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Wen Y, Chen H, Liu F, Wei X. The Relationship between Career Calling and Resilience among Rural-Oriented Pre-Service Teachers: The Chain Mediating Role of Career Adaptability and Decent Work. Behav Sci (Basel) 2023; 14:11. [PMID: 38247663 PMCID: PMC10813303 DOI: 10.3390/bs14010011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2023] [Revised: 12/11/2023] [Accepted: 12/19/2023] [Indexed: 01/23/2024] Open
Abstract
From a Psychology of Working Theory (PWT) perspective, this study aims to explore how career adaptability and decent work mediate the effects of career calling on the resilience of rural-oriented pre-service teachers. The Career Calling Scale, Career Adaptability Scale, Decent Work Scale, and Resilience Scale were used to survey 393 rural-oriented pre-service teachers. The results found that career calling positively predicted the resilience of rural-oriented pre-service teachers; career adaptability mediated the relationship between career calling and resilience of rural-oriented pre-service teachers; decent work mediated the relationship between career calling and resilience of rural oriented pre-service teachers; and career adaptability and decent work play a chain mediating role between career calling and career adaptability of rural-oriented pre-service teachers. Therefore, this study concludes that career calling not only directly influences the resilience of rural-oriented pre-service teachers, but also indirectly influences the resilience of rural-oriented pre-service teachers through career adaptability and decent work.
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Affiliation(s)
- Ya Wen
- School of Teacher Education, Nanjing XiaoZhuang University, Nanjing 211171, China;
| | - Huaruo Chen
- College of Education Science and Technology, Nanjing University of Posts and Telecommunications, Nanjing 210023, China
- Center for Research and Reform in Education, Johns Hopkins University, Baltimore, MD 21286, USA
| | - Fei Liu
- School of Education Science, Nanjing Normal University, Nanjing 210046, China;
- School of Teacher Education, Huaiyin Normal University, Huaian 223001, China
| | - Xindong Wei
- School of Teacher Education, Nanjing University of Information Science & Technology, Nanjing 210044, China;
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He JJ, Wang ZJ, Liu XN, Wang YP, Zhao CX, Lu F, Zhang SE, Cao DP. Moderating role of family functioning and resource support in the relationship between career calling and academic burnout among Chinese medical students during the controlled COVID-19 pandemic: a cross-sectional study. Ann Med 2023; 55:2294334. [PMID: 38104532 PMCID: PMC10732215 DOI: 10.1080/07853890.2023.2294334] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/15/2023] [Accepted: 12/08/2023] [Indexed: 12/19/2023] Open
Abstract
PURPOSE This cross-sectional study aims to assess the level of academic burnout among Chinese medical students during the controlled COVID-19 pandemic and identify the potential demographic factors affecting academic burnout. It also explored the relationship between career calling, family functioning, resource support, and academic burnout, as well as investigated whether family functioning and resource support could moderate the relationship between career calling and academic burnout among Chinese medical students. METHODS The study was conducted in five Chinese cities in 2021. A total of 3614 valid questionnaires were collected to assess the relationship between academic burnout, career calling, family functioning, and resource support, and determine whether demographic factors contribute to academic burnout. Hierarchical multiple regression analysis was used to explore factors correlated with academic burnout and test the moderating effect of family functioning and resource support on the relationship between career calling and academic burnout. RESULTS The mean academic burnout score was 3.29 ± 1.17. Sex, major, academic performance ranking, monthly living expenses, physical health, and sleep quality significantly affected academic burnout (p < 0.05). Academic burnout was negatively correlated with career calling, resource support, and family functioning. Family functioning and resource support moderated the relationship between career calling and academic burnout. Simple slope analysis revealed that high family functioning and resource support strengthened the impact of career calling on academic burnout. CONCLUSIONS Most medical students in China experienced relatively high levels of academic burnout during the controlled COVID-19 pandemic. Furthermore, specific demographic factors contribute to academic burnout. Family functioning and resource support moderate the relationship between career calling and academic burnout. These findings emphasize the importance of implementing career-calling education, supplementing family functioning in the form of school support, and providing sufficient smart learning resources among medical students in the post-pandemic era.
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Affiliation(s)
- Jia-Jun He
- Department of Health Management,School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
| | - Zi-Jiao Wang
- Department of Health Management,School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
| | - Xiao-Ning Liu
- Department of Health Management,School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
| | - Yan-Ping Wang
- Department of Health Management,School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
| | - Chen-Xi Zhao
- Academic Affairs Office, First Affiliated Hospital of Harbin Medical University, Harbin, People’s Republic of China
| | - Feng Lu
- Department of Health Management,School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
| | - Shu-E Zhang
- Department of Health Management,School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
| | - De-Pin Cao
- Department of Health Management,School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
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Wang R, Wang M, Georgiev GV. The Influence of Personal Evaluation and Social Support on Career Expectations of College Students. Behav Sci (Basel) 2023; 13:992. [PMID: 38131847 PMCID: PMC10740841 DOI: 10.3390/bs13120992] [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: 10/07/2023] [Revised: 11/18/2023] [Accepted: 11/27/2023] [Indexed: 12/23/2023] Open
Abstract
This study aimed to investigate the factors influencing career expectations, determine the influence of college students' personal ability on personal evaluation in the process of gaining employment, and further explore the impact of personal evaluation and social support on career expectations. This study used a random sampling method to administer questionnaires to final-year undergraduates majoring in the liberal arts, science, art, and sports at two Chinese universities. Career expectations were positively correlated with satisfaction. The preferred employer for graduates is a school. In selecting a career, college students believed that exerting their talents was most important. Personal evaluations had a significant effect on self-development in career expectations. The level of social support had a significant effect on prestige and welfare stability in career expectations.
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Affiliation(s)
- Rui Wang
- School of Educational Science and Technology, Anshan Normal University, Anshan 114007, China;
| | - Mengru Wang
- Center for Ubiquitous Computing, University of Oulu, 90570 Oulu, Finland;
| | - Georgi V. Georgiev
- Center for Ubiquitous Computing, University of Oulu, 90570 Oulu, Finland;
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Pignault A, Rastoder M, Houssemand C. The Relationship between Self-Esteem, Self-Efficacy, and Career Decision-Making Difficulties: Psychological Flourishing as a Mediator. Eur J Investig Health Psychol Educ 2023; 13:1553-1568. [PMID: 37754452 PMCID: PMC10529372 DOI: 10.3390/ejihpe13090113] [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: 06/14/2023] [Revised: 07/28/2023] [Accepted: 08/02/2023] [Indexed: 09/28/2023] Open
Abstract
Well-being associated with optimism, social support, and self-esteem is positively correlated with career decision. In this perspective, a rather recent concept of flourishing as an integrative notion incorporating these different resources, positive affect, and positive experience is particularly relevant to better understand the relations and correlations between self-evaluation, well-being, and career decision-making difficulties. The present study then examines the relationship between these possible difficulties, self-esteem, self-efficacy, and flourishing. One hundred and seventy-two higher education students participated in the study and completed a four-part questionnaire with the Career Decision-Making Difficulties Questionnaire, the Flourishing Scale, the Rosenberg Self-esteem Scale, and the General Self-Efficacy Scale. The results highlight the mediation of psychological flourishing between personality dimensions-self-esteem and self-efficacy-and career decision difficulties and the fact that those who are most flourishing in their lives will also have the least difficulty in making a career decision. As for the practical implications, guidance counselors for students and young adults need to identify resources and difficulties they have to cope with. This study emphasizes the importance of guiding students in three areas: self-esteem, the perceived quality of social relations, and the meaning attributed to one's existence. Finally, the contribution of positive psychology to career development will be discussed.
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Affiliation(s)
- Anne Pignault
- 2LPN (Psychology and Neuroscience Lab, UR7489), Université de Lorraine, 54000 Nancy, France
| | - Merlin Rastoder
- Institute for Lifelong Learning and Guidance, Department of Education and Social Work, University of Luxembourg, L-4366 Esch-sur-Alzette, Luxembourg (C.H.)
| | - Claude Houssemand
- Institute for Lifelong Learning and Guidance, Department of Education and Social Work, University of Luxembourg, L-4366 Esch-sur-Alzette, Luxembourg (C.H.)
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Ran J, Liu H, Yuan Y, Yu X, Dong T. Linking Career Exploration, Self-Reflection, Career Calling, Career Adaptability and Subjective Well-Being: A Self-Regulation Theory Perspective. Psychol Res Behav Manag 2023; 16:2805-2817. [PMID: 37521566 PMCID: PMC10378538 DOI: 10.2147/prbm.s420666] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2023] [Accepted: 07/11/2023] [Indexed: 08/01/2023] Open
Abstract
Introduction In the post-pandemic era, the cultivation of vocational adaptability among college students holds equal significance to fostering subjective well-being in the face of an increasingly daunting professional landscape. This intricate process can be influenced by exploratory expeditions into potential career paths, sincere introspection, and a profound sense of vocation. Methods Drawing upon Bandura's self-regulation theory, this research project employed structural equation modeling (SEM) to scrutinize the interconnectedness between career exploration, self-reflection, vocational calling, vocational adaptability, and subjective well-being within a sample of 1077 Chinese undergraduates. Results The findings demonstrated that career exploration and self-reflection positively predicted career adaptability and subjective well-being. In addition, career calling had a significant mediating effect in this model. Conclusion The findings of this study shed light on the significance of career exploration and self-reflection in fostering both adolescent career adaptability and subjective well-being. And are expected to provide a reference for the career construction and development of college students and career education in colleges and universities.
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Affiliation(s)
- Jingliang Ran
- School of Business Administration, Chongqing Technology and Business University, Chongqing, People’s Republic of China
| | - Huiyue Liu
- Department of Psychology, Hunan Normal University, Changsha, People’s Republic of China
| | - Yue Yuan
- College of State Governance, Southwest University, Chongqing, People’s Republic of China
| | - Xuan Yu
- School of Economics and Management, Southwest Petroleum University, Chengdu, People’s Republic of China
| | - Tiantian Dong
- Hilton School of Hospitality Management, Sichuan Tourism University, Chengdu, People’s Republic of China
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The Conceptualisation of Weather as a Career Metaphor. SUSTAINABILITY 2022. [DOI: 10.3390/su14148856] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
This paper aims to offer an accessible, flexible, and homogenised approach to career counselling and career development via the conceptualisation of a new metaphor in response to evolving careers and labour markets. The research question asks: How can Weather as a Career Metaphor (WCM) offer an accessible tool for career counsellors to use with their clients across their lifespans? The theoretical framework draws together sustainable career theory and conservation of resources theory, and is complemented by the author’s decade of experience providing mentoring and career coaching to individuals across the globe. The WCM is constructed of ten elements of weather that apply to different contexts and across the lifespan. These include sun, rain, drought, thunder and lightning, ice, fog, tailwind, headwind, tornado, and rainbow. The contribution comes from the conceptualisation of a new metaphor which is theoretically grounded whilst also ensuring practical relevance via accessibility and flexibility. The WCM offers a versatile tool as part of a more comprehensive toolkit for career counsellors to help their clients to understand potential challenges within contemporary labour markets. This facilitates individuals to take ownership of their careers, acquire personal resources, and take proactive steps to prepare themselves for sustainable careers across their lifespans.
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Proactive Personality and Career Adaptability of Chinese Female Pre-Service Teachers in Primary Schools: The Role of Calling. SUSTAINABILITY 2022. [DOI: 10.3390/su14074188] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/10/2022]
Abstract
Career adaptability has attracted extensive attention from international scholars as one of the important factors predicting the future sustainability of individuals. Proactive personality and calling have a positive influence on individual career development and life satisfaction, with reference to promoting the sustainable development of individuals. This study focuses on the positive effects of career adaptability and calling on shaping female primary school pre-service teachers and provides suggestions for training excellent elementary school teachers and building quality primary education. This study investigated the relationship between proactive personality, calling, and career adaptability among 707 female pre-service elementary school teachers in Chinese universities. The results showed that proactive personality positively predicts calling and that proactive personality and calling positively predict career adaptability. Calling partially mediated the relationship between proactive personality and career adaptability. Therefore, it is possible to enhance calling by cultivating the proactive personality of female pre-service teachers in elementary schools, thus further promoting the career adaptability of this group. On this basis, effective strategies should be adopted in the future to improve the career adaptability of female pre-service teachers in elementary schools for the sustainable development of this group.
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Chen H, Liu F, Wen Y. The Influence of College Students' Core Self-evaluation on Job Search Outcomes: Chain Mediating Effect of Career Exploration and Career Adaptability. CURRENT PSYCHOLOGY 2022; 42:1-12. [PMID: 35228786 PMCID: PMC8865730 DOI: 10.1007/s12144-022-02923-4] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/14/2022] [Indexed: 11/07/2022]
Abstract
The study of college students' job search and influencing factors has been an important topic in college students' career development. The degree of satisfaction with the results of a college student's perceived job search directly affects the sustainability of his or her future career. Although the importance of core self-evaluation in the job search process has been confirmed by a large body of literature, very little literature has focused on the mechanism of action between core self-evaluation and job search outcomes. Therefore, this study was conducted to analyze the impact of core self-evaluation on job search outcomes through a chain mediation model and to discuss the role of career exploration and career adaptability in this relationship. Two waves of survey data were utilized to test the research hypotheses on a sample of 310 college students facing employment in different regions of China. The results indicated that core self-evaluation positively impacted job search outcomes. In addition, career exploration and career adaptability moderated the relationship between core self-evaluation and job search outcomes, respectively. More importantly, core self-evaluation could also influence job search outcomes through the chain-mediating effects of career exploration and career adaptability.
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Affiliation(s)
- Huaruo Chen
- School of Education Science, Nanjing Normal University, Nanjing, China
- Center for Research and Reform in Education, Johns Hopkins University, Baltimore, USA
| | - Fei Liu
- School of Education Science, Nanjing Normal University, Nanjing, China
| | - Ya Wen
- School of Teacher Education, Nanjing Xiaozhuang University, Nanjing, China
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Wen Y, Li K, Chen H, Liu F. Life Design Counseling: Theory, Methodology, Challenges, and Future Trends. Front Psychol 2022; 13:814458. [PMID: 35178017 PMCID: PMC8844019 DOI: 10.3389/fpsyg.2022.814458] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2021] [Accepted: 01/10/2022] [Indexed: 11/13/2022] Open
Abstract
With the rapid development of society and the dramatic change of environment, previous career counseling focusing on personal choice has been difficult to meet individuals’ needs. It is very meaningful and valuable to introduce the ideology of Life Design Counseling (LDC). In this mini review, we introduce and analyze the theory and methodology of LDC. This review puts forward challenges in the field of LDC, including the lack of attention to clients from multiple backgrounds and professional counselors, the lack of diversified methods in the intervention process, and the lack of diversified research. The theoretical research, practical research, and the integration of theory and practice of LDC still need to be further concerned by researchers.
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Affiliation(s)
- Ya Wen
- School of Teacher Education, Nanjing Xiaozhuang University, Nanjing, China
| | - Kai Li
- School of Philosophy, Wuhan University, Wuhan, China
| | - Huaruo Chen
- School of Education Science, Nanjing Normal University, Nanjing, China.,Center for Research and Reform in Education, Johns Hopkins University, Baltimore, MD, United States
| | - Fei Liu
- School of Education Science, Nanjing Normal University, Nanjing, China.,School of Education Science, Huaiyin Normal University, Huaian, China
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