Facilitating engagement in new career goals: the moderating effects of personal resources and career actions

Goal engagement in young adults is variable. We recruited university students to test whether general personal characteristics (educational ability, core self-evaluations, and well-being; study 1, N = 195) and career adaptive variables (career confidence, exploration, and planning; study 2, N = 152) facilitated career goal engagement. Goal engagement was associated positively with goal disengagement in study 1. Moderating effects showed that the positive relationship between engagement and disengagement was stronger when core self-evaluations and well-being (satisfaction) were high, and when career confidence, exploration, and planning were high. Results are discussed in the context of transitions and promoting adaptable career goals.     

Connectedness of Korean adolescents: profiles and influencing factors

The purpose of the present study was to identify profiles of Korean adolescent connectedness across multiple contexts (e.g., family, school, neighborhood, etc.), using cluster analysis. In addition, this study examined how the profiles of Korean adolescent connectedness are discriminated by demographic and adjustment-related variables. Data were collected from 538 Korean adolescents aged 13?C19. Participants completed a Korean version of Measure of Adolescent Connectedness (MAC-K). Results from a cluster analysis revealed three profiles of connectedness to parents, siblings, teachers, school, friends, and neighborhood. Results placed participants into categories of Well-connected, Disconnected, and Socially connected. The first two profiles were characterized by reports of either strong or weak connectedness to all contexts. The last profile is characterized by reports of strong connections only to friends and neighborhood. The results also indicated that adolescents?? school adjustment, problem behaviors, self-esteem, and gender were significant discriminators between the three profiles. Implications for counseling practice and future studies are discussed.     

Participation patterns of Korean adolescents in school-based career exploration activities

Variations in the school-based career exploration activities of Korean high school students were examined. Data represented 5,227 Korean adolescents in Grade 11 contained in the Korean Education Longitudinal Study of 2005, a nationally representative longitudinal database administered by the Korean Educational Development Institute. Latent class analysis identified four classes or approaches reflecting some combination of school availability and student use of career-related activities, including minimal-, limited-, moderate-, and high-activity groups. Multiple-group analysis revealed that curriculum track (i.e., vocational or academic emphasis) was an important determinant in classification.     

Family systems as predictors of career attitude maturity for Korean high school students

This study examined the relationships between family systems and high school students’ career development. Family adaptability and family cohesion were considered as indicators of family function, and career attitude maturity was conceptualized as a representative factor explaining adolescents’ career development. A total of 634 high school students participated in this study. Overall, the results showed that family adaptability and family cohesion were both significant predictors of tenth graders’ career attitude maturity. The effects of parents’ educational backgrounds on career attitude maturity were negligible. However, the relationships were inconsistent across gender. For female students, family cohesion was a more influential predictor of career attitude maturity than family adaptability, while the opposite pattern was observed for the male students.     

The Structural Validity of Daidalos: A measure of career maturity

A confirmatory factor analysis was conducted to examine the structural validity of Daidalos, a 20‐item inventory designed to assess the factors that might inhibit or promote successful career decision making, or career maturity. The sample consisted of 776 high school students; 367 were male and 409 were female. Participants ranged in age from 16 to 54 years (M = 18). Goodness‐of‐fit statistics provided strong support for a two‐factor hierarchical model and slightly less for a five‐factor non‐hierarchical model. The two higher‐order factors were identified as a Pre‐process and a Process latent construct. Separate analysis for men and women showed that the model was far more appropriate for women than for men. Item loadings ranged from .46 to .81, first‐order factor intercorrelations ranged from ?.15 to .68, and the correlation between the two higher‐order factors was ?.42.     

Relations between student learning patterns and personal and contextual factors and academic performance

This study was aimed at clarifying relations between the way students learn and personal, contextual and performance variables. Students from seven different academic disciplines completed the Inventory of Learning Styles (ILS). Besides, data about their age, gender, academic discipline, prior education and exam performance were gathered. Regression and correlations analyses were used to analyse the data. The results showed that students learning patterns were indeed associated with personal and contextual factors such as academic discipline, prior education, age and gender, but that the different learning patterns had different sources. Second, students learning patterns proved to explain an important part of the variance in their academic performance. However, the results also revealed that exams as usually used in the first years of higher education hardly capitalise on students use of critical, analytical and concrete processing strategies.     

Increasing the career choice readiness of young adolescents: an evaluation study

A career workshop that applies models of the Cognitive Information Processing Approach (Sampson, Reardon, Peterson, &; Lenz, 2004) and incorporates critical ingredients (Brown and Ryan Krane, 2000) to promote the career choice readiness of young adolescents was developed and evaluated with 334 Swiss students in seventh grade applying a Solomon four group design with a three-month follow-up. Participants significantly increased their performance in terms of career decidedness, career planning, career exploration, and vocational identity. Implications for evaluation research and counselling practice are presented.     

浅析上下文语境因素对俄文广告效果的影响

上下文语境因素对交际的成功与否发挥着重大的作用。本文结合语境理论,简要分析了上下文语境因素对俄文广告效果的影响,并提出了几点更好的实现俄文广告效果的措施。     

Perceived discrimination and the adjustment of African American youths: a five-year longitudinal analysis with contextual moderation effects

Longitudinal links between perceived racial discrimination and later conduct problems and depressive symptoms were examined among 714 African American adolescents who were 10-12 years old at recruitment. Data were gathered 3 times over a 5-year period. Hypotheses were tested via latent curve modeling and multiple-group latent growth modeling. Increases in perceived discrimination were associated with increased conduct problems and depressive symptoms. This association was weaker when youths received nurturant-involved parenting, affiliated with prosocial friends, and performed well academically. For conduct problems, the association was stronger for boys than for girls; for depressive symptoms, no gender differences emerged. The findings thus identify contextual variables that moderate the contribution of perceived discrimination to African American youths' adjustment.     

A longitudinal study of the educational and career trajectories of female participants of an urban informal science education program

The purpose of this longitudinal case study is to describe the educational trajectories of a sample of 152 young women from urban, low‐income, single‐parent families who participated in the Women in Natural Sciences (WINS) program during high school. Utilizing data drawn from program records, surveys, and interviews, this study also attempts to determine how the program affected the participants' educational and career choices to provide insight into the role informal science education programs play in increasing the participation of women and minorities in science, math, engineering, and technology (SMET)‐related fields. Findings revealed 109 participants (93.16%) enrolled in a college program following high school completion. Careers in medical or health‐related fields followed by careers in SMET emerged as the highest ranking career paths with 24 students (23.76%) and 21 students (20.79%), respectively, employed in or pursuing careers in these areas. The majority of participants perceived having staff to talk to, the job skills learned, and having the museum as a safe place to go as having influenced their educational and career decisions. These findings reflect the need for continued support of informal science education programs for urban girls and at‐risk youth. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 835–860, 2004     

语境作用机制研究

语境就是人们常说的语言环境。语境的作用表现为促进或抑制对目标词的识别、预期句子成分、消解歧义、约束语义关系、定界搜索范围、易化言语理解和推论新知等。关于语境作用存在着两种理论即模块化理论和相互作用理论。     

A longitudinal study of a state-wide reading assessment: the importance of early achievement and socio-demographic factors

Eliminating inequity in public education is a central goal of the No Child left Behind (NCLB) act. Controlling for 3rd-grade performance, the impact of English language learner (ELL) status, socioeconomic status (SES), and special education (SPED) status on a cohort’s reading performance was investigated from elementary to high school through a multilevel framework. Results in Hawaii show that the negative impact of low SES and SPED status persists up to high school, while the disadvantage of ELL status is restricted within the elementary grades. Moreover, individual characteristics, not school characteristics, have a dominant impact on future reading performance. Among individual characteristics, early performance is a crucial factor for future academic achievement. The findings show that educational policies that use incentives and sanctions such as NCLB to close achievement gaps may not be successful.     

Effects of social constraints on career maturity: the mediating effect of the time perspective

Previous studies have provided mixed results for the effects of social constraints on career maturity. However, there has been growing interest in these effects from the time perspective. Few studies have examined the effects of social constraints on the time perspective which in turn influences career maturity. This study examines the mediating effect of the present-oriented perspective on the relation between social constraints and career maturity. The results based on a panel survey of middle and high school students in Korea indicate that the time perspective mediates the relation between socioeconomic status (SES) and career maturity regardless of the level of academic achievement. The results have important implications for intervention programs for low-SES children’s time perspective, which may mitigate the transmission of social constraints, thereby raising the bar for their academic and career goals: Such programs may be useful for enhancing low-SES children’s career readiness.     

A test of personal and social utility values and the appeal of a career in teaching

An effective education system depends upon attracting college students into the teaching profession, but most of the research on what motivates individuals to pursue teaching merely surveys individuals who have already entered a teacher education program. This study employs an experimental design to test the effects of exposure to randomly assigned lists of reasons to teach reflecting personal utility values or social utility values on the appeal of the career to a sample of college students. Results indicate that both personal and social utility values are relevant to the appeal of a career in teaching and to a similar degree. Gender differences in this relationship were negligible.