Search Results (611)

This research examines the professional aspirations of teenage girls attending secondary school in a Brazilian state and how they perceive potential careers in Science, Technology, Engineering and Mathematics (STEM). STEM remains a masculinised field, not only due to the predominance of men but also because of enduring cultural representations that associate it with exceptional academic performance and highly technical competencies. In response, various educational intervention initiatives have sought to challenge these assumptions and promote the inclusion of girls and women in STEM. This article discusses an intervention carried out in four public schools as part of a project led by the Centre for Informatics at the Federal University of Paraíba. The project collected quantitative and qualitative data on subject preferences, professional expectations and perceptions of STEM among teenage girls. A mixed-methods exploratory approach was adopted to analyse the data and therefore to contribute to understand better the specific challenges of implementing such interventions in socioeconomically disadvantaged contexts, which remain underrepresented within the Women in STEM scholarship. The findings illustrate how social and financial constraints shape these young women’s career aspirations, intensifying both the desire for economic stability and the pursuit of personal fulfilment. At the same time, many perceive the future as uncertain and regard STEM as difficult to access, frequently associated with anxiety surrounding core science subjects. This article contributes to ongoing debates on gender and STEM education, offering insights into the Brazilian context and outlining considerations for the development and refinement of future school-based interventions. Full article

Previous research has shown that medical practitioners’ conceptions of their profession play a significant role in their practice. This study extends that research by investigating ways in which different conceptions of ‘being a doctor’ may act to expand or limit the potential for future development as a doctor. Based on previous research that identified different conceptions of ‘being a doctor’ and ‘developing as a doctor’, a chi-square test of association between the two sets of conceptions was undertaken and a statistically significant association found. More and less complex conceptions of being a doctor were associated with more and less complex conceptions of developing as a doctor, respectively. This raises the likelihood that conceptions of being a doctor that develop early in one’s career may act to limit the potential for future development. Consequently, the paper recommends that different conceptions of medical practice be addressed as part of medical education. To help with this, the paper describes an innovative educational design based on the ‘variation theory of learning’ proposed within a phenomenographic epistemology. The educational design is specifically intended to help trainees become aware of elements of practice and development that they have not previously discerned. Full article

Latinas have graduated from college at an increasing rate over the last decade, but they are still underrepresented in science, technology, engineering, and mathematics (STEM) degree programs and careers. One method to tackle challenges that can affect the persistence of Latinas in STEM programs is mentorship. The mentorship program in the following study was part of a larger project focused on studying Latinas in STEM undergraduate success, which utilized a Latina/o resilience model as its conceptual framework. Through the use of focus groups and written reflections, we were guided by the following research question: What types of successful peer mentoring strategies do Latinas develop in their pursuit of a college STEM degree at a Hispanic Serving Institution in Texas? Three strategies emerged from the data: (a) connection through shared cultural experiences, (b) seeking other Latinas in STEM, and (c) moving from mentorship into friendship. We identified that mentorship rooted in shared cultural identity, peer support, and emotional connection served as key mechanisms of resilience and persistence. Resilience, through shared culture and context, was brought to the forefront during this mentorship experience. Full article

Female participation in NCAA athletics has grown significantly since the passage of Title IX—the 1972 U.S. federal law that prohibits sex-based discrimination in educational programs and activities receiving federal funding—yet much of the existing research continues to focus on male athletes, leaving important gaps in our understanding of women’s experiences in collegiate sports. One underexamined area with important public health implications is the role of coach–athlete relationships in shaping female athletes’ mental health, access to resources, and overall collegiate experience. This exploratory study draws on in-depth interviews with 19 former female NCAA athletes to examine how their relationships with coaches influenced their athletic careers, mental health, and perceptions of support. Participants represented a range of sports and competitive levels, allowing for variation in experiences across contexts. Findings reveal that coach–athlete relationships are not only central to performance and motivation but also serve as key sources of emotional, social, and material support—or, in some cases, stress and disengagement. The quality and impact of these relationships were shaped by competitive pressures, team dynamics, and institutional expectations. This study underscores the importance of relational context in understanding the broader landscape of female NCAA athletes’ experiences and suggests that coach–athlete dynamics merit greater attention in both research and athletic program development. These findings underscore the relevance of coach–athlete dynamics as a public health concern, particularly in relation to mental health and emotional well-being in competitive sports environments. Supporting healthier relational cultures in collegiate athletics is essential for promoting positive health outcomes among female student-athletes. Full article

This scoping review examines how workplace language proficiency and corporate language policies function as dimensions of human capital, shaping employee mobility and organisational outcomes in multilingual contexts. Drawing on 12 empirical studies (2010–2025), supplemented by one influential review work used for context, the review integrates two analytical lenses: (1) language ceilings and walls, which capture invisible barriers to vertical and horizontal mobility, and (2) the Language Needs Analysis (LANA) framework, which categorises language demands at the individual, organisational, and operational levels. Findings indicate that language proficiency and inclusive language policies act as strategic resources that enhance employability, cross-border collaboration, and knowledge transfer. Conversely, rigid monolingual policies often reproduce inequalities and limit career progression. The review highlights the role of language-sensitive HRM in developing sustainable talent pipelines, advancing diversity and inclusion, and strengthening workforce resilience. Methodologically, this study applies PRISMA-ScR guidelines to ensure transparency and rigour, while offering a framework for future research at the intersection of human capital theory, language policy, and global HRM. By reframing communicative competence as career capital, the review underscores the need to integrate language training and policy design into broader human capital development strategies. Full article

This study investigates the role of career calling in shaping Chinese graduates’ professional match, with a focus on the mediating role of career loyalty and the moderating effect of industry income. Drawing on Conservation of Resources (COR) theory and person–environment (P–E) fit theory, we developed a three-wave, multi-source design with 2025 graduates across diverse industries. The results reveal that career calling significantly enhances professional match, and this relationship is fully mediated by career loyalty. Moreover, industry income strengthens the positive effect of calling, suggesting that external rewards amplify internal motivation in achieving sustainable career outcomes. Theoretically, the study extends calling research into the graduate labor market and integrates contextual economic factors into the COR and P–E fit frameworks. Practically, the findings highlight the importance of cultivating career calling through higher education, organizational practices, and policy initiatives to improve workforce alignment and long-term career sustainability. Full article

Modern parenting styles cover a wide spectrum, from strict tiger parenting to supportive lighthouse parenting. Among these, helicopter parenting remains particularly controversial: while some consider it a protective approach, others believe that excessive control can hinder the development of a child’s autonomy and independence. Our research is significant because it approaches the topic from a rarely examined pedagogical perspective, thereby contributing to the psychology-dominated literature. We conducted our analysis using the EBSCO Discovery Service search engine and followed the steps of the PRISMA protocol. The aim of the study is to explore the relationship between helicopter parenting and academic achievement, as well as to review the factors—such as career-related decisions and adaptation—that may play a mediating role in this relationship. It reviews 33 studies published between 2012 and 2024, most of which use quantitative methods. Most of these studies were conducted in the United States and focus primarily on the college-age demographic. Our findings show that recognising and addressing helicopter parenting behaviours is essential to supporting student success. Furthermore, educational institutions should more actively make use of the potential resources and opportunities offered by such parenting behaviours. Overall, our findings confirm that helicopter parenting remains an under-researched topic at both the national and European levels, particularly in the context of education and public education systems, where further research is clearly needed. Full article

Mentoring is a series of communication interactions over time that involve the exchange of experiences or accumulated knowledge between individuals in a relationship with the intent of assisting growth and developing capacity. More specifically, mentoring frequently occurs in dyads that provide developmental mentoring, career development, psychosocial support, and role modeling across a continuum of formal and informal mentoring relationships, including episodic interactions. Mentoring has a long history, from guidance documented in Homer’s “Odyssey” dating back to 700 BCE, to structured mentoring programs used by organizations such as the Big Brothers (founded in 1910). However, mentoring research did not gain widespread prevalence until the 1980s when mentoring was applied across various employment sectors. This entry encompasses international scholarly publications across disciplines such as communication, business, education, medicine, engineering, psychology, sociology, and more to identify and explain key mentoring concepts, provide a comprehensive summary of existing research findings, offer strategies for effective mentoring practices, and highlight future research directions. Full article

This study aimed to provide a comprehensive understanding of career striving by exploring the trajectory of career identity and passion, particularly focusing on the evolution of young people’s self-direction and energy while establishing their vocational careers. Utilizing the interpretative phenomenology paradigm, semi-structured in-depth interviews were conducted with 30 university graduates who had been employed for approximately three years since entering the workforce. Data were analyzed using a modified form of interpretative phenomenological analysis, combining idiographic depth with cross-case thematic synthesis. The analysis identified 20 experiential themes that captured critical aspects of career striving, including the career growth model, stress-coping model, and associated mechanisms. The conceptualization of career striving established in this study provides a theoretical framework for the development of career striving theory and implications for further research. Full article

This mixed-methods research investigated the impact of a summer science camp—developed in conjunction with an elementary science methods course—on elementary students’ science identity, perceptions of science, scientists, and STEM careers. Data were collected from a total of 40 students in Grades 2–6 who attended the camp. The pre- and post-camp science identity surveys and focus group interviews were conducted at both the beginning and end of the camp. Data were analyzed using paired-samples t-tests and the constant comparative method. Data analysis revealed a significant overall increase (p = 0.008) in participants’ science identity scores following their participation in the summer science camp. Additionally, participants began to focus more on the epistemic goals of scientific investigations, rather than merely viewing science as experimentation. Their understanding of scientists’ work became more sophisticated, reflecting improved awareness of various scientific fields, types of scientists, specific experiments, and equipment. Participants also reported that camp activities more closely resembled the work scientists do, compared to their typical school science experiences. Most participants appeared to develop a heightened interest in science through the camp, which in turn fostered more positive attitudes toward pursuing STEM careers. Full article

Star scientists are highly influential researchers who have made significant contributions to their field, gained widespread recognition, and often attracted substantial research funding. They are critical for the advancement of science and innovation and significantly influence the transfer of knowledge and technology to industry. Identifying potential star scientists before their performance becomes outstanding is important for recruitment, collaboration, networking, and research funding decisions. This study utilizes machine learning techniques and builds four different classifiers, i.e., random forest, support vector machines, naïve bayes, and logistic regression, to predict star scientists in the field of artificial intelligence while highlighting features related to their success. The analysis is based on publication data collected from Scopus from 2000 to 2019, incorporating a diverse set of features such as gender, ethnic diversity, and collaboration network structural properties. The random forest model achieved the best performance with an AUC of 0.75. Our results confirm that star scientists follow different patterns compared to their non-star counterparts in almost all the early-career features. We found that certain features, such as gender and ethnic diversity, play important roles in scientific collaboration and can significantly impact an author’s career development and success. The most important features in predicting star scientists in the field of artificial intelligence were the number of articles, betweenness centrality, research impact indicators, and weighted degree centrality. Our approach offers valuable insights for researchers, practitioners, and funding agencies interested in identifying and supporting talented researchers. Full article

Background/Objectives: Family meetings (FMs) are clinical encounters in a structured space between the patient, family members, and care teams. Healthcare professionals (HPs) often lack formal training in conducting FMs. The scoping review aims to provide an overview of the available research evidence on FMs’ education for HPs. Methods: We searched MEDLINE, Embase, CINAHL, PsycINFO, and Scopus. The PCC (Population-Concept-Context) framework was used to define inclusion criteria: educational intervention on FMs aimed at HPs in all settings of care and students of medicine and nursing sciences treating adult patients with oncological and non-oncological diseases. Results: The search retrieved 1017 articles, of which 26 were eligible. The training had as its primary aims the development of communication skills and curriculum development/evaluation. For the most part, palliative care physicians served as trainers, while medical students and residents represented a major part of trainees, underscoring a focus on early-career learners. FM training is mainly provided in the American countries and intensive care settings. Role-play or simulation was the most common teaching method. Pre- and post-interventional designs were the most common, with few studies incorporating longitudinal follow-up to assess skill retention. Quantitative and qualitative methodologies were used to evaluate interventions. Conclusions: The training topics are related to advanced communication, but there is a lack of an interprofessional perspective and long-term assessment of the skills learned. It is necessary to consider different family types as subjects of communication. Full article

In recent years, Artificial Intelligence (AI) health projects have attracted significant investment, driven by a 50% annual increase in stored data. This growth has led to the development of AI tools that assist health professionals and managers in decision-making within clinical practice and healthcare management. This research seeks to identify key factors influencing the adoption of AI systems by health professionals and managerial staff, drawing on a sample of 100 respondents, of whom 61 are healthcare practitioners and 39 occupy management positions within the health sector. An extensive literature review and a statistical analysis using SmartPLS 3 were conducted. The findings suggest that the level of knowledge and perceived benefits positively impact the intention to implement AI tools. Interestingly, challenges during AI adoption do not hinder professionals. The study highlights the importance of integrating AI into healthcare professionals’ careers and emphasises the need for measures to enhance their understanding of AI algorithms. Increased knowledge fosters greater willingness to adopt AI systems, promoting improved decision-making in healthcare. Full article

Despite decades of research, major gaps remain in understanding the Impostor Phenomenon (IP), particularly regarding its social stratification and structural implications. While traditionally viewed through a merely psychological lens, the IP is increasingly recognized as being shaped by broader contexts such as structural inequalities and discrimination. This study aims to provide a concise, cross-nationally validated instrument for measuring IP feelings in large-scale surveys. We validate the Impostor Phenomenon Short Scale (IPSS-3), a brief self-report instrument suitable for surveys with limited assessment time. Using data from 424 German- and 477 Hebrew-speaking adolescents and young adults (aged 16–28), the factor structure, internal consistency, and construct validity of the IPSS-3 are examined via its correlations with the external locus of control and self-esteem. These analyses confirm high reliability and consistent validity across both samples. The IPSS-3 enables researchers to explore the intersection of IP-related self-doubt and perceived lack of belonging with opportunities for social participation, workplace belonging, career development, and social mobility. By providing a reliable and efficient measure of the IP, this study promotes interdisciplinary research on the IP and enhances a nuanced understanding of how subjective self-perceptions intersect with structural opportunities and social stratification. Full article

This paper explores the theoretical foundations and practical applications of the Japanese concept of ikigai in the field of career counselling and study choice, with particular emphasis on its potential implementation in Slovenia’s educational system. Unlike traditional guidance models that primarily focus on the alignment of abilities and interests, ikigai represents a holistic framework integrating values, competencies, social contribution, and economic sustainability. The paper develops a novel conceptual model of ikigai coaching, applicable across three educational phases and structured into five implementation steps. It situates ikigai within broader motivational and existential theories, while also addressing the challenges of intercultural adaptation and risks of oversimplification or commercialisation. Empirical insight is provided through an expert interview with Professor Rutger ThielenTielen (Breda University of Applied Sciences, BUAS), and limitations as well as directions for future research are critically examined. The original contribution of this article lies in its contextualisation of ikigai within the Slovenian educational and cultural framework, where such approaches have not yet been systematically applied or academically evaluated. By integrating theoretical reflection, a structured coaching model, and empirical insight, the paper advances the academic debate on meaning-oriented career counselling and provides a culturally sensitive proposal for enriching guidance practices in Slovenia. Full article