Interest In Careers Research Articles

Why Swipe Right? Career Interests and Aspirations of Incoming Statistics Majors

Undergraduate statistics programs can help students hone a wide range of quantitative, computational, and communicative skills as they prepare for a fruitful career. In this paper, we explore what motivates students to choose a major in statistics and to what extent incoming statistics majors recognize these wider skills as part of doing statistics. To build theories regarding what motivates students toward statistics, we interviewed nine first-year statistics majors at a large public university and analyzed their responses using a grounded theory approach. Each student shared their views of “who” statistics is to them, what kind of career they aspired to, and what prior experiences oriented them toward studying statistics. A strong, cross-cutting theme that emerged was that of balance. For example, statistics appeared as a safe and lucrative career choice that catered to their mathematical strengths, but it could also be an exciting career choice that stoked their imaginations. We also found that students had different perspectives and expectations about the role of mathematics and coding that may impact their experience in the major. Implications for introductory course curricula, the importance of projects, and outreach programs are discussed.

Long-Term Effects of the Dana Center Mathematics Pathways Model: Evidence from a Randomized Trial

Following up on an individual-level randomized controlled trial of a Dana Center Mathematics Pathways (DCMP) model, this study assessed longer-term impacts on students’ math completion, academic progress, and academic attainment. The version of the DCMP that was assessed in this study diversified the developmental and college-level math course content that students take, separating it into distinct pathways that better aligned with their career interests. It also streamlined developmental math sequences into a one-semester developmental course for all students, regardless of placement level, and implemented evidence-based curricula and pedagogy to engage students in active problem solving that was pertinent to real-life situations. The study, which followed 1,411 students from four Texas community colleges and ten campuses, found that program group students were more likely than control group students to successfully complete their first college-level math courses. The study did not find impacts after five years on the number of overall college credits that students accrued or on the likelihood that students attained a credential or transferred to a four-year college.

Career interest on calling: The chain mediating role of future work self and engaged learning

We investigated the role of future work self and engaged learning in the relationship between career interest and career calling. Students (n = 641; female = 235; mean age = 18.96 years, SD = 1.01 years) complete the Career Interest Scale, the Future Work Self Scale, the Engaged Learning Index, and the Chinese Calling Scale. Structural equation modelling and a Preacher’s mediation analysis indicated that intense career interest predicted a greater career calling. Future work self and engaged learning served as mediators between career interest and career calling. A stronger career interest predicted a more salient future work self, which promoted engaged learning and ultimately increased students’ career calling. Our findings suggested that career interest was an important prerequisite for career calling before future work self and engaged learning. Our findings have implications for learning oriented interventions on career calling among students.

The Myers-Briggs type indicator association with United States medical student performance, demographics, and career values.

The Myers-Briggs Type Indicator (MBTI) is a self-reported personality test that has continued to gain popularity and traction across industries. The MBTI assesses individuals within four dichotomous categories corresponding to ways to, ultimately, assign one of sixteen personality types. Prior studies indicate that physicians trended towards certain personality traits and medical students with a particular trait performed lower academically. Due to the recency of these studies, however, there is a substantial knowledge gap in the relationship between medical student MBTIs and academic performance, demographics, and career interests. Therefore, the purpose of this study is to investigate this relationship amongst 4-year allopathic U.S. medical students and determine if there is substantial correlation to implement MBTI results in creating personalized student support services in school curriculum. This study was a single institution, cross-sectional study of 83 medical students. A survey was emailed to all students with the MBTI personality test paper edition, in addition to questions regarding specialty interest, learning style preference, and career values. Each student's responses were de-identified after pairing with the respective students' academic performance data and demographic information. Chi-square tests were used to compare MBTI data with categorical data such as demographic characteristics while independent sample t-tests were used to compare MBTI data with numerical variables like academic performance. Our findings suggest statistically significant associations between Introversion (I) with older age and Thinking (T) with male students. Additionally, Thinking (T) students performed better academically, valued variety in patient care (breadth of patients and pathologies seen), and the specific type of patient contact (longitudinal vs. short-term, etc.). Conversely, Feeling (F) students trended towards people-oriented specialties. Regarding learning styles and study environments, Extroverted (E) and Judging (J) types preferred hands-on learning, though Judging (J) types also preferred a quiet environment. No other statistically significant differences were found amongst the remaining variables. Medical schools should utilize student MBTI results to individualize student academic and career support as our study indicates various significant associations between some of the personality types. While not a "one-size-fits-all," the MBTI can be used as a potential starting point for specialty exploration and learning styles.

In Their Own Words: Re-Examining Gender Differences in Career Interests and Motivations in a New Generation

In Their Own Words: Re-Examining Gender Differences in Career Interests and Motivations in a New Generation

Gauging Medical Students' Interests in Infectious Diseases.

Infectious diseases is a crucial specialty in medicine, yet applications for fellowship have declined even as the United States faces an imminent shortage of infectious disease physicians. Career interests often develop in medical school, but little is known about which interests and experiences are associated with interest in ID. Evaluate interest in ID among medical students and identify factors associated with interest and disinterest in ID careers. We developed a 26-question survey to gauge interest in infectious diseases (ID). All 16 medical schools in Texas were contacted and invited to participate. A total of 262 students across 9 medical school campuses completed the survey. Those interested in ID as a career had a significantly higher interest in public health (p<0.0001) and global (p<0.0003) health. The presence of an ID campus interest group (p<0.0015) and direct experience with the ID profession (p<0.0001) were also associated with interest. The most common reasons for lack of interest were lack of interest in pursuing internal medicine or pediatric residency, lack of compensation, and lack of procedures. Those interested in ID expressed interest in a wide variety of career pathways within ID, the most common being general inpatient and outpatient ID, as well as medical microbiology and global health/tropical medicine/travel medicine. Based on this survey, recruitment efforts for new ID fellows might include focusing on students with interests in public and global health, as well as increasing direct exposure to ID at the medical school level.

Examination of Relationship between Secondary School Students' Robotic Coding Attitudes and STEM Career Interests

The aim of this study is to examine the relationship between middle school students' attitudes towards robotic coding and their STEM career interests. For this purpose, data were collected from a total of 213 students studying in three different secondary schools in a province in the south of Turkey. The "STEM Career Interest" scale and the "Robotic Coding Attitude" scale were used as data collection tools. The analysis of the data indicated that there was a moderate, statistically significant relationship between the participants' attitudes towards robotic coding and their STEM career interests. When the data were analyzed in terms of sub-dimensions, a medium-level significant relationship was found between the participants' attitudes towards robotics and their science, mathematics, and engineering career interests, and a high-level significant relationship was found between their technology career interests. Additionally, sub-factors of robotic coding attitude (interest, motivation, desire to learn, self-efficacy, and anxiety) significantly predicted the participants’ STEM career interests. Accordingly, it can be posited that as participants' attitudes towards robotic coding evolve, their interest in STEM careers also expands. Consequently, it is postulated that all activities that enhance attitudes and boost interest in robotic coding, whether conducted within or outside the school environment, will facilitate students' pursuit of a STEM-related career in the future.

Career Outcomes Among Neurosurgery Resident Graduates in Canada: An Update.

Many Royal College of Physicians and Surgeons of Canada (RCPSC) graduates in neurosurgery face significant challenges in finding full-time employment. The current study describes the career outcomes of neurosurgery residents from Canadian programs. All RCPSC neurosurgery graduates (n = 106) who completed their residency between 2015 and 2020 were included in this study. Baseline characteristics were determined for the entire cohort and then stratified by employment status. Several logistic regression models were used to identify predictors of full-time employment after residency. Overall, 26.4% of neurosurgery graduates from 2015 to 2020 have been underemployed, defined as locum and clinical associate positions (6.6%), the pursuit of multiple fellowships (16%) and career change/nonsurgical career (3.8%). Only 52.0% of graduates were fully employed in Canada, with 30.2% appointed at academic institutions. Skull-base/open vascular (OR: 0.055, 95%CI [<0.01, 0.74]) and general neurosurgery (OR: 0.027, 95% CI [<0.01, 0.61]) fellowships were associated with underemployment. Advanced research degrees (master's or Ph.D.) and sex were not associated with full-time employment. Over one-quarter of recent Canadian neurosurgery graduates were underemployed, and nearly half do not find employment in Canada. These results reflect a concerning reality for current and prospective neurosurgery graduates in Canada and will hopefully serve as a call to action for the Canadian neurosurgery community.

Pengaruh Pengetahuan, Religiusitas dan Lingkungan Keluarga terhadap Minat Berkarir di Bank Syariah Dengan Memoderasi Motivasi

One of the careers that can be an option for students of Islamic Economics is a career in Islamic Banking. This study was conducted to analyze the influence of Islamic bank knowledge, religiosity, and family environment on interest in a career in Islamic banks, with motivation as a variable of moderation. The population in this study comprised 164 students of the Islamic Economics Study Program, with a sample of 116 students selected using a simple random sampling method. Data collection was carried out by distributing questionnaires in the form of Google Forms. The data analysis techniques performed in this study included instrument validity and reliability tests, classical assumption tests such as normality tests, multicollinearity tests, and heteroscedasticity tests. Hypothesis testing included multiple linear regression tests and MRA tests. The results of the analysis using the SPSS 26 program showed that knowledge of Islamic banks, religiosity, and family environment significantly influence career interest in Islamic banks. However, the motivation variable could not moderate the influence of Islamic bank knowledge, religiosity, and family environment on career interest in Islamic banks. This indicates that while these factors are important, motivation alone does not strengthen their impact on career interest in this field.

The Role of Critical Pedagogies in Early Childhood Education to Create Pathways into STEM for Racially Minoritized Communities

This longitudinal study examines the long-term impact of critical pedagogy on the academic and social development of students from a marginalized Mexican American borderland community, with a specific focus on their trajectories in STEM (Science, Technology, Engineering, and Mathematics) fields. Drawing on in-depth interviews with three students who participated in a critical pedagogical approach during their formative elementary years, this case study explores how power, agency, and curiosity were cultivated in the classroom and how these elements influenced the students’ pursuit of higher education and careers in STEM ten years later. The findings reveal that an equitable distribution of power and the fostering of student agency through critical-based pedagogies empowered students to engage critically with their learning and to challenge systemic barriers. Furthermore, this study highlights the role of early curiosity in sustaining students’ interest in STEM, despite encountering obstacles in higher education environments dominated by market-driven influences. By situating this research within the broader context of critical pedagogy and its emphasis on social justice, the study underscores the transformative potential of education in shaping the futures of minoritized students in STEM disciplines.

Editorial Comment on "PubMed-Indexed Research Productivity of Urology Applicants and Residents: Does Medical Student Research Productivity Predict Resident Research or Pursuit of an Academic Career?"

Editorial Comment on "PubMed-Indexed Research Productivity of Urology Applicants and Residents: Does Medical Student Research Productivity Predict Resident Research or Pursuit of an Academic Career?"

Exploring the Impact of Social, Cultural, and Science Factors on Students’ STEM Career Preferences

AbstractThe declining interest in STEM careers in the United Kingdom has raised concerns, prompting this study to explore the intricate relationship between social, cultural, and scientific identities and their impact on students’ inclination towards science and technology career pathways. Additionally, the study examines the associations between gender, gender-related job preferences, and career choices. Data were collected from 1,618 primary and secondary students in the UK. Descriptive and inferential statistics, including regression analysis and multivariate analysis, were employed for analysis. The key findings revealed a significant interaction effect between gender and gender-related job preferences. Social factors were identified as significant mediators, amplifying the influence of gender on career decisions and shaping gender-related job preferences. Cultural factors, particularly related to ethnicity, were found to shape job preferences, while religious affiliation did not exhibit a significant effect. Students’ perceptions of science, stereotypes associated with science professionals, and engagement in science extracurricular activities were positively correlated with a greater likelihood of expressing interest in STEM careers, demonstrating the influential impact of science factors on forming students’ STEM career choices. Interestingly, the type of education (primary or secondary) did not significantly impact job preferences, suggesting that preferences may become more refined or influenced by external factors as students progress in their education.

59 Enhancing career development in paediatrics residency: A needs assessment

Abstract Background Mentorship is a cornerstone of professional growth within medical training, yet the role of formal mentorship in career advising for medical residents remains understudied. In 2020, our Paediatrics Residency program introduced the role of faculty advisors as part of the Competence by Design framework, with a mission to guide academic growth, professional development, and excellence in patient care. However, it is unclear to what extent career advising is occurring in this advisor-advisee relationship. Objectives The primary aim of this study was to complete a needs assessment for Paediatric residents to inform faculty advisor roles and responsibilities and effectively support paediatric residents in their career development. This included examination of the current state, identification of the ideal state, followed by a gap analysis and recommendations to create a comprehensive advising program. Design/Methods This study utilized a mixed methods approach, using quantitative and qualitative survey methodologies. The survey questions (n=20) were designed from background literature and pilot testing. An anonymous survey was administered through the Qualtrics platform to the Paediatrics residents (n=59). The protocol was submitted for REB review and was granted an exemption as a quality improvement project. Thematic analysis of the qualitative content was completed by two investigators, utilizing the Braun &amp; Clarke six-phase framework. Results The response rate for the survey reached 34% (n=20) with the final sample including 16% PGY1, 42% PGY2, 16% PGY3, and 26% PGY4 residents. Alarmingly, most residents (63%) did not have a well-defined plan for monitoring career goals. No residents claimed to have sufficient career mentorship at present (0%), with majority (84%) expressing their interest in regular career planning sessions. A significant proportion (79%) also underscored the importance of considering life context when setting career goals. Our thematic analysis revealed that career advising currently follows a non-formal, self-initiated process, with time constraints as the primary obstacle. Primary themes elicited emphasized career exploration (n=15), networking (n=7) including discussions around life context (n=6), mentorship (n=6), and advisor role clarity (n=6). Conclusion Our findings affirm a compelling need for enhanced career development within our Paediatrics Residency program. In response, we propose a multi-faceted approach advocating for structured formal career development. This entails scheduled information sessions, resident goal setting, and formal mentorship. We recommend creating opportunities for networking to enable personalized career development considerations. Exploring an adjunctive role to faculty advisors may be necessary to ensure the success of these recommendations in optimizing resident career education.

High School Students’ Motivation Regarding an Integrated STEM Food System Project

High school students need to be prepared to enter the workforce and solve real-world problems including food and energy sustainability. Real-world problems require students to apply critical thinking and problem-solving skills and transfer their learning across disciplines. Presented as a grand challenge to students, the food system project utilized an integrated STEM approach complemented by a systems thinking approach that challenged students to analyze relationships with a holistic perspective. This quantitative descriptive study described the perceptions, experiences, and career interests of high school students who completed a food system STEM project. The students self-reported they were interested in the project, they applied scientific reasoning to solve the problem, and they collaborated with peers to apply STEM concepts. Students also reported the project helped them learn more about STEM careers and students reported higher interest in career fields such as science, technology / engineering, the agricultural industry, food industry, and natural resources industry after completing the food system STEM project. Food system integrated STEM projects can be a tool to engage students to solve complex problems and build interest in STEM careers.

Exploring the effectiveness of the Career Guidance and Counseling Program on the perceived readiness for the job market: a lived experience among nursing students.

The current workforce demands that nursing graduates possess the necessary skills and knowledge to perform in complex clinical and professional environments. Career guidance can potentially improve students' job readiness by increasing their confidence in career pursuits, simplifying career decisions, and helping them address decision-making challenges. This phenomenological study aimed to explore nursing students and interns' perspectives on the effectiveness of the Career Guidance and Counseling Program (CGCP) and its impact on their readiness for the job market through their lived experiences while participating in the program. Data were collected through in-depth semi-structured interviews with a purposive sample of 28 Saudi university students and continued until data saturation was reached. Thematic analysis was used for the data analysis. Seven themes emerged: personal experiences with the CGCP, the program's importance, effectiveness, benefits, strengths, and weaknesses, and recommendations for improvement. Overall, participants expressed gratitude for the CGCP and believed that it would positively impact their future career success. They also felt that the program provided them opportunities to share ideas, information, and concerns, thereby improving their career decision-making and adaptability. The results show that CGCP positively affected participants' lives by providing support, guidance, and resources for informed career decision-making, developing essential career-related skills, and navigating career transitions. These findings have practical implications for nursing colleges implementing similar programs for better integration into the curriculum and for the continuity of such vital programs to help students. Future studies should explore this topic in different colleges and specialties.

STEM ATTITUDE DISPARITY: THE IMPACT OF LEARNING EXPERIENCES IN VOCATIONALLY-ORIENTED POLYTECHNIC AND UNIVERSITY ON STUDENTS’ SELF-EFFICACY, EXPECTANCY-VALUE, AND CAREER INTEREST

Learning experiences are widely recognized as crucial in developing students’ attitudes towards science, technology, engineering and mathematics. Vocationally-oriented polytechnics and universities provide distinct learning experiences that may significantly influence students’ STEM self-efficacy, expectancy-value and career interest. The study explores how the unique learning experiences shape students' STEM attitudes among 487 students during their fourth semester at vocationally-oriented polytechnic and university. The S-STEM survey was adopted as the measurement instrument. The result showed that university students displayed a more favorable overall STEM attitude compared to students enrolled in vocational-oriented polytechnic. University students demonstrated greater STEM self-efficacy than polytechnic students, but no significant difference in STEM expectancy-value was detected between the two groups. From the perspective of inter-group comparison, university education consistently fostered students a heightened sense of STEM self-efficacy, expectancy-value and career interest in science, whereas vocationally-oriented polytechnic education boasted its unique strengths in cultivating robust attitudes and career interests towards science and engineering/technology. However, students in both institutions exhibited a relatively less positive attitude towards learning mathematics. The findings highlight the importance of learning experiences in shaping students' STEM attitudes and career interests. Keywords: career interest, expectancy-value, learning experiences, self-efficacy, STEM attitude

Obituaries

AbstractHe made significant contributions to animal and human health during his varied and interesting career.

A Study to Assess the Perception and Knowledge Regarding Nursing Courses among High Schoolers

This study aimed to assess the perception and knowledge of nursing courses among high school students in selected schools of Greater Noida. Utilizing a descriptive research design, data were collected from a sample of 120 students through a structured questionnaire. The results indicate a general lack of awareness about the scope and opportunities in nursing, with many students holding misconceptions about the profession. Despite this, there was a noticeable interest in healthcare careers, suggesting potential for increased nursing enrollment with better educational outreach. The study underscores the need for targeted informational programs to enhance understanding and interest in nursing careers among high school students.

Role models in gaming: Wishful identification and maladaptive daydreaming mediate the association between desire for fame and game engagement

BackgroundThe popularity of video games has considerably increased in recent years, with approximately 3.24 billion players worldwide in 2021. Empirical evidence suggests that the quality of engagement in video games can determine whether a gaming activity is associated with psychological distress (i.e., problematic gaming) or self-enhancing outcomes (i.e., esports career pursuits). This study investigates the role of influential gaming role models and other external factors relating to fame appeal in gamers' different ways of engagement. MethodsA total of 803 adolescent and adult gamers (89.29 % male, Mage = 24.90 years, SD = 6.13) were recruited through an online questionnaire. ResultsA path analysis was constructed demonstrating that wishful identification partially mediated the relationship between desire for fame and esports career planning. Moreover, maladaptive daydreaming fully mediated the association between desire for fame and gaming disorder symptoms. Wishful identification with gaming role models predicted both esports career planning and gaming disorder symptoms. ConclusionsThe findings shed light on the importance of considering the role of gaming role models in predicting healthy and problematic gaming patterns.

“I think they only study seawater”: Oceanography classroom career panel as a tool to promote geoscience career awareness

The utilization of a professional geoscience career panel as a curricular classroom activity can be essential for promoting career awareness. By interacting with professionals, students can be exposed to diverse geoscientific careers, helping them understand various professional paths and the real-world applications of their studies. Using social constructivism and critical reflection theories of learning, we designed and implemented a two-day career panel attended by ten ocean scientists in an undergraduate oceanography course for majors and non-majors. We used a qualitative, quasi-experimental design involving pre-and-post reflection data collected from the treatment group (n = 22) and control group (n = 19), and five post-treatment interviews to evaluate the effectiveness of the career panel on students’ ocean science career awareness. While the pre-reflections revealed that students in both the treatment and control groups had low awareness and knowledge about ocean science careers and practice, students in the treatment group showed improved awareness about ocean science careers and disciplines, processes of ocean science work, and the social and cultural impact of ocean science work after attending the career panel. Students in the treatment group also showed increased interest in ocean science and geosciences in general. Results indicate classroom career panel that include personal narratives, discussions, and students’ critical reflections can be effective tools to promote career awareness and interest in the geosciences. We provide implications for geoscience education such as supplementing classroom career panel with hands-on activities (e.g., job simulations), advanced organizers (e.g., worksite visits), and experiential learning opportunities (e.g., internships) as instructional tools to promote students’ career awareness.