International Journal for Educational and Vocational Guidance

We tested the across-time relationships between the person-based resources of assimilation (or goal pursuit) and accommodation (or goal adjustment) and two well-being outcomes (satisfaction with career progress and life satisfaction), and assessed if these relationships were mediated by self-perceptions (perceived goal attainability and optimism). Participants were 204 young adults (79 % female; M age 26 years), who were surveyed twice, 6 months apart. Consistent with the dual-process framework for goal management, assimilation was associated with more positive self-perceptions (attainability and optimism) and higher subsequent satisfaction with career progress and life satisfaction. Perceived goal attainability mediated between assimilation and the two satisfaction outcomes. Accommodation was associated with higher subsequent life satisfaction only. Thus, both assimilation and accommodation were related to better life satisfaction in young adults, but assimilation was more adaptive in the career domain.

The purpose of this study is to better understand the psychological well-being of aged workers in the job demands-resources model. We conducted a latent profile analysis on job demands, job resources, and personal resources using responses of 1018 middle-aged adults from the National Survey of Midlife Development in the United States (MIDUS 3) dataset. Results suggested four latent profiles. Differences in the research variables between the profiles were examined using analysis of variance. Multiple regression analyses were conducted to compare the effects of the antecedents on well-being between the latent profiles. Implications for both HRD researchers and professionals are discussed.

The literature on interdisciplinarity identifies several forms of collaboration: multidisciplinary, transdisciplinary, and interdisciplinary (as bridge building or integration). To assist vocational psychology translate its interdisciplinary discourse into action, this paper uses that literature to identify the benefits, challenges and conditions for success. It indicates that the form of collaboration needed must be decided, and the cognitive, social, organizational and institutional aspects of the collaborating disciplines considered. It highlights the significance of interpersonal relationships when establishing and maintaining collaboration.

The influence of contextualfactors on the career decision states of 429South African and 623 Australian male andfemale students in grades 8 to 12 wasinvestigated. The results for both nationalsamples on the Career Decision Scaledemonstrate that grade, gender, and theinteraction of grade and gender impact on thedevelopmental progression of career decisionbehaviour. Gender differences across nationswere more pronounced for males than females.Both South African and Australian students aremore decided in lower grades. Internationaldifferences suggest that South African studentsare less certain and evidence greaterindecision than Australian students. Theimplications for educational decision pointsand career education practices are discussed.

The current study examined the mediating role of general self-efficacy in the relationship between university students’ proactive career behavior and their proactive personality. The participants of the study consisted of 457 university students in Turkey. The Proactive Personality Scale-Short Form, the General Self-Efficacy Scale, and the Career Engagement Scale were used as data collection tools. Analysis results of the study showed that general self-efficacy had a mediating role in the relationship between proactive career behavior and proactive personality. In addition, proactive career behavior was found to have significant and positive relationships with proactive personality and general self-efficacy.

Một nhóm tư vấn nghề nghiệp trực tuyến dành cho thanh niên thất nghiệp trong thời kỳ đại dịch COVID-19 đã được phát triển. Mười hai người tham gia đã tham gia vào can thiệp tư vấn nghề nghiệp nhóm trực tuyến, dựa trên Khung thiết kế cuộc sống cho một tương lai bao trùm và bền vững. Kết quả cho thấy tại bài kiểm tra sau can thiệp, điểm số về khả năng thích ứng nghề nghiệp, sự kiên cường, định hướng tương lai và xu hướng xác định các hành động bao trùm và bền vững cho tương lai cao hơn so với bài kiểm tra trước đó. Tổng thể, can thiệp tư vấn nghề nghiệp nhóm trực tuyến đã thúc đẩy hiệu quả những khía cạnh nhất định trong thiết kế cuộc sống của thanh niên hướng tới một tương lai bền vững và bao trùm.

Mục đích của nghiên cứu này là (1) điều chỉnh Bảng hỏi Khó khăn trong Quyết định Nghề nghiệp (CDDQ) cho học sinh trung học ở Thổ Nhĩ Kỳ và (2) kiểm tra sự khác biệt giới tính, sự khác biệt theo lớp và sự khác biệt giữa học sinh "đã quyết định" và "chưa quyết định". Mẫu nghiên cứu gồm 2509 học sinh thanh thiếu niên. Kết quả cho thấy cấu trúc của phiên bản CDDQ tiếng Thổ Nhĩ Kỳ tương tự như cấu trúc của phiên bản gốc CDDQ. Các cô gái thanh thiếu niên báo cáo gặp nhiều khó khăn hơn trong khả năng không quyết đoán chung và các khó khăn về niềm tin không hiệu quả so với các chàng trai thanh thiếu niên. Các chàng trai thanh thiếu niên báo cáo gặp nhiều khó khăn hơn về động lực so với các cô gái thanh thiếu niên. Những học sinh chưa quyết định cho biết họ gặp nhiều khó khăn hơn so với những học sinh đã quyết định.

This study aimed to examine the relationships between family influence on career choices with perceived social support, vocational outcome expectations, and life satisfaction of university students. Correlational research method was used in the study. The results showed that family influence on career choices and perceived social support were positive and significant predictors of vocational outcome expectations and life satisfaction. In addition, vocational outcome expectations was a positive and significant predictor of life satisfaction. Vocational outcome expectations partially mediated the relationship between family influence on career choices, perceived social support, and life satisfaction.

Transition from high school to postsecondary education (PSE) and employment can be challenging for all youth, and particularly for youth with intellectual disability (ID). Promoting equity and access to PSE for students with ID is a social justice mandate, and high school counselors are uniquely positioned to assist youth with ID in accessing appropriate PSE options. This article describes how high school counselors can effectively support the postsecondary transition needs of students with ID through applying a framework of advocacy and social justice, using the Multicultural and Social Justice Counseling Competencies.