ABSTRACT Background Individual differences in hope are associated with mental and physical health, academic achievement, and career success. However, little is known regarding how hope develops and changes over time. Theory and empirical evidence support the notion that central figures [parents, teachers, peers] are imperative for fostering hope in children/adolescents, although mechanism(s) for hope installment from central figures to youth is unknown. Purpose We hypothesized that behavioral engagement in school would mediate the relationship between various sources of school-related social support and changes in hope for adolescents. Methods This study utilized two-wave longitudinal data from a sample of 555 middle school students. Results Behavioral engagement fully mediated the association between perceived social support from teachers and hope, while behavioral engagement partially mediated the association between perceived social support for learning from family and changes in hope. Despite increasing involvement with middle school peers, peer support at school was not associated with students’ hope differences. Discussion Results imply that teacher and family support for learning promote hope in adolescents, partially, by facilitating school engagement. Translation to Health Education Practice Study results have implications for school and behavioral health professionals in promoting behavioral engagement, school-related social support and hope for adolescents.

ABSTRACT This study examines population-level associations between digital learning preferences, digital learning engagement, and career development outcomes among Korean adults, with attention to age-related differences in career transitions. A secondary data analysis design was employed using two nationally representative datasets to examine patterns linking digital learning participation and labour market outcomes across age cohorts. Data were drawn from the Korean Educational Development Institute’s Individual Survey on Lifelong Learning (2024; N = 30,829) and national employment statistics tracking career transitions over 24 months. The datasets were analysed in parallel. Multivariate models examined associations between digital learning modality, digital learning preferences, age cohort, and career transition outcomes, controlling for education, prior employment, and industry. Generational disparities emerged: 78.9% of junior adults (25–44) preferred technology-mediated learning, compared with 35.2% of senior adults (45–65+). Higher digital learning engagement was associated with greater likelihood of successful career transitions. Findings indicate that digital divides within lifelong education systems are associated with unequal career transition outcomes across age groups, highlighting the importance of age-adaptive digital learning design and digital literacy support, while acknowledging limits on causal inference.

To support the development of the next generation of HIV researchers, the District of Columbia Center for AIDS Research developed the novel seminar series My Path to Independence, launched in 2022. These seminars host 1-h online sessions in which senior and mid-career-level HIV researchers with diverse expertise reflect on the challenges in their professional journeys, experiences in scientific discoveries, and lessons learned throughout their careers. Attended by 30 to >100 researchers per event, these series have become a valuable component of the Developmental Core program, enabling early-career-stage investigators to acquire career flexibility skills, advance their mentorship approach, and grow their collaborative capacity. Most importantly, these series have played a role in preparing the young generation of scientists for the evolving context of HIV research priorities and changes in the funding landscape. In this perspective, we reflect on three recurring lessons of mentorship, collaboration, and resilience that emerged from these conversations and their relevance to the formation of the new generation of HIV researchers.

Purpose The increasing number of cyber-attacks has elevated the importance of cybersecurity for organizations. This has also increased the demand for professionals with the necessary skills to protect these organizations. As a result, many individuals are looking to enter the field of cybersecurity. However, there is a lack of clear understanding of the skills required for a successful career in this field. This paper aims to identify the skills required for cybersecurity professionals. The authors also determine how the demand for cyber skills relates to various cyber roles such as security analyst and security architect. Furthermore, they identify the programming languages that are important for cybersecurity professionals. Design/methodology/approach For this study, the authors have collected and analyzed data from 12,161 job ads and 49,002 Stack Overflow posts. By examining this, the authors identified patterns and trends related to skill requirements, role-specific demands and programming languages in cybersecurity. Findings The results reveal that communication skills and project management skills are the most important soft skills; as compared to soft skills, the demand for technical skills varies more across various cyber roles; and Java is the most commonly used programming language. Originality/value The findings serve as a guideline for individuals aiming to get into the field of cybersecurity. Moreover, the findings are useful in terms of informing educational institutes to teach the correct set of skills to students doing degrees in cybersecurity.

ABSTRACT Numerous empirical studies have examined the work‐ and career‐related outcomes of self‐initiated expatriates (SIEs) in cross‐cultural work settings, thereby contributing to an emerging research stream in the HR literature. Building on self‐determination theory, this study examined whether the protean career attitude is positively associated with subjective career success. We further explored the mediating role of overseas work adjustment and the three‐way moderation of cultural intelligence and learning‐goal orientation to strengthen this indirect relationship. The data from two studies, encompassing non‐Asian ( n = 289) and Asian ( n = 192) participants, provide convergent support. The results showed an indirect influence of protean career attitude on subjective career success via overseas work adjustment. Moreover, this indirect influence is strengthened when SIEs possess either higher cultural intelligence or a stronger learning‐goal orientation. This study contributes to the literature by identifying key factors influencing SIEs' career success and highlighting the central role of learning in their workplace adjustment. It advances HRD by showing how learning and adaptability drive cross‐border career development.

Although research has identified the negative experiences and attitudes of individuals currently holding dirty jobs, it remains unclear whether holding these jobs relates to future career outcomes for individuals once they leave their dirty work roles. Drawing on the public and self-stigma model, we argue the outcomes of dirty work do not cease after employees exit dirty jobs but extend to predict future career success. We tested our hypotheses using a multidecade nationally representative longitudinal sample, a simulated hiring experiment, and a qualitative study of previous dirty workers. The results indicate individuals with career histories that included dirty work experience both public and self-stigma, which relates to lower income and prestige in future jobs as well as a higher likelihood and longer length of unemployment between jobs, compared to individuals with no previous dirty jobs. Moreover, the negative associations with individuals' future career outcomes were shown to be stronger with greater amounts of dirty work experience previously accumulated throughout their careers (i.e., the number of prior dirty jobs, total length of dirty work, dirtiness of jobs held). These findings suggest deleterious outcomes of holding dirty work remain even after employees leave those roles, shedding light on the enduring associations between stigmatized work experiences and individuals' future career success. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Abstract In this fast-moving era the technology of artificial intelligence is playing a vital role of working areas in each sector throughout the worldwide. A prompt adaption of this technology at global level of working area makes developing countries like India also adapt it. So, in this article we are going to discuss and examine to find out the effect on the entry level of working women’s jobs in India by the adaption of automation in artificial intelligence technology at work-place of each sector. In next, we also explain how artificial intelligence automation improves the struggle of working women to accomplish their work-life balance goal with the successful career growth, and at the same time we also analyzing that this perception of achieving work-life balance is practically true or not. To analyzing and find out the factors and effect of artificial intelligence we are using the secondary data through government websites, magazines, journals, etc. This article gives a brief view of positive and negative effect of this technology on work-life balance and entry level of working women in India. At the end of this article, we are able to get the idea and ways of implementing the artificial intelligence at that level which provide better work-life balance and more job opportunities with job security among the entry level of working women in developing countries like India. Keywords: Artificial Intelligence, Entry Level of Work-Place, Working Women, Work-Life Balance, Job Security, Job Displacement.

This study was conducted in response to growing concerns in the local senior high school context regarding students’ readiness for college and their ability to make informed career decisions amid increasing academic demands and expanding postsecondary options. Despite the implementation of college and career guidance programs, many students continue to experience uncertainty during the transition to higher education, underscoring the need to assess their level of preparedness and career decision-making capacity. Employing a quantitative, descriptive-correlational research design and using complete enumeration, the study involved one hundred (100) Grade 11 and Grade 12 Senior High School students as respondents. Results revealed that students demonstrated strong academic motivation, goal clarity, and confidence in their career choices, as reflected in their favorable levels of college preparedness (M = 4.07, SD = 0.71) and career decision making (M = 4.28, SD = 0.85). Correlation analysis showed a strong positive relationship between college preparedness and career decision making (r = .69, p < .001), while significant differences were observed between Grade 11 and Grade 12 students in both constructs, with Grade 12 students exhibiting greater preparedness and decision-making confidence. Linear regression analysis further confirmed that college preparedness significantly predicted career decision making (B = .67, p < .001), accounting for 48% of the variance. These findings underscore the importance of strengthening students’ academic, personal, and emotional readiness to support informed and confident career decisions. However, the study is limited by its cross-sectional design and single-school sample, which may affect the generalizability of the results. Future research should include more diverse populations, explore additional psychosocial factors, and adopt longitudinal designs to better understand the progression from preparedness to long-term academic and career success.

Formula for a Successful Career Start

Purpose Prior studies on social media have suggested that it primarily elicits negative career-related outcomes due to upward social comparison. Drawing upon social comparison theory, particularly the assimilative perspective, we challenge this prevailing view by identifying inspiration as a mediating mechanism and growth mindset as a boundary condition to explain when and how social media use fosters subjective career success (SCS). Design/methodology/approach We conducted a three-wave survey among employees from the UK. Hierarchical regression analysis was utilized to test our hypotheses. Findings Results show that inspiration mediates the relationship between social media use and SCS. Moreover, the growth mindset strengthens the effect of social media use on inspiration and the indirect effect of inspiration. Originality/value This study reveals the bright side of social media within career and its beneficial influence on SCS. It provides theoretical and practical implications for employees, organizations, and career counselors.

Quarter-life crisis has emerged as a significant psychological phenomenon affecting Generation Z, characterized by identity confusion, career uncertainty, and emotional instability during the transition to adulthood. This study aims to determine the relationship between career success expectations and emotional intelligence with quarter life crisis in generation z. Respondents in this study were generation z aged 18-19 years and unmarried totaling 66 respondents. The sampling technique used was purposive sampling. The research instrument used a quarter life crisis scale, career success expectations and emotional intelligence. The results of the correlation coefficient of the three variables are 0.504 with a p-value of 0.001 (p<0.01) and an effective contribution of 25.4%, meaning there is a very significant relationship between career success expectations and emotional intelligence with quarter life crisis. The results of the first minor hypothesis test showed that there is a very significant negative relationship between career success expectations and quarter life crisis with a correlation coefficient of -0.346 and a p-value of 0.002 (p<0.01). The results of the second minor hypothesis test also showed a very significant negative relationship between emotional intelligence and quarter life crisis with a correlation of -0.447 and a p-value of 0.001 (p<0.01). Based on the research results, it can be concluded that the three variables have a significant negative relationship between both career success expectations and quarter life crisis and emotional intelligence and quarter life crisis.

Purpose Women veterans, a rapidly growing segment of the US veteran population, bring unique skills to the workforce, often acquired during their military service. We aim to understand and assist women veterans in career choices, including entrepreneurship and paid career success. Design/methodology/approach Using a survey approach, we focus on women veterans' unique learned military skills, the length of their military service, and the well-known cognitive factors of tolerance of ambiguity and risk-taking propensity concerning their entrepreneurial intentions. Social cognitive theory and the theory of planned behavior provide a theoretical base for this study. Findings Our findings revealed some encouraging trends for women veterans: (1) learned military skills were positively related to entrepreneurial intentions, (2) learned military skills were positively correlated with paid career success for women veterans, (3) length of military service was positively related to entrepreneurial intentions, and (4) risk-taking propensity amplified the positive relationship between tolerance of ambiguity and entrepreneurial intentions. Originality/value We specifically focus on the application of the unique learned military skills of women veterans to entrepreneurship and paid employment.

ABSTRACT Despite a rise in established, high‐profile female sport broadcasters, enduring and significant challenges remain for women pursuing sport broadcasting careers. Climbing the career ladder to high‐status positions requires more than just confidence and technical expertise; it necessitates strategic social skills that help female broadcasters navigate male‐dominated networks, deal with discrimination, generate good impressions, and position themselves to capitalize on opportunities. This study's phronetic iterative analysis of in‐depth interviews with six elite female sport broadcasters, from some of the most prestigious and wide‐reaching global sports media organizations, produced novel insights into the politically astute skills that were integral to their career success and longevity. In the face of changing gendered complexities, their strategies included diligent preparation, careful cultivation and maintenance of productive relationships, and judicious decisions about how and when to engage in resistance. With implications for professional preparation and development schemes, the findings break new ground by highlighting the sophisticated relational acuity involved in productively negotiating a power‐ridden, highly competitive, and frequently discriminatory (though changing) industry culture.

Academic productivity is an important factor in determining career success and institutional ranking. The Hirsch-index (h-index) is a validated measure that assesses both quantity and quality of research output. The aim was to explore factors associated with increased academic productivity among American Shoulder and Elbow Surgeons(ASES)-recognized fellowship programs and faculty. Shoulder and elbow surgery fellowship programs and affiliated faculty were identified via the ASES website, searched on December 6, 2023. Program-specific and faculty-specific characteristics were recorded. The h-index and total publication number were used as metrics and determined for each faculty member using the Scopus database. A total of 156 faculty members from 34 ASES fellowship programs were included, of which 96.2% were male, 77.6% academically affiliated, and 81.4% completed a shoulder and elbow surgery fellowship. The average years in practice was 18.3 years. The average h-index and total publications per fellowship program were 24.9(SD 12.5, IQR 16.6-33) and 520.3 (SD 458.8, IQR 181-649), respectively. Academic affiliation and faculty number were significant factors associated with increased h-index and total publications of a program. The average h-index and total publications per faculty member were 26.9 (SD 22.7, IQR 9.5-38.5) and 125.4(SD 145.4, IQR 26-169), respectively. Academic title of Professor, years in practice, and research staff were independent factors associated with faculty member productivity. ASES-recognized fellowship programs and affiliated faculty demonstrated a high level of academic productivity. This information can help shoulder and elbow surgeons benchmark and further improve their research output and academic influence.

In recent years, higher education has been considered a fundamental requirement for economic stability. However, as more and more people have access to college and even graduate degrees, the job market has become saturated, a phenomenon now known as education saturation. This has led to a discussion about whether higher education translates to higher salaries for university graduates in todays society. This study, drawing on literature and data analysis, celebrity interviews, and government labor data, explores the evolving relationship between higher education and income in todays society. The results indicate that while higher education is essential for future employment, the salary differentials between different degrees have remained relatively stable. The impact of professional fields and job market demands on income is gradually increasing. The findings conclude that higher education no longer guarantees higher salaries, highlighting the need to consider the return on investment of higher education. The study highlights the increasing importance of practical skills and professional adaptability for career success in a changing economy.

To report on first-job compensation packages and negotiation practices among a sample of recent emergency medicine (EM) research fellowship graduates, describe gender differences in negotiation behaviors, and explore perceived barriers and facilitators to early research career success. We conducted a national qualitative study using semi-structured interviews with EM research fellowship graduates from 2019 to 2023. Participants were recruited via the Society for Academic Emergency Medicine and National Clinician Scholars Program fellowship directories and alumni networks. Interviews focused on participants' first academic job search post-fellowship and were analyzed using thematic analysis with an inductive and deductive coding approach. Themes were developed through consensus coding and interviews continued until thematic saturation was reached. Seventeen participants completed interviews of 30-60 min in duration; 53% were women, 53% identified as white, and 59% had a first job in the Northeast. Most received one to two job offers and reported varied start-up packages, clinical hours, and non-clinical effort. A majority (59%) did not negotiate their job offers. Participants cited lack of transparency about compensation and institutional expectations as the primary barrier to negotiation. Mentorship-particularly from senior researchers-was described as a key facilitator of early-career success and a major factor influencing job acceptance decisions. Negotiation, when it occurred, more commonly focused on non-clinical effort than salary or start-up funding. Participants emphasized that increased research effort and mentorship were essential to productivity and career sustainability. Most EM fellowship graduates did not negotiate key elements of their first academic job offer, often due to a lack of accessible information. Mentorship and protected time for research were the two biggest drivers of job acceptance and perceived productivity. Greater transparency and standardized employment offers-or formal negotiation training in the absence of the latter-may help build a more productive and sustainable pipeline of EM physician-scientists.

Academic Career Success: Love, Family and Research Skills.

This paper examines the relationship between employee silence and career development among the employees of palm oil industry in Malaysia. Employee silence has a significant impact on the training access, superior support, career success and future employability which overall affects the attraction of new talents to palm oil sector. This conceptual paper explores how different type of employee silence plays an important aspect towards employee’s career development in palm oil sector with job satisfaction as a mediating variable. It was found through literatures that reduced employee silence and supported by supervisory trust and psychological safety can significantly increase career development opportunities among employees and can attract more locals to join the industry with more clear career trajectories.

Abstract The tiered structure of higher education institutions plays a crucial role in shaping students’ college choices, influencing their academic and career trajectories. Drawing on Signaling Theory and Identity Economics framework, this mixed-methods study examines the factors influencing Vietnamese high school students’ college-tier choices. An integrated mixed-methods analysis of 3583 student survey responses and interviews with 40 students and 23 teachers from 12 high schools in Hanoi uncovers how institutional signaling, socioeconomic factors, and identity-driven motivations shape students’ tier-based college decisions. The findings reveal the complex interplay of academic performance, socioeconomic background, and identity-driven motivations in shaping students’ tier-based college choices. Students interpret university selectivity and prestige as key indicators of future career success and social mobility, with high-performing students gravitating toward top-tier institutions, while others make strategic decisions based on regional disparities, family expectations, and career aspirations. Furthermore, while standardized test scores play a decisive role in admissions, non-academic factors such as familial influence, peer networks, and regional access to educational resources significantly mediate college-tier selection. These findings have important implications for policymakers, educators, and higher education institutions seeking to create equitable pathways and policies that support diverse student needs and aspirations in evolving educational landscapes.

Against the backdrop of China’s three-child policy, work-family conflict has become a prominent issue affecting employees’ career development. This study explores the relationship between work-family conflict, work engagement, work-family support, and career success, using a sample of 533 employees from various enterprises across multiple regions in China. The results indicate that (1) work-family conflict has a significant negative impact on career success; (2) work engagement plays a partial mediating role in the relationship between work-family conflict and career success; (3) work-family support negatively moderates the relationship between work-family conflict and work engagement and weakens the mediating effect of work engagement. Practical implications for human resource managers are proposed to balance employees’ work and family life and promote their career success.