision-making self-efficacy of the intervention group improved significantly subsequent to the career intervention programme underscoring the value of the career intervention programme. Although the current study demonstrated a medium effect on the intervention group by the end of the intervention, the time period of the programme may not have been long enough to sustain the impact 8 weeks after the completion of the programme. This may suggest that a longer intervention period or intermittent reinforcement such as booster sessions may be needed to sustain the effect. The study confirms that a group-based career development programme, designed specifically for the South African context, can serve as an essential tool to help high school learners from different socio-economic backgrounds enhance their career maturity expressed in terms of their career decision-making self-efficacy.

Vocational Psychology: Agency, Equity, and Well-Being

The present review organizes the vocational psychology literature published between 2007 and 2014 into three overarching themes: Promoting (a) agency in career development, (b) equity in the work force, and (c) well-being in work and educational settings. Research on career adaptability, self-efficacy beliefs, and work volition is reviewed in the agency section, with the goal of delineating variables that promote or constrain the exercise of personal agency in academic and occupational pursuits. The equity theme covers research on social class and race/ethnicity in career development; entry and retention of women and people of color in science, technology, engineering, and math (STEM) fields; and the career service needs of survivors of domestic violence and of criminal offenders. The goal was to explore how greater equity in the work force could be promoted for these groups. In the well-being section, we review research on hedonic (work, educational, and life satisfaction) and eudaimonic (career calling, meaning, engagement, and commitment) variables, with the goal of understanding how well-being might be promoted at school and at work. Future research needs related to each theme are also discussed.

Effects of Discipline-based Career Course on Nursing Students' Career Search Self-efficacy, Career Preparation Behavior, and Perceptions of Career Barriers

PURPOSE

The purpose of this study was to investigate the effectiveness of a discipline-based career course on perceptions of career barriers, career search self-efficacy, and career preparation behavior of nursing students. Differences in career search self-efficacy and career preparation behavior by the students' levels of career barriers were also examined.

METHODS

The study used a modified one-group, pretest-posttest design. The convenience sample consisted of 154 undergraduate nursing students in a university. The discipline-based career course consisted of eight sessions, and was implemented for 2 hours per session over 8 weeks. The data were collected from May to June in 2012 and 2013 using the following instruments: the Korean Career Indecision Inventory, the Career Search Efficacy Scale, and the Career Preparation Behavior Scale. Descriptive statistics, paired t test, and analysis of covariance were used to analyze the data.

RESULTS

Upon the completion of the discipline-based career course, students' perceptions of career barriers decreased and career search self-efficacy and career preparation behavior increased. Career search self-efficacy and career preparation behavior increased in students with both low and high levels of career barriers. The difference between the low and high groups was significant for career search self-efficacy but not for career preparation behavior.

CONCLUSIONS

The discipline-based career course was effective in decreasing perceptions of career barriers and increasing career search self-efficacy and career preparation behavior among nursing students.

Increased Career Self-Efficacy Predicts College Students’ Motivation, and Course and Major Satisfaction

In two studies, we assessed the effectiveness of a careers in psychology course in increasing students’ career decision self-efficacy, and the role of increased career decision self-efficacy in predicting motivation as well as course, and major satisfaction. Students completed assignments involving career self-exploration, planning future semesters, resume creation, job search, interviewing a professional in the field, exploring subfields, visiting a research lab, and internship opportunities. In Study 1, paired-sample t-tests for 79 students revealed significant increases in career decision self-efficacy. In Study 2, at pretest and posttest, 226 students completed measures of career decision self-efficacy, self-determined motivation, career information, course, and major satisfaction. Regression analyses indicated that career self-efficacy explained significant variance in self-determined motivation, course, and major satisfaction. Further, perceived gains in career information mediated the relationship between increased career self-efficacy and self-determined motivation, course, and major satisfaction. Finally, assignments providing concrete professional experiences predicted increases in career self-efficacy.

Core Self-Evaluations, Career Decision Self-Efficacy, and Vocational Identity Among Greek Adolescents

This study explored the mediating role of career decision self-efficacy between core self-evaluations (CSE), a newly established construct within the personality domain, and adolescents’ vocational identity. Using a sample of 200 Greek high school students, it was found that for female adolescents CSE influenced vocational identity both directly and indirectly (via career decision self-efficacy). For male students, CSE had only an indirect effect on vocational identity through career decision self-efficacy. The findings are discussed with reference to social cognitive career theory (SCCT) framework. Implications for research and adolescents’ career counseling are also discussed.

Escalas de exploração vocacional para estudantes de ensino médio

A exploração vocacional é essencial para o desenvolvimento vocacional e para as tomadas de decisão vocacionais. O objetivo deste estudo foi testar as propriedades psicométricas de uma versão adaptada para estudantes do ensino médio das Escalas de Exploração Vocacional, que avaliam duas dimensões de exploração vocacional: exploração de si e do ambiente. As escalas foram aplicadas a 436 estudantes de ensino médio (média de idade de 16,3 anos; 55,3% mulheres). Análises de componentes principais revelaram os dois componentes esperados, sugerindo a validade de construto do instrumento. Os índices de fide-dignidade obtidos também foram satisfatórios. Conclui-se que as Escalas de Exploração Vocacional são instrumentos válidos e fidedignos para avaliar exploração vocacional, podendo ser utilizadas em futuras pesquisas.

Factors that Influence Career Decision-Making among Elite Athletes

A common belief about elite athletes is that they invest so much effort into the pursuit of their athletic careers that they fail to develop good career decision-making skills. Recent findings challenge that belief. The present study investigated career decision-making difficulties among 117 elite Australian athletes. Participants completed adapted versions of the Career Decision-Making Difficulties Questionnaire, the Athlete Identity Measurement Scale, the Career Decision-Making Self-efficacy Short Form, and the Work Locus of Control Scale. These elite athletes showed no evidence of career decision-making difficulties. Combinations of this set of variables accounted for 35% of the variance in decision status and 20% of the variance in career decision-making difficulties. Career decision-making self-efficacy was a major contributor in both instances. Internal locus of control was also identified as a desirable characteristic in the context of career decision-making. The implications of these findings are discussed.