How Can Personality Enhance Sustainable Career Management? The Mediation Effects of Future Time Perspective in Career Decisions

Self-Realization of Persons with Atypical Development: A Comparative Analysis

This study aims to define the specifics of self-realization of persons with atypical development of various nosologies. The materials of an empirical study obtained on a sample of individuals with typical (n=232; M=26.34±13.47 y.o.) and atypical development (n=177; M=28.89±18.16 y.o.) are presented. The sample includes the following nosological groups: visual impairment (n=15), hearing impairment (n=9), musculoskeletal disorders (n=27), intellectual impairment (n=81), the presence of disabling diseases (n=45). The methodological tools included the Personality Self-Realization Judgment Test (S.I. Kudinov, 2012); semi-structured interview to study the characteristics, barriers, resources of self-realization. The specificity of self-realization of persons with atypical development was revealed by comparing these persons with atypical development and a group of normatively developing respondents. Persons with hearing impairment are more external, but less active in self-realization. Persons with impaired vision are more passive in self-realization, more often they consider it ineffective. Persons with musculoskeletal disorders are more pessimistic about self-realization, more socially oriented, recognize the dependence of self-realization on circumstances, but they consider it unique. Persons with disabling diseases strive less for self-realization in a personal sense, feel less potential for self-realization and optimism in relation to it; we noted less pronounced social-corporate attitudes and creativity of self-realization. Persons with intellectual disabilities are less likely to seek personal and professional/educational self-realization, demonstrate less activity and internality of efforts, evaluate it as less effective and unique, but they evaluate the methods used as non-standard. Differences in the success of self-realization in the professional and educational spheres are revealed. The circumstances of the external environment are the dominant barrier in individuals with atypical development. The main resource of self-realization is social support. Significant differences in subjective assessments of the success of self-realization in various spheres of life in different nosological groups were noted in the field of professional/educational self-realization.

Making a Commitment to Your Future: Investigating the Effect of Career Exploration and Career Decision-Making Self-Efficacy on the Relationship between Career Concern and Career Commitment

Career commitment refers to individuals’ dedication to their career; in the field of vocational psychology, career commitment is considered a vital factor for promoting a sustainable career. The current study examined a mediation model of career concern related to career commitment with career exploration and Career Decision-Making Self-Efficacy (CDMSE) as two mediators. The participants were 1105 high school students (males = 594, females = 511) recruited from three main cities in Jiangsu Province, China. Results indicated that the hypotheses were all confirmed: the direct effect of career concern on career commitment was significant (β = 0.598, p < 0.001); the indirect effect of career concern on career commitment through career exploration and CDMSE was also significant (β = 0.255, p < 0.001); and career exploration and CDMSE mediated the relation from career concern to career commitment. Finally, the authors discussed the implications of the findings which could be applied to improve a high school student’s career commitment and the sustainability of career development. The limitations of the study and the future research needed to complement the current work are also discussed.

Good Character at College: The Combined Role of Second-Order Character Strength Factors and Phronesis Motivation in Undergraduate Academic Outcomes

A renewed interest in the study of character and virtue has recently emerged in the fields of Education and Psychology. The latest research has confirmed the association between virtuous consistent behaviours and academic positive outcomes. However, the motivational dimension of character (the intentions underlying the patterns of observed behaviours) has received little attention. This research aims to extend the knowledge on this topic by examining the predictive relationships between the behavioural and motivational dimensions of character, with reference to academic engagement, career self-doubt and performance of Spanish university students. A total of 183 undergraduates aged 18–30 (142 of whom were women) from the north of Spain completed specific parts of self-report questionnaires, including the Values in Action VIA-72, a Spanish translated and validated version of the Moral Self-Relevance Measure MSR, and the Utrecht Work Engagement Student Scale UWES-S9. The collected data were analysed using Structural Equation Modelling. The behavioural dimension of character (character strength factors of caring, self-control and inquisitiveness) showed positive associations with academic engagement and performance. The motivational dimension of character (phronesis motivation), was negatively related to career self-doubt. For the first time, the present study has provided support for the contribution of both dimensions of character to undergraduate academic outcomes.

Impact of Future Time Perspective on Entrepreneurial Career Intention for Individual Sustainable Career Development: The Roles of Learning Orientation and Entrepreneurial Passion

This study addressed the underlying mechanisms through which future time perspective (FTP) motivates entrepreneurial career intention. By focusing on entrepreneurship as an important career decision for individual sustainable career development, we argued that the generic use of a learning orientation approach mediates the effect of the presence of an extended FTP on individual entrepreneurial career intention. We also posited that entrepreneurial passion for founding moderates the relationship between learning orientation and individual entrepreneurial career intention. Using a survey data of 416 students attending a Chinese public sector university, we found that FTP enhanced learning orientation, which, in turn, stimulated entrepreneurial career intention. Moreover, the positive relationship between learning orientation and entrepreneurial career intention became strong as entrepreneurial passion for founding increased. Results were discussed in terms of implications for theory and practice.