Career Motivation Research Articles

Work-life balance, career motivation and women: a systematic literature review and research agenda in the Indian context

Work-life balance, career motivation and women: a systematic literature review and research agenda in the Indian context

Becoming a Nurse: Professional Identity in Prelicensure Nursing Students.

A correlation exists between professional identity (PI), hope, and job satisfaction that warrants interventional measures to reverse nurse turnover. Developing, nurturing, and improving nurses' PI can positively address nurse turnover. The purpose of this study was to examine the intersections between career motivation, PI formation, and belongingness in prelicensure nursing students. As part of a larger mixed-methods study, a quantitative survey was disseminated to students. Findings suggest significant connections between the depth of perceived PI, motivation to enter the field, and future orientation(s) that are mediated through classroom instruction. PI was shaped by student relationships, confidence, and autonomy. Findings underscore the importance of academic intentionality in incorporating PI early in nursing education. Prioritizing quality bedside experiences to develop meaningful relationships while simultaneously increasing confidence and autonomy to assist the nursing student in connecting with their PI is key.

The influence of project-based learning on engineering students’ academic and career motivation

PurposeThis study explored students’ variations of insightful academic and career motivation variations of learning and working on defense manufacturing engineering (DME) before and after a project-based program (PBL).Design/methodology/approachInterview was adopted to collect students’ insights. The first-round interview was completed within the first week of this summer internship, and the second-round interview was conducted during the final week of this summer internship. Thematic and content analysis were used to explore the factors that affect students’ perception, understanding and attitude to DME before and after the summer internship.FindingsThis paper discloses the improved level of learning and working motivation at the beginning of the project, but with a decrease in the motivation level of working in the DME area at the end of the program. These students showed a continued motivation of interests in pursuing more knowledge in the field. This PBL didn’t bring significant improvement on students’ career motivation for working in the field of DME. However, it demonstrated a highly positive effect on enhance students’ academic motivation (AM) for learning knowledge in the field. Moreover, the students’ concerns and perspectives on this PBL were also explored, which is displayed in the study.Originality/valueThe project was done with support from the US Department of Defense (DoD) (No: N00014-19-1-2728). These findings are investigated from the project.

Career motives of presidential appointees and agency communication across American states

AbstractDo the career motives of presidential appointees affect program administration? To answer this question, I examine the phased development of policy communication of the U.S. Farm Service Agency (FSA) across states from 2002 to 2018 based on an original collection of historical official websites. This is a rare policy context for examining why peer appointees administer the same programs differently. Linking the state‐by‐state development of FSA newsletters to the career trajectories of state executive directors (SEDs), the presidential appointees who lead state FSAs, I show that SEDs interested in elective office post‐appointment are associated with faster institutionalization of newsletters. Examining these newsletters’ content, I then show that SEDs interested in elective office or a career in advocacy include more participation‐encouraging language in newsletters. These results suggest that appointees’ career goals outside the bureaucracy can potentially expedite innovation in program implementation and enhance the delivery of government benefits to the public, with implications for selecting appointees to enhance bureaucratic performance.

How Motivations Inform the Experiences of French and American Child Welfare Employees in a Fractured Foster Care System

Both the French and American child welfare systems struggle with employee turnover. To address this issue, more research is needed on child welfare employees’ motivations to start and continue working in the child welfare system, as well as the factors that cause them to leave the field. This qualitative study examined the following research question: What are the differences and/or similarities between child welfare employee motivations in France and the United States? The research design analyzed twelve American child welfare employee interviews through thematic and open qualitative coding methods and twelve French videos about child welfare employees’ career motivations and experiences, through a content analysis. The findings for this study are that French and American child welfare employees express similar motivations for beginning and continuing to work in the child welfare system, such as building relationships with children and families. However, their inhibitors to motivation vary, based on the cultural and structural contexts of their respective child welfare systems. Understanding child welfare employees’ motivations in both countries will offer human resource policy implications to guide employers in retaining and supporting high-quality employees.

Managerial incentives and earnings management: Insights from union certification elections

AbstractThis study examines how unionization affects firms' financial reporting. Using a regression discontinuity design, we compare practices of firms narrowly winning and losing union certification elections. We find that winning firms depress earnings significantly more by inflating discretionary expenses, particularly research and development expenses, to strengthen their bargaining positions with workers. We further show that this manipulation aligns with managers' financial incentives, career motives, and entrenchment levels. The paper highlights managers' strategic use of real earnings management in worker negotiations and provides causal evidence on how the dynamic relationships among managers, shareholders, and workers shapes firms' financial reporting.

Comparison Of The Motivation Differences Between Script Teaching Mode And Traditional Teaching Mode For International Business Students in Guangdong Communication Polytechnic

This study examined the differences in motivation between two classes at Guangdong Communication Polytechnic. One class was taught using a traditional teaching method, while the other was instructed using a script teaching mode. This article will explore the motivational differences observed between the two groups. Students completed the Questionnaire of International Business Motivation, which consists of 30 Likert-type questions designed to assess their motivations for studying international business. This questionnaire, adapted from Glynn (2009), aims to provide valuable insights for international business educators and researchers. Motivation in this context was conceptualized through five dimensions: internal motivation and personal relevance, self-efficacy and test anxiety, autonomy, career motivation, and degree motivation (Glynn, 2009). Students initially filled out the questionnaire before the class began and then completed it again after the class had concluded. The results of this study indicate that there are significant differences between the two classes in terms of exam anxiety, self-confidence, autonomy, personal relevance, external motivation, and internal motivation (p < 0.05). Class 3, which adopted the new teaching model, demonstrated superior performance across all these dimensions. In contrast, Class 4, which followed the traditional teaching model, showed notably lower levels in these areas.

Gendered workplace as a double-loop social construct: the case of Japanese women professionals

Purpose This paper aims to critically examine the role of women in the Japanese workplace and discusses its implications for gender studies within the context of diversity, equity and inclusion in international business (IB). Employing a social constructivism approach, this paper moves beyond conventional economic typologies and specific cases to offer an integrative and socially embedded perspective for understanding gender dynamics in the Japanese workplace. Design/methodology/approach This viewpoint paper critiques existing research on Japanese women professionals, drawing on factual evidence and literature to propose a double-loop gendering framework. This framework explores the socially constructed phenomenon of women in the Japanese workplace at multiple levels, providing a holistic interpretation of gender dynamics. Findings We identify five macro-level environmental factors that influence female labour participation, leadership positions and entrepreneurship. These factors are mediated by career motivation, corporate culture and men’s attitudes towards gender equality. Distinguishing between first-loop gendering, which focuses on problem-solving for improved gender equality, and second-loop gendering, which examines the underlying assumptions of social norms, values and beliefs, offers insights into the challenges Japan faces in achieving female leadership and equality. Second-loop gendering may help explain the paradoxical state of Japan’s women professionals, characterized by slow progress in gender equality despite significant political and financial resources. Our analysis reveals complex, multi-level interactions and influences within this socially constructed phenomenon. Originality/value This viewpoint paper provides a critical analysis of gender studies in the Japanese context, offering potential avenues for IB explorations. The insights extend to future IB studies, international comparisons of gender equality and the management of gender diversity in multinational corporations (MNCs).

Unlocking career success: Exploring the role of career management as a moderator in career motivation's impact of private lecturers in Indonesia

Unlocking career success: Exploring the role of career management as a moderator in career motivation's impact of private lecturers in Indonesia

PENGARUH PERSEPSI, MOTIVASI KARIER DAN MOTIVASI EKONOMI TERHADAP MINAT BERKARIER DALAM BIDANG PERPAJAKAN

This study aims to determine the influence of perception, career motivation and economic motivation on career interest in taxation. Respondents of this study were accounting students who chose taxation concentration at the Faculty of Economics and Business, Pamulang University. The data used in this study are primary data collected through questionnaires, and the sampling technique in this study used the purposive sampling method with a total sample of 321 people. This study uses multiple regression analysis techniques. The results of this study indicate that simultaneously and partially there is an influence between the variables Perception, Career Motivation and Economic Motivation on Student Career Interest in Taxation.

Competence, Training, Professionalism, and Financial Rewards Shaping Students’ Career Choice as Auditors

This study addresses the increasing demand for competent auditors by exploring how competence, professional training, and audit professionalism influence accounting students' career interest in auditing. Despite previous research on career selection, the knowledge gap lies in understanding the role of financial rewards as a moderating factor. This research aims to assess the impact of these factors while considering financial rewards as a moderator. Using a quantitative approach, data was collected from 120 accounting students from the 2020 and 2021 cohorts at Muhammadiyah University of Sidoarjo. Results indicate a positive relationship between competence, professional training, and audit professionalism with students' interest in auditing. Financial rewards were found to moderate the relationship between competence and career interest, as well as audit professionalism and career interest; however, it did not moderate professional training. The novelty of this study lies in examining financial rewards' moderating role, offering new insights for academic institutions to focus on competence and professionalism enhancement. Highlights: The study identifies financial rewards as a key factor that can strengthen the relationship between competence and students' interest in auditing careers. Professional training does not show a moderating effect with financial rewards in influencing career choices. The findings suggest a focus on competence and audit professionalism development for better career motivation. Keywords: Interest, Competence, Professional Training, Audit Professionalism, Financial Rewards

Pandemic perspectives: A scoping review of undergraduate nursing students' motivations in the age of COVID-19

Background and objective: The COVID-19 pandemic intensified global nursing shortages, underscoring the urgency to understand the evolving motivations of undergraduate nursing students (UNS). While intrinsic and extrinsic factors are known to influence career choices, the pandemic's impact necessitates a closer examination of these motivations. This scoping review maps and explores primary research on the multifaceted motivations influencing UNS career decisions during and after the COVID-19 pandemic, providing a comprehensive overview of the factors shaping the future nursing workforce.Methods: Guided by Arksey and O'Malley's framework and PRISMA-ScR guidelines, a systematic search across five databases (CINAHL, PsycInfo, MEDLINE, Embase, Scopus) identified relevant studies published between January 2020 and January 2024. Rigorous screening and data extraction were followed by qualitative synthesis to identify key motivational themes.Results: Thirteen studies from diverse regions (Asia, Middle East, United States, Europe) revealed a complex interplay of intrinsic (e.g., personal fulfillment, altruism) and extrinsic (e.g., financial security, job prospects) motivations. The pandemic amplified concerns about occupational risks and work-life balance while highlighting the profession's societal value. Gender disparities emerged, with distinct motivations and barriers observed among male and female students.Conclusions: This review provides a nuanced understanding of UNS career motivations in the pandemic era, emphasizing the need for tailored recruitment and retention strategies that address both intrinsic aspirations and extrinsic concerns. By recognizing the multifaceted nature of motivations and their regional variations, stakeholders can foster a resilient and adaptable nursing workforce equipped to meet the challenges of the evolving healthcare landscape.

Карьерная ориентация «профессиональная компетентность» как фактор успешного освоения роли врача студентами медицинских специальностей

Introduction. The article reflects the results of the study that made it possible to identify the connection between subjective personality traits and the severity of career orientation, manifested in the desire to improve their knowledge and skills in the chosen field among medical university students. The maturity of the studied career motivation can be an important factor determining the success of future doctors mastering role-related professional behavior. Theoretical analysis. The results of modern research allow us to talk about the importance of the formation of a career orientation “professional competence” for the successful self-realization of young doctors, but do not reveal the features of its relationship with the structural components of the subjective organization of an individual in the conditions of interpersonal interaction. Empirical analysis. Connections were found between motivation for self-improvement in the chosen professional activity, the ability to exercise self-control in communication conditions, as well as manifested ego positions in communication and self-regulation styles. Conclusion. The formation of a career orientation “professional competence” can be an important factor in the successful development of professional role behavior by medical students, subject to the actualization of subjective properties in the conditions of interpersonal interaction: volitional regulation of behavior, the optimal combination of required and demonstrated behavior in communication, the use of optimal styles of self-regulation and interaction strategies.

Trajectories and predictors of gerontological service career adaptability among health science undergraduates: A longitudinal study

BackgroundIn response to the aging population, it is essential to examine gerontological service career adaptability among health science undergraduates. ObjectivesThis study aimed to clarify the trajectories and predictors of health science undergraduates' gerontological service career adaptability. DesignThis study adopted a longitudinal design. SettingsThis study was conducted at four universities in China. Participants and methodsHealth science undergraduates were recruited via convenience sampling. Data were collected in the third (Stage 1), sixth (Stage 2), and ninth (Stage 3) months of the participants' graduation year. A total of 471 undergraduates completed a three-stage self-report questionnaire that assessed gerontological service career adaptability, career motivation, proactive personality, and practice environment at Stage 1 and gerontological service career adaptability at Stages 2 and 3. The response rate was 76.84 %. Data analyses entailed multiple linear regression, a latent growth mixture model, and multiple logistic regression. ResultsThree subgroups representing different gerontological service career adaptability trajectories were identified: rapidly growing (6.16 %), stably growing (87.47 %), and decreasing (6.37 %). Changes were observed primarily from the third to sixth months of the participants' graduation year. Health science undergraduates with high career motivation and a strongly proactive personality were likely to be in the decreasing group, whereas those with a supportive practice environment were predisposed to belong to the decreasing and stably growing groups. ConclusionsThe health science undergraduates' gerontological service career adaptability trajectories are heterogeneous, with the critical period spanning the third to sixth months of their graduation year. Gerontological service career adaptability grows stably among most undergraduates who have a supportive practice environment. Additionally, gerontological service career adaptability changes easily among undergraduates with high career motivation and a strongly proactive personality. Educators should implement tailored interventions to enhance gerontological service career adaptability based on health science undergraduates' traits.

Motivation of personnel for career growth

The purpose of the study is to develop scientific approaches to determining motivation methods that affect the career growth of employees depending on their length of service in the organization. The article identifies the main reasons for the insufficient use of personnel motivation methods aimed at fostering their career growth. In addition, three main stages in the career growth of personnel are defined: the stage of professional adaptation, the internal stage and the stagnation stage. Accordingly, at each stage there is a need to use certain motivational methods. The article also analyzes the components of motivation for career growth of employees with different years of experience in the organization. The research is based on the methods of survey, questionnaire, observation, self-observation and the correlation method according to the Spearman criterion. The study of motivation for career growth of employees was carried out according to the following structural components: career intuition, career involvement, career stability, orientation to power, material reward (orientation to money), aspiration to status growth, aspiration to achievement. It has been found out that the average indicators of the components of career motivation also change among employees depending on their length of service. Thus, the most significant correlations between the components of motivation for career growth were determined, in particular between the need for achievements and career involvement; career intuition and career involvement; career stability and the desire for status growth; career stability and orientation to power; orientation to power and orientation to money.

The Influence of High School Students’ Future-Oriented Time Perspective on Career Preparation Behavior: The Mediating Effects of Self-Leadership and Career Motivation

The Influence of High School Students’ Future-Oriented Time Perspective on Career Preparation Behavior: The Mediating Effects of Self-Leadership and Career Motivation

Psychometric Properties of the Turkish Version of the Entrepreneurs' Social Identity

This study aimed to assess the psychometric properties of the Turkish adaptation of the Entrepreneurial Social Identity Scale developed by Sieger et al. (2016). The factor structure, construct validity, and reliability of the Turkish version were analyzed. Convergent validity was examined in relation to entrepreneurial self-efficacy and entrepreneurial career motivations. Discriminant validity was tested by examining its relationship with locus of control, subjective norm, risk perception, and uncertainty avoidance. A total of 216 startup founders in technoparks participated. Findings indicated acceptable goodness-of-fit indices for the scale's factor structure, supporting its three-factor structure. In conclusion, there is substantial evidence supporting the psychometric properties of the Entrepreneurial Social Identity Scale.

Interest in science and mathematics teaching among non-science/mathematics initial teacher education candidates

ABSTRACT Many countries are experiencing teacher shortages, with particularly long-standing issues in attraction and retention in secondary science and mathematics. Policy initiatives often focus on science and mathematics undergraduates, with the aim of encouraging them to consider teaching by offering scholarships into teacher education or fast-tracking into employment permanency. However, those who have already chosen to teach in non-science and mathematics teaching specialisations have already shown their interest in teaching and form a pool of candidates that may potentially be recruited into science and mathematics teaching pathways. While these non-science and mathematics teacher candidates could have the capacity to address in part longstanding science and mathematics teacher shortages, there is a lack of research examining their motivations from the perspective of initiatives that may attract them into science and mathematics teaching, and little that examines their science and mathematics backgrounds. We sought to address these gaps by surveying 349 initial teacher education (ITE) students from four Australian universities, examining their career motivations, interest in science and mathematics teaching, and science and mathematics backgrounds. We explored perceived barriers to secondary science and mathematics teaching, and responses to potential policy initiatives. We found that 61% of non-science/mathematics ITE candidates indicated high interest in secondary science or mathematics pathways. Policy options such as support for science and mathematics retraining after several years of teaching in their current subject area or level, were selected as likely to support this choice. Our results suggest considerable capacity for policymakers and tertiary institutions to design initiatives that may attract non-science/mathematics ITE candidates into science and mathematics teaching.

Exam reform: an opportunity for the redistribution of academic power.

Students in STEM know well the stress, challenge, and effort that accompany college exams. As a widely recognizable feature of the STEM classroom experience, high-stakes assessments serve as crucial cultural gateways in shaping both preparation and motivation for careers. In this essay, we identify and discuss issues of power around STEM exams to further the understanding of exam practices that can unjustly hold students back. Through theory and practical examples, we consider the numerous ways in which power manifests both on and off the pages of the exams themselves, as well as ways in which power is consolidated away from students through logistical norms and tradeoffs. Centering the "rules of the culture of power" as delineated by Dr. Lisa Delpit, we reflect on exam practices that prioritize faculty voice and faculty convenience above student learning and student identity. We share some of what we have learned from our students as part of a call to improve STEM education by relinquishing some of our exam-related power over students, redistributing it to students so that they have more power to shape their own education.

A Volunteer Passion: A Qualitative Look at How We Measure and Reward the Work of Medical Educators.

Background Medical educators face many challenges, including the absence of defined roles, lack of standard career paths, and limited support in systems that generally prioritize research and clinical productivity over educational activities. Providers also teach to widely varying degrees. This study was designed to specifically examine the professional rewards and obstacles experienced by physicians who have dedicated significant energy and career focus to medical education. Methodology A phenomenological approach was used in this qualitative study.Purposeful sampling was utilized to identify medical educators from different institutions and geographical areas. Participants were categorized by gender and career stage. Semi-structured interviews were conducted, and reflexive thematic analysis was used to develop themes across items and participants. Results Twenty-two medical educators were interviewed (11 males, 11 females), with an average age of 51 (range: 38-72) years. The average time from completion of training was 18 years (range: <1 to 41 years). Two main themes were constructed, which related to medical educators' career motivations and challenges: (1) Joy and purpose (subthemes: Interaction with learners, Impact, and Innovation) and (2) Everyone teaches(subthemes: Lack of recognition, Lack of reward, Malalignment of metrics) Conclusions The greatest source of motivation and satisfaction for medical educators is linked to the work itself; in addition to interactions with learners, educators derive pleasure from the innovation, collaboration, and systems thinking involved in their work. Importantly, participants also experience dissatisfaction, primarily due to a lack of recognition and reward, and metrics that do not consistently demonstrate their achievements.Participants provided examples of metrics that more accurately reflected the work of education; they identified clear benefits of academic promotion; and they highlighted significant challenges in the promotional system. The implementation of appropriate systems of measurement and reward is needed to better support the work of medical educators. Our aim should benot only to increase opportunities for satisfaction but also to reduce factors that cause frustration and limit advancement.