Search Results (135)

Although career choice is a kind of individual behavior, as the gatekeeper of the discipline, doctoral students’ academic career intention reflects the attractiveness of the academic labor market and determines the sustainable development of academic careers. An analysis of data (N = 1322) from a survey among Chinese doctoral students reveals that (1) environmental factors, such as departmental atmosphere and advisor support, cognitive factors like academic interest and research self-efficacy, as well as behavioral factors including research engagement and publication rates, significantly promote doctoral students’ academic career intentions; (2) female doctoral students and those from prestigious institutions show stronger academic career aspirations; (3) the influence of interest factors on doctoral students’ commitment to an academic career is particularly pronounced, especially in the field of fundamental science; (4) a clear understanding of career paths positively moderates the effect of interest on academic career intentions. Within increasingly severe competition in the global academic labor market, it is necessary to provide more support for doctoral students who are willing to engage in academic careers by enhancing career planning guidance for doctoral students and supporting them in making rational career plans and adequate preparations. Full article

This study presents the redesign of a career development course at a science and technology university in Taiwan aimed at enhancing student engagement and employability through blended and cooperative learning strategies grounded in constructivist and social constructivist learning theories. Using a qualitative, practitioner-led case study approach, data were collected from 94 students, including interviews with 16 participants, reflective logs, group worksheets, and classroom observations. Thematic analysis identified four key outcomes: (1) strengthened student–teacher interaction through collaborative group work, (2) enhanced self-efficacy via simulated interviews, (3) increased career motivation through real-world exposure, and (4) deeper reflection supported by digital tools. Findings suggest that integrating experiential, collaborative, and technology-enhanced pedagogies can promote meaningful engagement and transferable skill development in applied higher education. Full article

Self-realization, a multifaceted concept, has long been a subject of interest in the scientific literature. Given its profound impact on overall well-being and work-related satisfaction, the development of instruments capturing its complexity assumes significant relevance. Therefore, this study presents the development and validation of the META—Measurement for Evolution, Transformation, and Autorealization, a self-report measure designed to assess the propensity for self-realization. The study involved a sample of 634 participants, who completed a survey comprising the META, Satisfaction with Life Scale, Career Adapt-Abilities Scale, General Self-Efficacy Scale, Insight Orientation Scale, and 10-item Connor–Davidson Resilience Scale. The analyses confirmed the statistical solidity of the three hypothesized sections; Part A (Evolutionary Thrust), including Sense of life, Spirit of service, Self-Authorizing, Self-Centering, and Internal Drive for Realization; Part B (Transformative Adaptation), including Propensity for transformation, Distress to change, Adaptability, and Fullness of the Experience; Part C (Work Attitude), including Social Service and Care, Administrative and Office Works, Entrepreneurship, Customer Service and Hospitality, and Manual activities. Factor analyses supported the structural validity of the three hypothesized sections of the META, and all subscales showed good to excellent internal consistency. Significant correlations between the META dimensions/subdimensions and self-realization or well-being outcomes also emerged. The META showed excellent psychometric properties and may be used in various fields, promoting advancements in research and practices supporting well-being and personal fulfilment. Full article

Despite robust evidence linking career adaptability (CA) to positive vocational and psychosocial outcomes in general populations, research on the CA among individuals with special educational needs (SEN) remains limited. Prior reviews have largely overlooked the distinct challenges faced by SEN populations. To address this gap, we conducted a systematic review across five major databases, yielding an initial pool of 81 studies. Following rigorous screening, only eight quantitative studies met the inclusion criteria, reflecting the early stage of the research in this area. The included studies span diverse SEN groups, including individuals with visual impairments, intellectual disabilities, and mental health conditions. CA was consistently found to be associated with adaptive outcomes such as self-esteem, self-efficacy, hope, and career satisfaction. However, the literature is characterized by methodological limitations, notably the predominance of cross-sectional designs, the underrepresentation of neurodevelopmental conditions (e.g., ASD, ADHD), and a lack of cross-cultural perspectives and standardized instruments specifically adapted to SEN learners. Future studies should focus on the need for longitudinal and mixed-method designs, contextually cross-cultural research, and inclusive measurement tools. Furthermore, exploring the ecological and emotional predictors of CA; expanding to underrepresented SEN subgroups; and evaluating diverse interventions beyond mentoring are essential to informing tailored educational and vocational support for individuals with SEN. Full article

Biomedical research training initiatives need rigorous evaluation to achieve national goals of supporting a robust workforce in the biomedical sciences. Higher science self-efficacy is associated with the likelihood of pursuing a science-related research career, but we know little about the psychometric properties of this construct. In this study, we report on a comprehensive validation study of the Science Self-Efficacy Scale using a robust sample of 10,029 undergraduates enrolled across 11 higher education institutions that were part of a biomedical training initiative funded by the National Institutes of Health in the United States. We found the scale to be unidimensional with an Omega hierarchical (ω_h) reliability coefficient of 0.86 and a marginal reliability of 0.91. Within the item response theory framework, we did not detect variation in item parameters across undergraduates’ race/ethnicity; however, one item had parameters that varied across gender identity. We determined that the Science Self-Efficacy Scale can be employed across undergraduates enrolled in science, and researchers can use the scale across a diverse group of students. Implications include ensuring that the scale functions consistently across diverse populations, enhancing the validity of conclusions that can be drawn from survey data analysis. Validating this construct with item response theory models strengthens its use for future research. Full article

This study explores how Speech and Elocution Training (SET) activates language potential and fosters career-oriented development among higher vocational students through self-efficacy mechanisms. Through qualitative interviews with four vocational graduates who participated in SET 5 to 10 years ago, the research identifies three key findings. First, SET comprises curriculum content (e.g., workplace communication modules such as hosting, storytelling, and sales pitching) and classroom training using multimodal TED resources and Toastmasters International-simulated practices, which spark language potential through skill-focused, realistic exercises. Second, these pedagogies facilitate a progression where initial language potential evolves from nascent career interests into concrete job-seeking intentions and long-term career plans: completing workplace-related speech tasks boosts confidence in career choices, planning, and job competencies, enabling adaptability to professional challenges. Third, SET aligns with Bandura’s four self-efficacy determinants; these are successful experiences (including personalized and virtual skill acquisition and certified affirmation), vicarious experiences (via observation platforms and constructive peer modeling), verbal persuasion (direct instructional feedback and indirect emotional support), and the arousal of optimistic emotions (the cognitive reframing of challenges and direct desensitization to anxieties). These mechanisms collectively create a positive cycle that enhances self-efficacy, amplifies language potential, and clarifies career intentions. While highlighting SET’s efficacy, this study notes a small sample size limitation, urging future mixed-methods studies with diverse samples to validate these mechanisms across broader vocational contexts and refine understanding of language training’s role in fostering linguistic competence and career readiness. Full article

This study explored the mediating role of general self-efficacy between dispositional optimism, a construct within the domains of positive emotions and entrepreneurial self-efficacy. Using a sample of 484 Greek business administration students from public universities, it was found that dispositional optimism influenced entrepreneurial self-efficacy via general self-efficacy. The findings are discussed with reference to social cognitive career theory (SCCT) conceptual framework to entrepreneurial intentions. The study contributes to and expands on the specific literature on this topic by introducing dispositional optimism as a person input variable in the first component of the conceptual framework. Implications for research and students’ career counseling, entrepreneurial education programs, and social policy are also discussed. Full article

The present study aimed to develop and validate a brief, two-factor scale assessing career decision-making in high school students. The scale captures the following two key dimensions: (1) access to resources and exploration of career options and (2) career choice self-efficacy. Exploratory and confirmatory factor analyses were conducted on data from a sample of 778 Romanian high school students. The results supported a two-factor structure with good internal consistency and construct validity. Measurement invariance across gender revealed configural invariance, although metric and scalar invariance were not confirmed, suggesting potential differences in how male and female students interpret career decision constructs. No significant gender differences emerged in mean scores, yet students in technological educational tracks reported significantly greater access to career-related resources than their peers in theoretical and vocational profiles. These findings underscore the scale’s sensitivity to educational context and its potential utility in comparative studies and needs assessments. Future research should examine the scale’s predictive validity, longitudinal stability, and cross-cultural applicability. This tool offers a practical means to assess career decision-making processes and inform targeted interventions in educational and counselling settings. Full article

This study aimed to investigate the relationship between proactive personality and career-related decision-making self-efficacy, with generative artificial intelligence acceptance serving as a mediating factor. Additionally, the study examined the moderating effect of innovation competencies on this mediation pathway, utilizing a moderated mediation framework. The study included 501 university students from Guangdong Province, China, who completed validated measures of proactive personality, career-related decision-making self-efficacy, generative artificial intelligence acceptance, and innovation competencies. Data analysis was conducted using SPSS (Version 26) and the PROCESS macro to evaluate mediation, moderation, and moderated mediation effects. Moreover, confirmatory factor analysis was performed using Amos (Version 28.0) to assess the validity of the measurement models. The results indicate that proactive personality exerts an indirect effect on career-related decision-making self-efficacy via generative artificial intelligence acceptance. The strength of this indirect effect was moderated by innovation competencies, indicating that the relationship is stronger at higher levels of innovation competencies. These findings contribute to a more nuanced understanding of the relationship between proactive personality and career-related decision-making self-efficacy, particularly within the context of technological adaptability. Full article

Self-efficacy is a key cognitive factor affecting undergraduates’ employability, but existing studies have not sufficiently explored the underlying mechanisms of how self-efficacy influences employability, not to mention proposing a comprehensive model to clarify these pathways. Based on social cognitive career theory (SCCT), this study developed an empirical model to explore how achievement motivation and occupational aspiration mediate the relationship between general self-efficacy and employability. A survey was conducted with 454 undergraduates from five regional universities with industrial features in mainland China. The results showed that (1) there was a significant positive correlation between the four variables of general self-efficacy, achievement motivation, occupational aspiration and undergraduates’ employability; (2) general self-efficacy had a significant positive effect on undergraduates’ employability; and (3) general self-efficacy could affect undergraduates’ employability through three indirect paths, namely, the independent mediation of achievement motivation, occupational aspiration and the chain mediation of achievement motivation and occupational aspiration. This study provides insights into how self-efficacy enhances employability, suggesting that educational interventions focusing on boosting students’ self-efficacy and fostering achievement motivation and occupational aspiration are effective strategies for improving employability. Full article

This study aims to explore the importance of basic psychological needs satisfaction (BPNS) and mindfulness of university students in their career adaptability (CA), career self-efficacy (CSE), and future career choice (CC). The sample consisted of 1026 undergraduate students, of which 495 (48.2%) were female and 531 (51.8%) male, from three public universities in the Amhara Region, Ethiopia. The assessments, such as the Career Decision-Making Self-Efficacy Scale-Short Form, the Five Facet Mindfulness Questionnaire Short Form, the Career Adapt-Ability Short Form Five Scale, the Basic Psychological Needs Satisfaction Scale, and the Career Choice scale instruments were used. Findings from a parallel mediation model showed that both CA and CSE had a direct positive effect on the BPNS of university students. Additionally, this study found that both BPNS and mindfulness had a substantial and positive direct effect on the students’ CC. Importantly, we found that both CA and CSE significantly and indirectly predicted the future CC through BPNS and mindfulness. In addition, BPNS and mindfulness also partially mediate the relationship between CA, CSE, and the students’ future CC. Importantly, we found that mindfulness and BPNS fully and partially mediated the relationship between CA, CSE, and CC. These results support the notion that both psychological constructs (BPNS and mindfulness) play a crucial role in explaining the relationship between CA, CSE, and CC. By enhancing students’ BPNS and mindfulness, institutions can empower students to make informed decisions about their future career paths, ultimately nurturing their personal and professional growth. Full article

This study aimed to increase the understanding of academic stress and coping strategies of third culture kids (TCKs) in South Korean colleges. For this aim, six Korean college students who are TCKs were interviewed. For analyzing the interview data, consensual qualitative research was used. As a result, participants’ academic stressors were related to language, interpersonal relationships, learning strategies, career issues, and financial difficulties. As their coping strategies, they reported preparation and review, help-seeking, group study, goal orientation, self-efficacy, and control belief. The results of this study can help South Korean TCK college students with academic stressors, reducing their related stress and allowing them to adjust well in college. We also discussed how educational institutions can help those students overcome academic stress and find their coping strategies. Full article

Background: Career-related social support (CRSS) significantly influences job search behavior (JSB). However, the mechanisms and boundary conditions through which CRSS impacts JSB, particularly during the COVID-19 pandemic, remain unclear. This study examines the mechanisms and boundary conditions through which CRSS influences the JSB among final-year college students during the COVID-19 pandemic, guided by social cognitive career theory (SCCT). Methods: A cross-sectional online survey was conducted in 2021 among 596 final-year college students from two public universities in China, during the COVID-19 pandemic. The survey collected data on CRSS, CDMS, employment pressure, and JSB. Results: The findings revealed that career decision-making self-efficacy (CDMS) partially mediates the relationship between CRSS and JSB. Moreover, employment pressure moderates both the direct and mediated pathways; when employment pressure is low, CRSS does not significantly enhance JSB, whereas under a high employment pressure, JSB significantly increases, with higher CRSS. In the mediated pathway, higher CDMS strongly predicts JSB under low employment pressure, but its influence diminishes as the employment pressure rises. Conclusions: These findings underscore the critical roles of CDMS and employment pressure in shaping JSB, offering valuable insights for career support initiatives to facilitate the transition of graduates into the workforce during challenging periods. Full article

Hong Kong has a large population of people from ethnic minorities (EM), many of whom are unemployed or underemployed. The focus of the study was to gain insight into the internal and external challenges faced by EM in Hong Kong and examine the impact of the IT entrepreneurship training program on career development among EM in Hong Kong. The semi-structured interview was used to elicit the participants’ perspectives on challenges in career development in Hong Kong. Questionnaires measured program and non-program participants’ self-efficacy, outcome expectation, and career aspiration levels. The results showed that low levels of sociocultural adaptation, racial inequality, and lack of available resources may constitute challenges for EM in achieving career development in Hong Kong. In addition, program participants particularly reported higher levels of career aspiration. Implications for promoting Hong Kong EM’s career development and improving training programs were discussed. Full article

Recruitment and retention of students in STEM fields continues to be a challenge. Existing models of recruitment and retention emphasize the role of domain interest and identity. In the current research, we investigated the role of transformative experience combined with domain interest/identity in predicting academic and career choice. Transformative experiences represent a form of deep engagement in which students actively apply school learning in their everyday lives and find value in doing so. We looked specifically at academic and career choice, i.e., available educational paths and various career options, in the field of geoscience, as the geosciences currently struggle to attract and retain majors, resulting in a lack of professionals to fill these jobs. We collected survey data from students (n = 60) at three U.S. universities, and used hierarchical multiple regression to investigate self-efficacy, pre-geoscience interest/identity, transformative experience, and post-geoscience interest/identity as predictors of geoscience academic and career choice. The full regression model explained 69% of the variance in geoscience academic/career choice. Further, stepwise regression analysis revealed that post-geoscience interest/identity fully mediated the relations between the other significant predictors (pre-geoscience interest/identity and transformative experience) and geoscience academic/career choice. Full article