Search Results (62)

Pregnancy-related discrimination at work is a concern for many employees who navigate the pregnancy and postpartum stages of parenthood while working in the early-to-middle stages of their careers. Although there is legislation prohibiting pregnancy-related discrimination and ensuring accommodations postpartum, empirical evidence indicates many pregnant and postpartum employees still experience such behaviors. In this narrative review, we focus on describing the range of behaviors assessed in studies on pregnancy-related discrimination in several cultures, situating the occurrence of discrimination within theoretical frameworks related to stereotypes and gendered expectations. We also review evidence of employees’ postpartum experiences with a focus on the transition back to work, along with breastfeeding challenges related to pumping and storing milk at work. Regarding coping with pregnancy-related workplace discrimination and postpartum challenges during a return to work, we review the importance of social support, including instrumental and emotional support from allies and role models. 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

Background: Occupational burnout and fatigue are critical issues affecting the health and performance of healthcare workers (HCWs) globally. These outcomes are often driven by complex and overlapping work-related stressors, which remain insufficiently understood in combination. Objective: To investigate the associations of multiple work-related stressors with occupational burnout and fatigue, and to identify distinct stress patterns and critical stressors among HCWs. Method: A cross-sectional survey was conducted using a self-administered electronic questionnaire among 2695 HCWs in Shanghai, China. Validated questionnaire scales were used to assess work-related stress (self-developed occupational stress scale for medical staff, CSSM), occupational burnout (Maslach Burnout Inventory–General Survey, MBI-GS), and fatigue (Fatigue Scale-14, FS-14). Latent profile analysis (LPA) was employed to identify distinct work-related stress patterns. Generalized linear models (GLMs) were used to explore the associations between individual stressors, stress patterns, and occupational burnout and fatigue. Additionally, weighted quantile sum (WQS) models were utilized to evaluate the combined effects of multiple stressors and identify the main contributors. Results: In this study, 77.0% and 71.2% of participants were classified as experiencing occupational burnout and fatigue, respectively. A strained doctor–patient relationship was the highest-rated work-related stressor. All work-related stressors, including career development, interpersonal relationships, work–life imbalance, physical environment, doctor–patient relationship, social environment, and workload, were significantly associated with burnout (β: 0.444~0.956, p < 0.001) and fatigue (β: 1.384~3.404, p < 0.001). WQS assigned higher weights to career development and workload for burnout, and to workload and work–life imbalance for fatigue. LPA identified two distinct occupational stress patterns. HCWs characterized by higher stress levels in physical environment, career development, workload, and interpersonal relationships exhibited significantly higher burnout scores (β = 0.325, 95% CI: 0.122, 0.528), particularly in the reduced personal accomplishment (PA) dimension (β = 1.003, 95% CI: 0.746, 1.259). Conclusions: This study highlighted the high prevalence of occupational burnout and fatigue among HCWs in Shanghai, China. Occupational stressors were associated with both burnout and fatigue, with higher workload, work–life imbalance, and poorer career development showing particularly significant contributions. These findings emphasized the urgent need for targeted interventions, including workload management, career development programs, and mental health support, to reduce occupational stress and mitigate its adverse effects on HCWs. Full article

Injury or fear of injury can cause stress for everyone. This is especially true for dancers, whose careers can be ruined by a serious injury. Stress or various psychological problems can play a role in the development of injury. Our research aims to explore the psychosocial patterns associated with injuries among Hungarian professional folk dancers. A cross-sectional study was carried out with 96 professional dancers (47.9% male, 52.1% female, mean age 29.9 years). Data was collected through an online questionnaire survey. Among psychological factors, perceived stress (using the Perceived Stress Scale), burnout (using the Athletic Burnout Questionnaire), coping skills (using the Athletic Coping Skills Inventory), relationship with the leader (using the Coaching Behaviour Questionnaire) and perceived social support (using the Multidimensional Scale of Perceived Social Support) were examined among injured and non-injured dancers. The two groups were compared along psychological subscales using Multivariate Analysis of Variance (MANOVA) followed by a post hoc ANOVA and Mann–Whitney test regarding social support. Our results showed a significant correlation between psychosocial factors and injuries sustained during the study period. Positive correlation was found between injuries and perceived stress (p < 0.001) and burnout (reduced sense of accomplishment p = 0.021; dance devaluation p < 0.001). Factors reflecting dancer’s behavior and coping skills also correlated with injuries, such as a decrease in coachability (p = 0.007), less concern (p = 0.029), and negative reactions to the leader’s behavior (p = 0.019). In addition, perceived social support from family also negatively correlates with injury (p = 0.019). Our findings suggest a multidirectional relationship between physical injuries and the mental state of dancers. Further investigation of the causal relationships is recommended, with the aim of using psychosocial support tools during the prevention and treatment of injuries by the professionals dealing with dance artists. It is also recommended to investigate whether individual psychological factors are directly related to injuries or interact with each other. It would also be useful to introduce prevention programs that help dancers manage their emotions related to injuries. Full article

While small group learning through engineering design activities has been shown to enhance student achievement, motivation, and problem-solving skills, much of the existing research in this area focuses on undergraduate engineering education. Therefore, this study examines how small-group interactions influence design decisions within a sixth-grade engineering design-based English Language Arts unit for multilingual learners. Multilingual Learners make up 21% of the U.S. school-aged population and benefit from early STEM opportunities that shape future educational and career trajectories. Grounded in constructivist learning theories, the research explores collaborative learning in the engineering design process, using a comparative case study design. Specifically, this study explores student interactions and group dynamics in two small groups (Group A and Group B) engaged in a board game design challenge incorporating microelectronics. Video recordings serve as the primary data source, allowing for an in-depth analysis of verbal and nonverbal interactions. The study employed the Social Interdependence Theory to examine how group members collaborate, negotiate roles, and make design decisions. Themes such as positive interdependence, group accountability, promotive interaction, and individual responsibility are used to assess how cooperation influences final design choices. Three key themes emerged: Roles and Dynamics, Conflict, and Teacher Intervention. Group A and Group B exhibited distinct collaboration patterns, with Group A demonstrating stronger leadership dynamics that shaped decision-making, while Group B encountered challenges related to engagement and resource control. The results demonstrate the importance of small-group interactions in shaping design decisions and emphasize the role of group dynamics and teacher intervention in supporting multilingual learners’ engagement and success in integrated STEM curriculum. Full article

Background/Objectives: Youth mental health significantly impacts future well-being, with nearly half of mental health disorders emerging during adolescence. Civic engagement is defined as active participation in the community to improve conditions for others or to help shape the community’s future. It offers a unique opportunity to enhance youth mental well-being, acting as a protective factor against mental health struggles. In this line, Relational Developmental Systems Theory posits that positive youth development is positively linked to civic engagement. The main objective of this literature-based paper is to identify, select, assess, and synthesize the existing literature on interventions promoting mental health in the youth through civic engagement, resulting in an up-to-date review. Methods: Following PRISMA guidelines, a search was conducted using PsycInfo, Scopus, and Web of Science to gather studies published between 2018 and 2023, based on the combination of key terms: (“civic engagement” OR “social participation”) AND (“mental health” OR “psychological adjustment” OR “well-being”) AND (adolescen* OR teen* OR youth OR “young people”) AND (program* OR intervention OR training OR education). Data extraction and risk-of-bias assessments were performed. Results: Ten studies were included in this review which suggest that civic engagement programs improve youth mental health outcomes, including reduced anxiety, reduced sadness, and increased resilience. These programs foster empowerment, sense of belonging, and social connections, while also enhancing interpersonal skills and career aspirations. Youth also gain valuable skills such as leadership, communication, and problem-solving, contributing to educational and vocational growth. However, challenges such as socio-economic barriers and attendance issues can impact some outcomes, with variations in effectiveness across programs. Conclusions: Youth civic engagement programs should integrate mental health support to mitigate the emotional costs of activism, ensuring greater participation and well-being. It is important to adapt these programs to local contexts and provide flexibility to strengthen participation and community impact. Future research should explore the role of cultural, gender, and socio-economic factors in shaping program outcomes and utilize randomized controlled trials to improve the validity and generalizability of findings. Full article

Over the past few decades, numerous efforts have been made to increase the proportion of women in the construction industry, coupled with various calls for legislation and rules to prohibit gender discrimination. Despite these efforts, minimal progress has been noticed in the construction industry. While recruitment remains crucial, the current culture in construction reveals a knowledge gap in recruitment and retention in employment—a concept known as a ‘leaky pipeline’. Lack of awareness of career options and the challenges of working in a male-dominated, occasionally discriminatory workplace are some of the significant barriers to attracting and keeping women in the construction industry. Much of the research in South Africa shows that most construction companies employed few women but only in lower secretarial and administrative positions. Therefore, this study investigated the barriers facing women’s entry and retention in construction-related employment in South Africa using fuzzy synthetic evaluation (FSE) to understand and prioritise the barriers. Data were collected through the administration of online and paper-based questionnaires. The results of the analysis show that the barriers in the order of criticality include support and empowerment issues (SEs), educational/academic-related barriers (ABs), barriers from professional conditions and work attributes (BPs), social perception and gender stereotype barriers (SPs), professional perceptions and gender bias (PP), and individual confidence/interest/awareness/circumstance-related barriers (IBs), respectively. Based on the findings of the study, several recommendations, including on-the-job tutoring and flexible work arrangements, amongst others, were provided. Full article

Objectives: To evaluate the patient-reported impact of retinitis pigmentosa (RP) in a large patient cohort to identify relevant disease-related disadvantages as key aspects for the improvement of ophthalmic and social care. Methods: Consecutive patients with molecularly confirmed RP older than 18 years of age were identified in two tertiary care centers in Germany. Patients were contacted to participate in an anonymized patient query regarding the impact of RP on their vocational training, professional career, and social, familial, and personal life, as well as their experience with ophthalmologic care. Results: Out of 241 contacted patients, 162 responded (67.2%; 52.5% female, 67.3% younger than 50 years of age). While the impact of RP on vocational training was limited, professional careers were frequently disrupted with early retirement rates of 39.8% (≥40 years of age) to 50% (≥50 years of age). Most respondents felt restricted in their participation in public life (66.3%). One-fifth complained about financial restrictions; however, one-third of this number did not obtain financial help. A negative impact on familial life (21.4%) was less frequently reported compared to personal impairments, especially anxiety (74.5%) and depression (24.2%). Most respondents considered their ophthalmic care as adequate; however, a delayed diagnosis (≥two years: 28.6%) and initial misdiagnosis (24.0%) were frequent. Insufficient psychological support was the major complaint about professional care. Conclusions: RP affects the lives of patients in multiple aspects. Ophthalmic and social care providers should focus on the acceleration of the diagnostic process, as well as easy access to financial assistance and psychological support, as key areas for improvement. Improvements in these areas are expected to reduce challenges for patients. They should have an impact on rehabilitation, participation in public life, and quality of life. Full article

This study examines the impact of ChatGPT on university students’ employment confidence, utilizing comprehensive methodologies such as regression analysis, Inverse Probability Weighting (IPW), and Structural Equation Modeling (SEM). The results indicate that the regular use of ChatGPT significantly enhances students’ confidence in securing employment, with stronger effects observed among undergraduate students and those in social sciences. Additionally, this study reveals that students’ experience with ChatGPT plays a partial mediating role in this effect, underscoring the importance of user interaction in realizing the benefits of AI tools. These findings suggest that ChatGPT not only improves cognitive abilities and career-related knowledge but also boosts students’ proactive job-seeking behaviors, fostering increased job market readiness. The implications are far-reaching, highlighting how AI tools can enhance career development support, particularly for students at earlier stages of their academic journey. As AI technologies continue to influence education, this study offers valuable insights into how such tools can effectively prepare students for the job market, potentially contributing to future research and shaping educational practices in ways that address employment challenges. 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

Pedagogical partnership experiences have been found to support students in developing professional skills, but there is little documentation on whether and how those skills are exercised later in the professional roles they might pursue. We were interested in this question, particularly given the potential for pedagogical partnership to contribute to social equity by prompting the development and eventual application of skills that are critical for professional success yet often not explicitly taught. At an R1 university, one-on-one semi-structured interviews were conducted with alumni of a pedagogical partnership program to prompt reflection on skills they developed in their time in the program and how they might relate to their post-undergraduate endeavors, including academic and professional career contexts. Participants’ reflections suggested that involvement in pedagogical partnerships impacted their development and application of professional skills, such as relationship building, communication, ability to navigate power imbalances, pedagogical knowledge, and equity-related skills. It also contributed to the development of personal attributes such as self-confidence, resilience, and flexibility. Through this research, we uncovered ways in which pedagogical partnership programs can provide an opportunity for student partners, who often hold marginalized identities, to develop some of the tacit knowledge and skills necessary to become successful in their careers post-graduation. Full article

This study uses Q methodology to examine the perception types of humanities majors during their employment preparation process. With the rapid advancement of artificial intelligence (AI) and automation technologies, traditional career paths for humanities majors are shrinking, leading to intensified job mismatches, psychological anxiety, and social bias. The study identified four perception types: (1) Social Support for Career Challenges, which emphasises the need for emotional and institutional support to overcome career-related anxiety and biases, (2) Building Practical Career Skills, which focuses on enhancing employability through practical job experience and technical skill development, (3) Graduation-related Career Constraints, which highlights the limitations caused by academic graduation requirements, calling for structural reforms and expanded certification support, and (4) Proactive Job Preparation, which reflects active efforts to adapt to technological advancements and competitive job market demands by emphasising digital skill acquisition and practical education. We analyse each type’s characteristics and support needs, offering valuable insights into how to address these challenges. The findings provide policy implications for career guidance and employment support, aiming to improve the employment success rates and job stability of humanities graduates. By offering empirical evidence for tailored support programmes, this study contributes practical recommendations to prepare humanities majors for the evolving job market. Full article

This study explores psychosocial differences in mental health indicators and learning patterns between male and female students to promote inclusion and equality in university classrooms, focusing on STEM and non-STEM fields. Using a holistic approach, five learning dimensions comprising a diversity-in-learning (DinL) construct were analyzed: Coping with Difficulties, Effort, Autonomy, Understanding/Career Interest, and Social Context. Psychosocial predictors, including paternal and maternal parenting patterns, were also examined. Data were collected through a questionnaire completed by 2443 students from 83 undergraduate and postgraduate programs. Results indicated that male students reported higher levels of autonomy, while female students reported experiencing more mental health difficulties related to learning. Gender differences in learning dimensions were more pronounced in non-STEM fields. Parental influences also differed, with fathers and mothers shaping male and female students’ learning patterns in ways that reflect traditional gender roles. The findings highlight the lasting effects of gender roles on learning habits and psychological challenges in higher education. The study underscores the importance of addressing gender patterns in parenting and education to support more women in pursuing STEM fields, ultimately fostering greater equality and inclusion in academia. Full article

Work–family conflict (WFC) is a worldwide and timeless dilemma that negatively and significantly impacts the performance of employees, families, and organizations. It intensifies when the career is engineering, the employee is female, and the job environment requires heavy-duty and field tasks. The present study investigates the WFC in an engineering environment for female engineers and studies many women-related issues in Yemen. Three questionnaires targeted 130 female engineer graduates, 60 senior engineers, and 20 female engineers’ husbands. The results indicated that marriage is strongly and negatively correlated to educational performance, job opportunities, and job continuity. The present study suggests that, in conservative societies, disruptions from family-to-work are more pronounced compared to work-to-family. Several external factors, including low stipends, economic downturns, and political crises, have a negative impact on job opportunities and job spillover. A significant finding revealed that the average wage of female engineers in Yemen is USD 145, which is 3.822 times lower than that of their male counterparts. The survey results indicated that only single female engineers, but not married female engineers, are currently employed in the industrial and construction sector. Most female engineering graduates are working in jobs unrelated to engineering. Employed females face balancing professional responsibilities, household tasks, and social commitments. Society needs to implement policies that alleviate the pressure on women’s work and promote and support dual-earning couples to enhance family income. The present study recommends organizations offer flexible work schedules, allow remote work options, and create a healthy work environment to address the work–family imbalance, particularly in male-dominated environments. Full article

In light of the fact that an increasing number of upper secondary school students in Estonia work in parallel with attending school or during school holidays, the purpose of the study was to ascertain whether work experience and the competencies acquired through work are, in combination with other school-related (teacher agency support), personal (resilience, achievement in Estonian language, mathematics and history) and socio-demographic (gender and mother tongue) factors, related to student agency in school. The second aim was to broaden the understanding of what students learn at work. The study used a mixed-methods approach involving a survey of upper secondary students (aged 16–19, N = 3179) in 30 schools followed by qualitative interviews with 18–19-year-old students who have gained work experience (N = 13). The analysis comprises a hierarchical linear regression analysis (N = 1947) and a thematic analysis of the interviews. The results indicate that work experience, perseverance, teacher agency support, male gender and Estonian mother tongue are positively related to agency while various skills learned at work had no relationship and student achievement in history was only relevant before work experience was added to the model. The interviews showed that students develop skills related to, e.g., self-regulation, self-awareness, career-awareness, social skills and self-confidence through work. Full article