Career Choice Motivation Research Articles

Profiles of Preservice Biology Teachers’ Generic and Subject-Specific Career Choice Motives: Making a Social Contribution, Wanting to Teach, or Still Undecided

ABSTRACT Preservice teachers’ career choice motives consist of individual interests, orientations, or reasons that guide the decision to become teachers. Teachers’ career choice motives can impact teaching and job retention. Most studies on preservice teachers’ career choice motives use closed-ended instruments to assess generic career choice motives and conduct their analyses with variable-centered approaches. In contrast, this study administered open-ended questions in a sample of 298 preservice teachers, asking about both their generic and their subject-specific career choice motives. Furthermore, a latent class analysis was used to identify the different profiles of career choice motives. The findings suggest that, depending on the profile, preservice teachers may be motivated by making a social contribution, by wanting to teach, or they may still be undecided about their future career. The findings are discussed based on the existing literature and recommendations for teacher education and research on preservice teachers’ career choice motives are given.

Career choice motivation and professionalism in medical students in China: a gender-stratified analysis

ObjectiveTo examine the associations between career choice motivation and professionalism among medical students based on gender in the context of COVID-19.DesignCross-sectional study.SettingThe study was conducted at a medical school in...

Geriatric Nursing: Relationship Among Death Attitude, Meaning in Life, and Career Choice Motivation.

Aging populations require higher quality care. However, few undergraduate nursing students choose careers in aged care. Negative death attitudes and loss of meaning in life may reduce motivation to choose geriatric nursing (GN) as a career. The relationships among these variables have yet to be clarified in the literature. The purpose of this study was to investigate the relationships among death attitude, meaning in life, and motivation to choose a career in GN among undergraduate nursing students in China. This cross-sectional study was conducted using an online survey. Five hundred ninety-five final-year undergraduate nursing students in four nursing schools completed the Career Choice Motivation Questionnaire for Geriatric Nursing, Death Attitude Profile-Revised, and Meaning in Life Questionnaire. A t test, analysis of variance, Pearson's correlation, and multiple linear regression model were used to analyze the data using SPSS Version 22.0. The mean Career Choice Motivation Questionnaire for Geriatric Nursing item score was 3.15 ( SD = 0.49; 1-5 points), indicating the participants were moderately motivated to choose GN as a career. The multiple linear regression revealed statistically significant associations among death attitude, meaning in life, and motivation to care for older adults, explaining 14.5% of the total variance ( R2 = .15, F = 9.01, p < .001). Perceiving meaning in life, having escape acceptance, and having approach acceptance were each shown to be positively associated with choosing a career in GN. Conversely, fear of death and death avoidance were found to be negatively associated with choosing this career path. Death attitude and perceptions regarding the meaning of life are associated with the motivation of nursing students to care for older adults.

Nursing students’ motivation for choosing a career in geriatric nursing: A cross-sectional study

ABSTRACT With the world’s population aging, geriatric care is more important than ever before. However, many studies have shown that nursing students are less likely to choose geriatric nursing as career than other nursing fields. Nursing students play a vital role in the development of geriatric nursing. Thus, this study aimed to explore the current situation of nursing students’ career choice motivation in geriatric nursing and to analyze the influencing factors. A cross-sectional survey was conducted. This study was performed from March 2021 to September 2022 among nursing students from four universities in Shandong Province, China. Data on nursing students’ attitudes toward geriatric, aging anxiety, knowledge about aging, and career choice motivation were collected through questionnaires, and analyzed by ANOVA, Pearson correlation, and multiple linear regression. A total of 1007 questionnaires were collected. Nursing students’ career expectancy score for geriatric nursing was 19.06 ± 4.00 and the value score was 46.65 ± 7.50. The study revealed that gender, education level, taking geriatric care courses, experience in caring for older adults, believing in bright prospects for geriatric care, geriatric attitudes, and aging anxiety were critical factors that influenced nursing students’ motivation in choosing a career in geriatric nursing. Nursing students’ motivation to choose a career in geriatric care needs to be improved in China. Nursing educators should take interventions to actively guide students and promote the cultivation of geriatric nursing talent.

Depression in Final-Year Medical Students in Ho Chi Minh City, Vietnam: The Role of Career-Choice Motivation.

Depression in medical students is concerning, potentially fueled by many stressors including career choice-relating stress. Choosing Medicine is a life-long commitment, and low intrinsic motivation or excessive dependence on family can complicate this decision and adding stress throughout their training. This stress intensifies in the final year, as students lacking personal drive struggle to see themselves continuing the career. Given limited studies on this crucial topic in Asia and Vietnam, we explored direct linkage between career choice motivation and depression in final-year medical students. A cross-sectional study was conducted with 569 final-year students between June and July 2020. The Vietnamese Patient Health Questionnaire 9 (PHQ-9) and 16-item CCM questionnaire were used as survey tools. Univariate analysis was used for descriptive statistics (absolute and relative frequency, mean (M), standard deviation (SD). Multinomial logistic regression models were used to explore the relationship between variables using STATA 5.1. The depression among participants was about 24.6% (PHQ-9 cut-off ≥ 12). No difference in gender was found regarding depression. The most acknowledged motivator is securing employment (M = 4.14, SD = 1.02) and the least is parental wishes (M = 3.17, SD = 1.32). Familial influence on career choice significantly increased odds of having "moderately-severe depression" (OR = 1.17, 95% CI 1.04-1.32) and "severe depression" (OR = 1.36, 95% CI 1.10-1.68), whereas, career-choice motivators including satisfaction (OR = .76, 95% CI .60-.97), self-competence (OR = .80, 95% CI .66-.97) and career success (OR = .84, 95% CI .71-.99) were found to be protective factors for depression. Roughly a quarter of final-year medical students encountered depression. Occupational security ranked as the primary motivator, with parental wish being the least. Familial influence heightened depression risk, while career prospects, satisfaction and self-efficacy acted as protective factors. Medical career paths should align with intrinsic motivations and personal interests for better mental health outcomes.

Teaching Career Choice As Motivations: Effects On Students' Self-Regulated Learning Skills

This study aims to investigate how students' motivations for attending teacher education programs influence their self-regulated learning (SRL) skills. A quantitative research method was employed with data collected from a questionnaire asking students to provide information on their career choice motivations and self-assessment of self-regulated learning. MANOVA techniques were used for data analysis, with 365 observations conveniently sampled from two universities launching teacher education programs. The findings show a significant difference of SRL between Yes and No responding groups who select their major based on their own interest, their parent's expectations, or as their last choice. Students who decide to attend teacher education programs, because they are interested in this field and feel they are relevant to become teachers, have their academic self-regulation stage measured higher than two others. This finding may enhance a conclusion that motives for selecting a teaching career should be intrinsically originated because self-regulation is an important quality of any person in this era of information and SRL is even vital for teachers to sustain good teaching.

Career Choice Motivation for Professional Pilots

Career Choice Motivation for Professional Pilots

Career Choice Motivations and Turnover Intention Among Chinese Social Workers: A Double-Mediator Model of Job Self-Efficacy and Job Satisfaction

ABSTRACT High turnover rate has been a challenge in social work practice and the predictive roles and mechanisms of career choice motivation on turnover intention have not been examined in China. This study examined the relationship between career choice motivation and turnover intention mediated by job self-efficacy and job satisfaction. A sample of 5485 participants was obtained from China Social Work Longitudinal Study (CSWLS) 2019. Results illustrate that internal motivation was negatively associated with turnover intention, whereas job efficacy and job satisfaction fully mediated the relationship. However, external motivation was positively related to enhance turnover intention and partially mediated by job efficacy and job satisfaction. The findings suggest that social work educators should develop students’ internal motivation and that social work agencies need to screen practitioners with higher internal motivation and to enhance their job self-efficacy and job satisfaction.

The interplay of TPACK, self-efficacy, and career motivation among economics teachers: a mediation analysis

Problem and aim. The paper emphasizes self-efficacy in education and career choice. Self-efficacy and a willingness to learn are the main differentiators in competitive human resource development in the digital age. A school's competence and graduates' potential determine its success. The paper investigates how selfefficacy (EK) mediates Technological Pedagogical Content Knowledge (TPACK) and career choice motivation for economics teachers. Technology, pedagogy, and economics content knowledge (TPACK) are taught separately and together to undergraduate economics education students. In the post-COVID-19 era, where technology is vital to education, the research is relevant to assessing college students' TPACK competencies. The study aims to clarify the relationship between TPACK, self-efficacy, and career choice motivation in economics education students by evaluating the self-efficacy mediation model. Material and methods. The study used a conceptual modeling research design with a quantitative approach, examining four observational variables such as TPACK, self-efficacy as a prospective teacher as the exogen variable, and career choice motivation as an economics teacher as the endogen variable. This research involves 346 students in Java, Indonesia, using the CB-SEM analysis to identify the TPACK components and students' selfefficacy as prospective teachers. The result of the study. The study discovers a substantial relationship between TPACK, self-efficacy, and career choice motivation, with an index of goodness of fit of RMSEA = 0.021, ChiSq/df =1.146, CFI = 0.966, and TLI= 0.965 considered acceptable. The indirect effect test of the relationships between TPACK and career choice motivation as an economics teacher (b = 0.064, p = 0.022) reveals that self-efficacy mediates the relationship between TPACK and career choice motivation as an economics teacher. The results confirm that TPACK has a significant relationship with career choice motivation as an economics instructor, both directly and indirectly through selfefficacy mediation. Conclusion. The differences show that the TPACK components might help students, parents, and institutions evaluate the teaching and learning process. The researchers also expect the facilitators and constitutional bodies to take strategic moves to improve and develop the supporting infrastructures for education. The next fundamental questions are about the quality of technology integration and the effectiveness of college students' skills development.

Profile der Berufswahlmotivation von Studierenden des beruflichen Lehramts und deren Zusammenhänge mit berufsbezogenem Selbstkonzept und Berufswahlsicherheit

ZusammenfassungBerufswahlmotive von angehenden Lehrkräften können die Entwicklung professioneller Kompetenz im Lehramtsstudium beeinflussen und somit den Studien- und späteren Berufserfolg mitbestimmen. Die vorliegende Studie untersucht erstmals die Berufswahlmotive von Studierenden des beruflichen Lehramts (N = 350) mittels einer latenten Profilanalyse mit dem Ziel, günstige und ungünstige Berufswahlmotivkonstellationen zu identifizieren. Als Indikatoren für Studienerfolg wurden das berufsbezogene Selbstkonzept und die Berufswahlsicherheit herangezogen. Auf Basis der sechs Subskalen des Fragebogens zur Erfassung der Motivation für die Wahl des Lehramtsstudiums (FEMOLA) konnten fünf Profile identifiziert werden. Dabei erwiesen sich zwei als günstig und eines als eher ungünstig. Die günstigen Profile zeichneten sich beide durch eine hohe intrinsische Motivation aus, wobei ein Profil gleichzeitig auch extrinsisch motiviert ist. Beide Profile haben eine hohe Berufswahlsicherheit und hohe Selbsteinschätzungen im berufsbezogenen Selbstkonzept. Das ungünstige Profil hat die höchste Ausprägung in der Nützlichkeitsskala und niedrige interessensbezogene Berufswahlmotive. Bei dieser Gruppe sind die Berufswahlsicherheit und das berufsbezogene Selbstkonzept am geringsten ausgeprägt, sodass diese Berufswahlmotivkonstellation als risikohaft beschrieben werden kann.

Między oczekiwaniami a rzeczywistością – perspektywa zawodowa kandydatów do zawodu i początkujących nauczycieli wczesnej edukacji

The paper addresses theoretical considerations focusing on the career choice motives of early childhood education teachers in the light of a review of previous research, and it presents the research problem along with an analysis of results. The aim of this study was to determine the motives for choosing the profession of early childhood education teacher by students of early childhood pedagogy, graduating with a bachelor’s degree, and early childhood education teachers working in the profession for no more than five years. A diagnostic survey method was used, with a questionnaire technique. The results indicate that the choice of early childhood education teachers is a product of internal and external motives, with the former having a dominant role. Meeting psychological needs (including the desire to work with children, personality predispositions) is combined with pragmatic qualities – e.g. days off, low weekly working hours. Both groups surveyed recognize the problem of low professional prestige and the financial unprofitability of the teaching profession. The motivations for studying early childhood pedagogy are personal predispositions, interests and directional talents. The sense of rightness regarding the choice of a professional path increases with the acquisition of practice, which corresponds to the sense of preparation for the profession. The current system of pedagogical internships does not provide sufficient practical preparation for a job as an early childhood education teacher.

Predictors of College Academic Achievement for Medical Students: The Case of Gondar University, College of Medicine and Health Sciences, Ethiopia.

In Ethiopia, the University Entrance Exam (UEE) score is the only criteria for selecting prospective medical students entering the university system, disregarding their career choice motivation. A cross-sectional study design was conducted to identify medical students career choice motivation and predictors of college academic achievement at Gondar university, Ethiopia. The study was conducted on 222 medical students enrolled at Gondar University in 2016. A self-administered questionnaire was used to collect data on study participants demographic characteristics, career choice motivation, and informed career choice. Data on the UEE score and student's college academic achievement were collected from the university registrar. Descriptive statistics and regression analysis were used to analyze the data. Desire to help others as a medical doctor and prevent and cure diseases were mentioned as the first important career choice reasons by 147 (68.2%) and 135 (64.0%) study participants, respectively. The results of regression analysis showed that the UEE score was significantly associated with pre-clinical cumulative GPA (R2=.327, p<.05) and 5th year cumulative GPA (R2=.244, p<.05) respectively. The stepwise multiple regression revealed that UEE score, having prior knowledge about medical profession, positive experience in the medical school, and intrinsic career choice motivation significantly predicted 5th year cumulative GPA (p<.05). The high beta weight of 0.254 and 0.202 confirmed the strongest prediction to come from prior knowledge about the medical profession and positive experience in medical school, respectively. The UEE score is a significant predictor for medical students' academic achievement, but it should not be the sole admission criterion. We suggest that comprehensive admissions criteria covering both cognitive and non-cognitive factors, as well as informed career choice, be developed to select the best applicants in the future.

Choosing connection: relational values as a career choice motivation predict teachers' relational goal setting.

Relational goals have a positive impact on teachers' classroom performance, but little is known about the antecedents of these goals. One of the most important reasons for choosing teaching as a career is the desire to work with children/adolescents. This study examined this reason along with other relational career choice motives as predictors of relational goal orientation, complementing other studies that have examined the relationship between reasons for career choice and goal orientations but did not consider the relational component. We hypothesized that relational motives for career choice would predict relational goal setting for teaching better than other reasons for career choice. The sample comprised N = 167 student teachers at a large German university who answered an online questionnaire assessing motivations for choosing teaching as a career, professional self-concepts and relational goal orientation. Adopting an expectancy-value perspective, we set up a structural equation (N = 167) and two linear regression models (n1 = 86, n2 = 81) to examine the effects of student teachers' career choice motives on relational goal orientation. Analyses showed that the relational motive of educational interest was the only significant predictor in a structural equation model with educational interest, subject-specific interest, and general ability beliefs as predictors and relational goal orientation as the criterion. The first regression model found that the social utility motive work with children/adolescents was a significant predictor of relational goal orientation when combined with other career choice motives, namely educational interest, subject-specific interest, general abilitiy beliefs, and three other social utility factors. The second regression model found no significant effects of educational interest, subject-specific interest, educational self-concept and subject-specific self-concept on relational goal orientation. The results suggest that teachers who choose their profession because they enjoy working with children and adolescents are likely to strive to build satisfactory student-teacher relationships. Implications for future research and teacher education are discussed.

Motivations for choosing an allied health profession career: findings from a scoping review

Fourteen professions are recognised as AHPs in England representing the third largest workforce in health and care. Although there is a need to significantly grow the AHP workforce in England, recruitment to many AHP courses is an issue. To increase course applications and encourage individuals to choose AHP careers, we need to understand the decision-making process in choosing an AHP career. The aim of this scoping review was to examine the nature and breadth of evidence internationally regarding the motivations for choosing an AHP career as well as any sources of influence and barriers. A comprehensive search identified 61 relevant studies. Findings revealed inconsistency in the evidence base and the literature focused on a select number of professions and countries. No relevant studies were found for three professions. Whilst many motivations and sources of influence were identified, barriers to entering an AHP career were explored less. The opportunity to help people was a key motivation with financially based motivations less important. Personal influences, such as a relative working in healthcare, were the most influential source to choosing this career pathway, media was the least. The main barrier to choosing an AHP career identified was a lack of awareness of the profession. There is a need to further investigate career choice motivations, sources of influence and barriers for all AHPs; gaining this knowledge will help tailor future healthcare career promotion and advice for each profession and assist with overall AHP recruitment.

Young journalists in Switzerland: Results of a survey on aims, working conditions, and future prospects of journalists born in 1990 or later

The study examines the job situation of young journalists in Switzerland. For this purpose, an online survey of 195 journalists in German-speaking and French-speaking Switzerland born in 1990 or later has been conducted, providing data on socio-demographics, educational situation, career choice motives, type of employment, salary, working time, stress situations, job satisfaction, and future prospects. Young journalists have chosen their job mainly for reasons of self-fulfilment, but idealistic motives are also widespread, while material gain and status play no role in their career choice. A majority of the respondents are permanently employed in a full-time or part-time position, and the median gross monthly income is between 5000 and 6000 Swiss francs, with large differences depending on media and employment type. A high degree of autonomy is perceived at work. However, many young journalists work overtime, and two thirds state that they experience stress at work. They criticise insufficient financial resources and see the acceleration of work processes as a threat. Overall, job satisfaction of young Swiss journalists has decreased compared to previous studies. Respondents are rather pessimistic about the future of journalism, and a majority considers it unlikely that they will work as journalists for their entire professional life.

Choosing a Nursing Career During a Global Health Event: A Repeated Cross-Sectional Study.

Although in the past, the decision to enter the nursing profession was mainly due to intrinsic motives, more recent generations present additional extrinsic career choice motives. The motivation of choosing a nursing career may be affected by global health events, such as COVID-19. To examine the motivation for choosing a nursing career during COVID-19. A repeated cross-sectional study was conducted among 211 first-year nursing students at a university in Israel. A questionnaire was distributed during 2020 and 2021. Linear regression evaluated the motives that predict choosing a nursing career during COVID-19. Intrinsic motives were the leading motives for choosing a nursing career in a univariate analysis. A multivariate linear model revealed that choosing a nursing career during the pandemic was associated with extrinsic motives (β= .265, P < .001). Intrinsic motives did not predict choosing a nursing career during COVID-19. Reassessment of motives among candidates may help the efforts of faculty and nursing to recruit and retain nurses in the profession.

"Not motivated but frustrated": Preservice Teachers’ Career Choice Motivations and Professional Identity in an African Context

This study examines preservice teachers’ career choice motivations and professional identity in an African context, Nigeria, using a narrative research method. It draws on the stories of 37 social education preservice teachers at a university in Nigeria about their teacher-becoming trajectory and teaching practice experience to realize its aims. Findings show that in Nigeria, the choice of teaching is highly motivated by fallback higher education programs, extrinsic, and socialization influence factors, while intrinsic, perceived abilities, and altruistic factors are the least motivators. The choice of teaching is influenced by gender in Nigeria, with women’s sociocultural status and traditional gender roles influencing their choice of teaching and intention to remain in the teaching profession. The majority of the preservice teachers (83.78%) have poor and negative teaching professional identities. Also, intrinsic and altruistic motivation factors are associated with positive teacher professional identity in Nigeria. Preservice teachers’ professional identity develops from social influences, intrinsic perspectives, and their teacher education experiences and institutional factors such as teacher welfare and development policies. The findings provide insights into social education teacher pedagogic and ethics training needs that could, drawing on teacher agency to navigate the structural challenges confronting the education profession in Nigeria, foster preservice teachers’ strong interest in teaching and possibly reduce teacher attrition in developing contexts.

Preservice Biology Teachers’ Generic and Subject-specific Career Choice Motives

ABSTRACT Teachers’ career choice motives are defined as the interests, orientations, and motives of young people that motivate them to aspire the teaching career. Teachers’ career choice motives have been shown to impact teaching and job retention. Many studies investigated teachers generic career choice motives but studies on teachers’ subject-specific career choice motives are widely missing. This study investigated preservice biology teachers’ (N = 168) generic and subject-specific career choice motives by using open-ended questions and applying a qualitative content analysis approach to the data analysis. Category systems with generic and subject-specific career choice motives were deductively developed and inductively refined. The findings suggest intrinsic and altruistic motives to be most prominent. In contrast to most previous studies, the extrinsic motive benefits and returns of the teaching profession was also mentioned quite often. Furthermore, the qualitative approach made it possible to differentiate between the motives subject interest in biology and relevance of biology. Only small relationships were found between the generic and the subject-specific career choice motives of the participants and between the career choice motives and sociodemographic background variables. Implications for future research and teacher education are proposed.

Students' perspective on generalized nursing education in Germany: Results of a nationwide online survey

Students' perspective on generalized nursing education in Germany: Results of a nationwide online survey Abstract. Background: Generalized nursing education in Germany was introduced in 2020 as a reaction to changed care conditions. The reform's implementation is accompanied by a nationwide longitudinal survey with three surveys among students in generalized nursing education. Aims: We present results of the first survey round. The explorative approach provides data that allows insights into students' experiences and thus indicates adjustment opportunities. Method: The online survey used standardized questionnaires and was directed at students that had begun generalized nursing education in 2020. 1,267 students from 316 nursing schools in 15 German federal states participated in the first survey round. The survey recorded students' career choice motivations, learning experiences in nursing schools and practical placements, as well as contextual factors. Results: The students' career choice is mainly interest-driven (77.8%). The program is rated good to satisfactory (overall grade 2.45). Frequent and well-designed practical guidance and a transfer of information between nursing school and clinical placement appear important but insufficiently implemented. Data shows an increased need for support services. Conclusions: In addition to positive findings, the practical learning design and the dialogue between theory and practice appear challenging, while support services should be expanded.

Conceptual Analysis of Career Anchors of Nurses

This study aimed to provide a theoretical basis for career anchors of nurses by defining and organizing its concept. Using the Walker and Avant concept analysis, a total of 29 articles were analyzed through a literature search in this study. The career anchors of nurses are individual career choice motives, a self-concept where in competency and values are harmonized, which act as a desire for growth and development in nursing, and are actions that maintain careers. Additionally, they indicate the direction for achieving individual career goals and act as a core value expected of nurses by nursing organizations, indicating continuous and integrated professional growth and development of the nursing profession. The career anchors of nurses identified in the results contribute to securing patient safety, providing quality care through policies, institutionalizing bases for career development, preventing nurse turnover, and retaining skilled nurses.