Career Hope Research Articles

Do managers actually walk the talk? Gender equality in hotel careers in Aotearoa New Zealand

This article offers insights into factors that affect hotel employees’ decisions to make a career in hotels. They are important as there are differences between men’s and women’s career expectations. Career progression in the hotel industry tends to be linear, from entry-level positions to senior management positions globally (Wang, 2013). Employees’ career expectations and values are important, as they drive individual career choices and influence (Kong et al., 2015). Factors such as personal interests, family background, educational level, and gender/race/ethnicity (Metz et al., 2009) all shape individual career hopes, and industry and geographical context change actual outcomes.

Is steady job important? The Study of the Relationship among Teacher Calling, Learning Burnout and Career Hope of Pre-service teacher —A study of one University of Arts

<p>本研究旨在探討師資生教職召喚、學習倦怠與生涯希望感之關係，並以北部某藝術大學學生為研究對象，欲了解不同年級之差異情形。研究方法以問卷調查法，回收問卷共278份。研究工具共計四個部分，包含「個人基本資料表」、「教職召喚量表」、「學習倦怠量表」與「生涯希望感量表」。所得資料以描述性統計、單因子變異數分析、皮爾森積差相關以及多元逐步回歸進行分析。研究結果發現藝術大學師資生不同年級在教職召喚、學習倦怠與生涯希望感無顯著差異；除教職召喚之「利己主義」與學習倦怠無相關，其餘變項皆達顯著相關水準；藝術大學師資生教職召喚可正向預測生涯希望感；而學習倦怠中除身心耗竭外，皆對生涯希望感有負向預測。最後，根據上述量化研究結果進行討論，並針對藝術大學之師資生、相關處室提出建議，作為後續參考。</p> <p> </p><p>This study aims to study the relationship between teacher calling, learning burnout and career hope among students from the art university of northern Taiwan of Grades. The research method was questionnaire survey and 278 participants participated in this research. The research tools included: "Basic Personal Information ", "Teacher Calling Scale", "Learning Burnout Scale" and "Career Hope Scale". The obtained data were analyzed by descriptive statistics, One-way ANOVA, Pearson Correlation, and Multiple regression analysis. The research results are as follows: There were no significant differences in teacher calling, learning burnout, and career hope among art university pre-service teachers of grades.Except for "Egoism" of teacher calling and learning burnout, all the variables have reached significant correlation levels; teacher calling had significant positive effect on career hope; Except for "Emotional and physical exhaustion", learning burnout had significant negative effect on career hope.</p> <p> </p>

Secondary Students’ Academic Engagement Through Career Construction: The Role of Parental Support and Career Hope

Based on career construction theory, this study explored the relationship and mediating mechanisms between career adaptability and secondary school students’ academic engagement. Four hundred and eight secondary school students from three Chinese secondary schools were surveyed using a three-wave time-lag design. The study found that career adaptability positively predicted academic engagement. Parental support and career hope mediated the relationship between career adaptability and academic engagement. Additionally, parental support and career hope also played a series of mediating roles between career adaptability and academic engagement. The results of this study contribute to the fields of positive psychology and occupational psychology research, extend the application of career construction theory to secondary students, and provide practical insights into increasing academic engagement and interventions for secondary students. The implications of these findings for practice and future research are discussed.

Plan and Then Act: The Moderated Moderation Effects of Profession Identity and Action Control for Students at Arts Universities during the Career Development Process.

Preservice teachers at universities of arts have more than 10 years of professional training before admission, but in their senior year, they face the pressure of the graduation exhibition and performances and the teacher certification examination at the same time. This process is dissimilar to that for preservice teachers at general universities. Such a difference, however, has not been taken seriously in the past. In order to avoid burnout, preservice teachers at universities of arts, when they are under the pressure of limited time, may choose to identify with the departments they are more familiar with for their future careers, rather than identifying with their educational program, in order to increase hope for their career and reduce the chance of burnout. In addition, we believe that the use of action control/state control would also show different adaptation situations in the face of pressure. Therefore, this study focuses on the role of profession identity and action control as moderating variables in the process of becoming preservice teachers at arts universities. We recruited 304 art-major preservice teachers to establish a path model to explore their future time perspective and grit, detecting how the mediation of career decision self-efficacy affects learning burnout and career hope. Secondly, we inspected the moderating effect of profession identity and action control on learning burnout and career hope. We found that profession identity moderates the relationships between future time perspective and career decision self-efficacy as well as between career decision self-efficacy and learning burnout, all of which exhibited ordinal interactions. Furthermore, preservice teachers with high decision-making efficacy had lower burnout than those with low efficacy, but the high-efficacy advantage in preservice teachers under state control in reducing burnout would disappear. Lastly, although professional identification was important, action control regulated the relationship between career decision self-efficacy and learning burnout with ordinal interaction; that is, action control could effectively reduce their learning burnout.

초등학생의 인공지능 의인화가 인공지능에 대한 태도와 진로희망에 미치는 영향

Objectives This study intends to explore students’ anthropomorphism, attitude, and career hope about AI in order to get implications for AI literacy education.
 Methods This study conducted interviews with 27 elementary school students in the fourth to sixth grades who had the experience of AI education. We analyzed the interviews not only in a qualitative way but also in a quantitative way by quantifying the interviews and carrying out Fisher’s exact test in order to explore the relationships among anthropomorphism, attitude, and career hope about AI.
 Results Elementary school students were likely to perceive AI as creative as a human being although they somewhat disagreed that AI had emotion, self-willingness, and general intelligence. This study found individual differences in the anthropomorphism of AI, which influenced students’ attitude toward AI. Students, who believed that AI had emotion, were more likely to have a positive attitude toward the future life with AI. In addition, students with the positive attitude were more likely to have a career hope in the area of AI.
 Conclusions These findings imply that more research and education regarding the anthropomorphism of AI are necessary in elementary schools. Teachers need to help elementary school students to reflect on their previous beliefs and attitudes toward AI through authentic learning experiences with AI.

Diverse middle school students’ future career autobiographies and socioeconomic status factors: A content analysis

AbstractThe future career autobiography (FCA) is a narrative, discovery‐based career intervention designed to assess individuals’ career hopes and dreams. In total, 134 low‐income, ethnically and racially diverse middle school students participated in an FCA intervention through a yearlong grant‐funded career development initiative. Using content analysis, we analyzed participants’ FCAs for socioeconomic status factors and lifestyle indicators. We found that participants articulated occupational and lifestyle factors more than education and income, and that there were differences based on biological sex, race, and ethnicity. We present pertinent results and discuss implications for counseling practice and future research.

Nurses\u2019 turnover intention, hope and career identity: the mediating role of job satisfaction

BackgroundA high turnover rate has become a critical issue in the field of nursing and how to tackle the problem of nursing turnover has received increased attention worldwide. Hope, career identity, job satisfaction may be useful for reducing turnover. The aim of this study is to explore the relationships among career identity, hope, job satisfaction, and the turnover intention of nurses, and to test the mediating role of job satisfaction on the associations of hope and career identity with turnover intention.MethodsA descriptive cross-sectional design was used. A total of 500 nurses were recruited from five comprehensive tertiary hospitals using convenience sampling. The questionnaire included items about sociodemographic information as well as the Adult Dispositional Hope Scale, Nursing Career Identity Scale, Job Satisfaction Index Scale, and Nurse Turnover Intention Scale. Pearson’s correlation, multiple linear regression, and structural equation modeling were used to analyze the data. We describe the study in accordance with the STROBE statement.ResultsHope (r = − 0.227, p < 0.001) and career identity (r = − 0.342, p < 0.001) were negatively correlated with turnover intention. Job satisfaction played a completely mediating role on the associations of hope and career identity with turnover intention (β1 = − 0.09, β2 = − 0.33).ConclusionsJob satisfaction mediated the associations of career identity and hope with turnover intention. Thus, effective measures can be taken to enhance nurses’ hope and career identity in order to improve their job satisfaction and thereby reduce their turnover intention. Providing nurses with more support, helping them find a spiritual foundation, and holding mindful activities that stimulate positive emotions are helpful. In addition, colleges should pay more attention to instilling nursing students with career identity and nursing values.

Pandemic darkens postdocs' work and career hopes.

Nature’s survey of this key segment of the scientific workforce paints a gloomy picture of job-loss fears, interrupted research and anxiety about the future. Nature’s survey of this key segment of the scientific workforce paints a gloomy picture of job-loss fears, interrupted research and anxiety about the future.

Analyzing the Relationship Between College Students’ Career Hope and the Age-Friendly Export Industry

Analyzing the Relationship Between College Students’ Career Hope and the Age-Friendly Export Industry

The contribution of field experience in special education programs and personal variables to the teaching self-efficacy of higher education students

ABSTRACTTeachers working in special education are confronted with various requirements. Their ability to cope with these requirements may be largely influenced by their levels of self-efficacy which start to develop during their academic studies and specifically while gaining practical experience. This study examined the contribution of experience-related variables and personal variables to teaching self-efficacy among 98 special education college students from two different training programs in Israel: 58 participated in a program requiring individual instruction-based field experiences and 40 in a program with group instruction-based field experiences. They completed questionnaires measuring teaching self-efficacy, career decision-making self-efficacy, hope, and demographics. The instruction and special education domains of teaching self-efficacy were predicted by the type of field experience and personal variables, efficacy in teacher–student relations was predicted by experience-related variables, and efficacy in educational organizations was predicted by personal variables. Practical implications are discussed.

Effects of Dementia-related Experiences on Dementia Awareness and Career Hopes of Occupational Therapy Majors

Effects of Dementia-related Experiences on Dementia Awareness and Career Hopes of Occupational Therapy Majors

A Preliminary Study on the Effects of Strength-Based Career Workshop with LEGO® SERIOUS PLAY® in Taiwan

This study aimed to explore the applications and effects on strength-based career workshop with LEGO® SERIOUS PLAY® (LSP). The researcher adopted a single group of experimental design and a group LegoViews to collect qualitative and quantitative data for cross-validation. The researcher facilitated LSP strength-based career workshop with seven Taiwanese adults. Then, the researcher adopted “career hope scale,” “positive and negative affect schedule”, and “critical positive ratio checklist” to evaluate the effectiveness of workshop. The previous three scales were utilized for surveying at three time points, respectively, which were before the workshop started 3 days ago, after the workshop finished 3 weeks later, and after the workshop finished 3 days later, as pretest, posttest, and follow-up test. The researcher adopted repeated measures one-way ANOVA for measuring the effects of change. Finally, the researcher applied the Group LegoViews for 1 hour to explore the connotations of change by content analysis method. According to the research results, participants significantly presented delay effect in negative affect and immediate effect in critical positive ratio, but no significant differences in positive effect and career hope. Furthermore, the textual information collected from the LegoViews revealed LSP strength-based career workshop could improve positive emotional effects of “Concreting Construction, Promoting Positive,” “Multiple Linking, Broadening Thinking,” and “Perceiving Displacement, Eliminating Negative”; and career hope constructions of “Calling Original Intention, Career Anchoring,” “Multiple Trade-offs, Dreams into Reality,” and “Linking Nurturing Relationships, Deepening Empowerment.”

A Survey of Practical Knowledge of Pre-service English Teachers in China

Based on interviews and questionnaires, this study investigates the current situation of practical knowledge of 96 senior normal English majors. Information to be gained includes the knowledge about self, discipline, students, educational situation and their beliefs in the essence of education. The results show that: 1) They have clear self-knowledge, but most of them lack teachers' professional identity. 2) Their disciplinary knowledge is generally limited, those with certain teaching experience are better off. 3) Their students' knowledge is seriously influenced by career hopes, those who are willing to be teachers are comparatively good at understanding their students. 4) Their perception of the educational situation of English is one-sided, social factors are totally ignored. 5) Their beliefs in the essence of English education are in the process of alternation between modern and traditional concepts. The findings of the survey are discussed and suggestions are made in this study.

Strength-4D Career Model With LEGO® Serious Play® And Six Bricks

This study adopted strength-based approach career developments as the core counselling strategy to form the “4D” stages to strengths, integrated LEGO SERIOUS PLAY and Six Bricks to construct a strength-4D LEGO career model for exploring its effect on career hope and the content of change resulting. In this study, 29 Taiwanese college students were recruited to participate in a six-hour workshop. Pre-test and post-test were conducted using Career Hope Scale. One-way analysis of variance was used to explore the change effects. Two additional open-ended questions were included in the post-test questionnaire, and content analysis of the responses was performed to explore the contents of change. The results indicated that the participants’ scores on career agent and career path exhibited significant immediate effects. The proposed model presented the following positive effects: flow ensues after overcoming challenges; connecting with the society for a stronger cohesion; building toward an epiphany that leads to positivity; nourishing strength for a more profound insight; facing fears and accepting the challenges; reigniting passion and establishing an anchor; and broadened thinking leading to a career shift.

The influence of University students` Career Decision-Making Self-Efficacy and Hope in Career Decision Level

The influence of University students` Career Decision-Making Self-Efficacy and Hope in Career Decision Level

The Future of Our Histories: Young Rural Voices from Dullstroom-Emnotweni

This article reports on three sets of interviews conducted with children and young people living in Dullstroom-Emnotweni on the Mpumalanga Highveld in eastern South Africa. Firstly, 50 learners between the ages of 10 and 14 were interviewed on their dreams for the future. Later that year, in 2011, a total of 60 young people who were still unemployed ten or more years after having finished school were interviewed on what was left of their dreams. Five years later, in 2016, a third group of young people between the ages of 18 and 24 were interviewed in order to establish whether the situation of marginalised young people in rural South Africa had changed. The primary school learners expressed their career hopes in terms of the needs of their marginalised society, that is, to become nurses, teachers and social workers. The first group of young people interviewed in 2011 blamed their shattered dreams on the unavailability of tertiary education and the reality of HIV infection. The second group, interviewed in 2016, quite similarly, expressed their concerns as a lack of job and educational opportunities, a lack of agency and choice, a lack of respect from society and decision makers, and an inability to escape from drugs and unhealthy sex.

Mao’s Lost Children: Stories of the Rusticated Youth of China’s Cultural Revolution, edited by Ou Nianzhong and Liang Yongkang, translated by Laura Maynard. Portland, ME: Merwin Asia, 2015. xv+364 pp. US$65.00 (cloth), US$28.00 (paper).

<i>Mao’s Lost Children: Stories of the Rusticated Youth of China’s Cultural Revolution</i>, edited by Ou Nianzhong and Liang Yongkang, translated by Laura Maynard. Portland, ME: Merwin Asia, 2015. xv+364 pp. US$65.00 (cloth), US$28.00 (paper).

PSIGOSOSIALE BEHOEFTES VAN ADOLESSENTE DOGTERS MET SELF-MOORDGEDRAG

This article focuses on the psychosocial needs of adolescent girls who present with suicidal behaviour, which can be attributed to a variety of circumstances. Qualitative interviewing was done with participants until data-saturation was achieved. The overarching psychosocial needs of participants were discussed in three main themes with specific sub-themes. The first theme focuses on love and acceptance; it has three sub-themes, namely a negative self-concept, parental rejection and peer group rejection. Theme two focuses on communication, with the expression of emotions, quality time and trust as sub-themes. The third theme discusses a certain future, with career choices and hope as sub-themes.

UI REACH: A Postsecondary Program Serving Students with Autism and Intellectual Disabilities

Across the United States postsecondary education (PSE) options for young adults with autism and intellectual disabilities (ID) are emerging as a result of parent-professional advocacy group actions and legislation such as the Higher Education Opportunity Act of 2008 (HEOA). In this article the University of Iowa Realizing Educational and Career Hopes (UI REACH) Program, a thriving, well-integrated two year certificate program is described. We discuss the UI REACH model—its mission, student-centered and program goals, and strategies employed to ensure quality, sustainability, and continuous improvement. The student population, curriculum, staffing needs, and day-to-day operating issues are described. The experiences and perceptions of 14 students with autism spectrum disorder (ASD) suggest that the program facilitates a positive campus living-learning experience for these students. Challenges and recommendations for institutions of higher education considering developing, or in the early stages of developing, similar programs are presented.

Racism‐Related Stress and Ethnic Identity as Determinants of African American College Students' Career Aspirations

Drawing primarily on the construct of psychological buffer, the purpose of this study was to explore the extent to which racism‐related stress and ethnic identity are determinants of career aspirations. A total of 163 African American college students from a predominately White Midwestern university participated in the study. A moderation regression analysis was conducted. Results indicate that ethnic identity interacted with racism‐related stress (p= .04) to predict career aspirations. In other words, as racism‐related stress increases in the context of low identity development, career aspirations decrease. Conversely, as perceived racism increases in the context of high identity development, career aspirations increase. Implications for professionals and future research in the field of career counseling are discussed.