Clarity Of Identity Research Articles

Do You See What I See? Examining College Internships From Both the Intern and Supervisor Perspectives

Background: The mentoring and leader–member exchange (LMX) literature suggests that the relationship formed between interns and their supervisors contributes to interns’ career development. Although interns and their supervisors evaluate their relationship quality differently, the quality of intern–supervisor relationship is often evaluated only by interns in the literature. Purpose: This study examined college intern-supervisor relationships from both the intern and supervisor perspectives. Methodology/Approach: The quantitative data were collected from 183 college intern-supervisor pairs in the United States by a survey questionnaire. Interns and supervisors both reported their weekly interaction frequency and their LMX quality. Interns also reported their perceived career support received from the supervisors and clarity of their professional identity. Findings/Conclusions: For both interns and supervisors, their interaction frequency was positively related to their evaluation of LMX quality. However, only interns’ perceived LMX led to a greater perception of career support, which in turn fostered a greater sense of clarity of professional identity among interns. Implications: The study highlights the importance of interaction frequency in the development of high-quality intern–supervisor relationships and intern–supervisor differences in evaluating the relationship. Guiding both interns and supervisors to develop relationships can benefit interns’ professional growth and better address employers’ recruitment needs through college internship programs.

Scientific identity and epistemology of movement, exercise, and sport sciences through the analysis of scientific production of Italian full professors

This study addresses the epistemological and identity challenges encountered by Movement, Exercise, and Sport Sciences (MEaSS) in Italy, particularly concerning the organization of scientific knowledge within academic contexts. MEaSS struggles to define its scientific identity and address epistemological concerns due to the concurrent operation of its academic scientific disciplines (ASD) within both biomedical and pedagogical domains. This situation raises questions about the classification of knowledge within MEaSS and its distinctiveness within the Italian academic community. The study aims to analyze the scientific production of Italian full professors in two ASDs of MEaSS and determine its relevance to biomedical, pedagogical, psychological, or sports domains. It also intends to investigate the alignment of Italian academic structures with international standards, particularly the European Research Council (ERC) model. Each full professor’s top 20 scientific products, ranked by the highest number of citations within the Google Scholar database, were analyzed. The analysis of scientific production among Italian full professors in the two ASDs of Movement, Exercise, and Sport Sciences (MEaSS) revealed significant findings. In the ASD of M-EDF/01, 58.5% of publications were attributed to the biomedical domain, followed by 32.7% in the sports domain, 6.9% in the pedagogical domain, and 1.9% in the psychological domain. For the ASD of M-EDF/02, 47.5% of publications were in the biomedical domain, 25% in the sports domain, 18.1% in the pedagogical domain, and 9.4% in the psychological domain. The prevalence of biomedical-focused research within both ASDs of MEaSS highlights a notable deviation from the intended disciplinary boundaries, raising concerns regarding the loss of scientific identity and epistemological coherence. These results emphasize the urgent need for alignment with international standards to ensure clarity of scientific identity and promote interdisciplinary research in MEaSS.

Vocational Identity and its Relationship to Psychological Well-Being and Career Thoughts among University Students

The clarity of vocational identity is an important focus of professional guidance since it is related to many factors, such as career thoughts and psychological well-being. This study examines the relationship between vocational identity, psychological well-being and career thoughts among students at Hashemite University in Jordan, as well as any gender or faculty specific differences in vocational identity, psychological well-being and career thoughts. Randomly selected male and female students (n= 680) aged 18 to 22 completed questionnaires on vocational identity, psychological well-being, and career thoughts. There was a positive correlation between vocational identity and psychological well-being, and its subscales (autonomy, environmental mastery, personal growth, positive relationship, purpose in life, and self-acceptance), but a negative correlation between vocational identity and career thoughts and between vocational identity and career thoughts subscales (decision-making confusion, commitment anxiety, and external conflict). Additionally, there were statistically significant differences in the levels of vocational identity by gender, with males favoured but not by faculty. Finally, variables related to gender and faculty had no significant effect on psychological well-being or career thoughts. The results confirm a positive correlation between vocational identity and psychological well-being but a negative correlation between vocational identity and career thoughts. The results also confirm the level of vocational identity among male students was higher than that of female students. The results of this study can be used in the counseling and career guidance process for university students.

Social support on calling: Mediating role of work engagement and professional identity

AbstractResearchers suggest that personal and contextual factors may interact to predict career calling; however, the antecedents of career calling have received less research attention. Consequently, the aim of this research is to develop and test a research model that investigates work engagement and professional identity as mediators of the effect of social support on career calling among 456 Chinese special education teachers. Structural equation modeling analyses revealed that perceived social support predicted high levels of work engagement, professional identity, and career calling. Furthermore, work engagement and professional identity simultaneously and sequentially mediated the relationship between perceived social support and career calling. Our findings suggest that supportive social relationships may increase the willingness to dedicate one's time and efforts and enhance the clarity of professional identity, ultimately fostering a sense of career calling. This research would be valuable to both academics and practitioners who are seeking to explore various antecedents of career calling.

Language in Professional Communication and National Identity of Ukrainian Civil Servants-Bilinguals

ABSTRACT This study addressed the language in professional communication and national identity of civil servants-bilinguals in the Ukrainian border oblasts with Russia. It was empirically determined that the civil servants mainly use the Ukrainian language in professional communication with the users of civil services, but with colleagues, the Russian language. Most civil servants are proud of their nationality, but not all of them are clearly aware of their national identity. A statistically significant relationship between the valence of the national identity of the civil servants and oral and written professional communication in Ukrainian with the colleagues and users of civil services has been established. The clarity of the national identity of the civil servants is connected only with oral professional communication in Ukrainian with the colleagues and users of civil services. The parameters of male civil servants’ national identity is connected with a larger number of professional communication forms in Ukrainian.

The Effect of Alternative vs. Focal Identity Accessibility on the Intent to Purchase Products: An Exploratory Study Based on Chinese Culture.

Much of early western research has focused on identity. A primed identity can inhibit the priming of other alternative identities, and also negatively affect the intention to purchase products related to those alternative identities. In western culture, individuals operate within a cultural framework that makes them more likely to prioritize their own goals and less likely to rely on environmental factors when evaluating others. Individuals are more likely to choose products that fit their primed identity. In this study, we suggest that in collectivist Chinese culture, individuals may give priority to group-level goals and attach more importance to situational factors when evaluating others. Therefore, a primed identity may not necessarily inhibit the priming of alternative identities. In this research, we examine the association between a focal identity and alternative identities, with particular emphasis on the accessibility, discrepancies, and effects on purchase intention of alternative identities. We also examine the intent to purchase products related to the alternative identity vs. the focal identity, developing a model with which to explore this construct. We test four hypotheses through experiments using an online questionnaire and analyzing the resulting data using statistical product service solutions (SPSS) 22.0 and the PROCESS macro modeling tool. The results are as follows: First, the association between a focal identity and alternative identity has a positive impact on the accessibility of the alternative identity. The clearer the alternative identity is, the greater the impact of the association between the focal identity and alternative identity on the latter’s accessibility. Second, the accessibility of the alternative identity has a positive impact on the intent to purchase alternative identity vs. focal identity-related products. The greater the discrepancy between the focal identity and the alternative identity, the greater the impact on the intent to purchase alternative identity vs. focal identity-related products. The results of this study confirmed the interaction between identity association and the clarity of the alternative identity, as well as the influence of the accessibility of the alternative identity on the intent to purchase alternative identity vs. focal identity-related products. We contribute to the development of a theory on intention to purchase identity-related products.

Defining consumer’s requirement characteristic in halal slaughtering using quality function deployment approach

Halal is defined as permitted, and halal products are Muslim needs that need to be available. The issue of Halal products in addition to involving business is also related to religious rules. Muslims need the clarity of the Halal identity of the products to be consumed. Beef is one of the products that require Halal criteria from slaughter to consumption by end consumers. During this time, meat traded in traditional markets has no clear identity regarding the origin of the slaughterhouse and its halal status. In this study defining the needs of consumers with the Quality Function Deployment approach to be utilized in compiling a beef traceability system. Data collected by two-stage of the questionnaire. The respondents are the persons who understand Halal and Beef Supply Chain. The highest priorities obtained are the separation of cowhide in hanging conditions and segregation of carcass with a weight of 0.1818.

Design thinking role in developing jewelry design education

Jewelry design is one of the fields that depend on the designer's technical, aesthetic and cultural knowledge, in addition to his technological skills. The research seeks to develop a strategy to improve the performance of jewelry designers, thus the problem appears in the lack of clarity of the designer's professional identity through his designs, which lead to the lack of the influence and distinction by the recipient, so it was important to pay attention to the Initial stages of the design education process in order to create the distinctive professional identity of the designer. Where the gap appears between what the designer is currently learning, and what he must learn to achieve the market needs, and what the stake holder expects, which confirms the need to link these areas (learning methods - market requirements - user considerations) through a clear design strategy that is considered an interaction between The design process and design thinking within the business objectives to become a strategic tool that raises the value of business. Design thinking is how to solve complex problems by producing creative solutions that consider the user the center of design. The research imposed the possibility of reaching a better educational process for the designer through the use of design thinking to link the requirements of the market and the expectations of the beneficiaries and the field of academic education for design with the use of special strategies to teach design according to the level of the student in order to provide the largest amount of knowledge for the jewelry designer, using the Descriptive, analytical and deductive approach. Through the stages of design thinking, a questionnaire was conducted to survey the opinion to clarify the level of importance of the topics that can be learned to increase the efficiency of the jewelry designer. From the results of this questionnaire, the importance of the topics that the novice designer should be able to master is determent, in addition to some experiences that are automatically transferred from the teacher to the student, such as selection and evaluation, and the designer's ability to summon different knowledge to reach solutions in various situations. Also among the results of the research: confirming the necessity of connecting the outcomes of design education with the market so that the design educational institutions be able to achieve the desired results by the beneficiaries, and the necessity of relying on different strategies as educational methods according to the level of the learners to ensure acquiring the best results and reduce Stress and confusion among the learners. In addition to the endeavor to use design thinking in solving various problems besides design problems, building design curricula according to the changing needs of the market and constant contact between educational institutions and the market

Professional learning in physical education in Brazil: issues and challenges of a complex system

ABSTRACT In any field of knowledge, professional learning can be seen as a complex system: it involves the interaction of several components and these components change over time. Social needs, labor market, body of knowledge, faculty members, body of students and course curricula have been pointed out as some of these components that, when interacting, give the system a highly dynamic character. Moreover, considering the hierarchical characteristic of complex systems, it is necessary to take into account that professional learning develops itself in a context called university – that is immersed in an enormous identity crisis due to three major revolutions: knowledge, communication and digital. Other constraints that condition the functioning of professional learning come from the educational system. In Brazil, these constraints are complicated, varied and unstable, which results in the constant need to change their intrinsic dynamics. Furthermore, when one looks at a specific component of professional learning – body of knowledge – it becomes clear that it belongs to a field of knowledge whose historical trajectory of development also needs to be taken into account. Physical Education is still an incipient field of knowledge that faces serious ambiguities concerning its epistemological basis, which produces uncertainties regarding their academic and professional identities. Of course, without clarity of identity, a professional learning system is inevitably compromised. From a complex systems view, it is proposed that initial professional learning courses in Brazilian Physical Education should train professionals to act as hierarchical complex systems capable of remaining far-from-equilibrium and adapt themselves to the increasing demands of their professional settings.

An Integrated Organisational Culture for Sustainable Environmental Performance in the Nigerian Context

To remain competitive within the present inherent business environment, there is a demand for organisations to embrace an integrated culture-behaviour for performance that enables them to adopt a critical engine for a more sustainable working environment. Organisational culture, which is a reflection of predominant valued beliefs, is expected to influence a sustainable environmental performance. Evidence abounds of several organisational activities with adverse impacts on humans and the environment. The study examines an organisation’s processes that can be incorporated as a culture to ensure a more sustainable working environment. This paper proposes the use of six organisational culture practices (core value, reporting system, task performance, clarity of roles, careful deliberations, and distinctive identity) to find out organisation values, as well as individual preferences in enhancing an immediate sustainable environment. The study selected 480 employees of Fast-Moving Consumer Goods (FMCGs) firms who are active in their organisational work processes; 358 responded, and as such, was deemed as a valid research sample. The empirical analysis was carried out using a variance-based Structural Equation Modelling with partial least squares for the path-modelling (PLS-SEM), both for the Algorithm Model, and the Bootstrapping Model with β and p-values obtained from the findings. The findings provide empirical evidence that there is a significant level of influence of organisational culture on environmental performance. However, among the organisational practices, task performance has the least influence on environmental performance. This implies that organisations should invest more in the dimensions of organisational culture with higher performance-importance, while adequate attention should be given to variables with the least influence on the target construct of environmental performance.

Adaptação e evidências de validade de Escalas de Identidade Profissional para estudantes

A identidade profissional é central para a compreensão da construção da carreira, em especial durante as transições para o trabalho. Cientes da importância desse constructo, o objetivo deste estudo foi adaptar para a língua portuguesa e apresentar evidências de validade de duas escalas direcionadas a estudantes em formação profissional: Escala de Clareza da Identidade Profissional (ECIP) e Escala de Identidade Profissional de Macleod Clark (EIP). O estudo dividiu-se em duas etapas: validade de conteúdo e validade da estrutura interna e convergente. Nesta última etapa participaram 424 universitários, de ambos os sexos, subdivididos em duas amostras independentes. Realizou-se análise fatorial confirmatória, testes de correlação e de confiabilidade. Após as análises fatoriais, a ECIP manteve sua estrutura original, enquanto a EIP precisou ser ajustada com a redução de itens. Os testes de confiabilidade e das correlações sinalizaram boas evidências de fidedignidade e de validade convergente das medidas. Conclui-se que as versões adaptadas para a língua portuguesa das duas escalas de identidade profissional apresentam qualidades psicométricas satisfatórias e podem ser utilizadas em futuras pesquisas sobre o tema. Espera-se que os resultados contribuam com estudos transculturais sobre a identidade profissional de estudantes em formação.

Longitudinal predictors of the development of a calling: New evidence for the a posteriori hypothesis

The literature does not provide a clear answer about the development of callings over time. It has been hypothesized that a calling is a consequence of positive experiences in a domain (a posteriori hypothesis), or that it is the antecedent of career choices and development (a priori hypothesis), or both (reciprocal hypothesis). To investigate which hypothesis better describes the development of a calling, a three-wave longitudinal study was conducted in which we tested the temporal precedence between calling and (1) engagement in learning activities, (2) clarity of professional identity, and (3) presence of a supportive social environment. Four competing structural equation models were estimated and compared. The results suggest that clarity of professional identity, engagement in learning, and social support positively predict calling rather than the opposite, and that they provide support for the a posteriori hypothesis of calling development. Students who are actively engaged in their studies and have a clear idea of their occupational future are more likely to develop a calling over time. In addition, the results suggest that the presence of a supportive environment helps students to develop their calling. Implications for theory and research on calling are discussed.

Stakeholder Relationships, Engagement, and Sustainability Reporting

The concept of sustainability was developed in response to stakeholder demands. One of the key mechanisms for engaging stakeholders is sustainability disclosure, often in the form of a report. Yet, how reporting is used to engage stakeholders is understudied. Using resource dependence and stakeholder theories, we investigate how companies within the same industry address different dependencies on stakeholders for economic, natural environment, and social resources and thus engage stakeholders accordingly. To achieve this objective, we conducted our research using qualitative research methods. Our findings suggest that the resource dependencies on different stakeholders lead to development of different stakeholder relationships and thus appropriate resources within the company to execute engagement strategies that are informing, responding, or involving. Our research explains why diversity exists in sustainability disclosure by studying how it is used to engage stakeholders. We find that five sustainability reporting characteristics are associated with the company’s stakeholder engagement strategy: directness of communication, clarity of stakeholder identity, deliberateness of collecting feedback, broadness of stakeholder inclusiveness, and utilization of stakeholder engagement for learning. Our study develops the literature by providing insight into companies’ choices of stakeholder engagement strategy thus explaining diversity in sustainability reporting based on the characteristics and relationships with specific stakeholders.

Forming a new clinical team for frail older people: can a group development model help?

Integrated services which utilise the expertise of team members along care pathways are evolving. Changes in service structure and subsequent team working arrangements can be a challenge for practitioners expected to redefine how they work with one another. These services are particularly important for the care of frail older people. This exploratory study of one newly forming team presents the views of staff involved in establishing an interprofessional healthcare advisory team for older people within an acute hospital admissions unit. Staff experiences of forming a new service are aligned to a model of team development. The findings are presented as themes relating to the stages of team development and identify the challenges of setting up an integrated service alongside existing services. In particular, team process issues relating to the clarity of goals, role clarification, leadership, team culture and identity. Managers must allow time to ensure new services evolve before setting up evaluation studies for efficiency and effectiveness which might prove against the potential for interprofessional teamworking.

Why and how are you attached to yourSocialGroup? Investigating different forms of social identification

Social identity is a key social psychological variable to understand intergroup behaviours. Over and above the different dimensions of social identity (e.g., quality or degree of identification), recent research has looked at different forms of social identity, such as the clarity of one's collective identity, the self-determined motivations underlying one's identification, and the contingencies attached to social identification. These forms of social identification reveal how and why group members are attached to their social group. The current research aims to directly test how these three forms of social identification regroup together and predict different individual and intergroup outcomes. Findings from three studies conducted in Québec (Ns = 119, 91) and Australia (N = 136) confirmed that the more comparative and competitive forms of social identification (i.e., non-self-determination to identify, collective self-esteem contingency) tend to predict nationalism and ingroup bias. In contrast, the forms of social identity that capture the inherent satisfaction of being part of the group and the cognitive clarity of this group membership (i.e., self-determined motivation to identity, clarity of collective identity) predict outcomes pertaining to patriotism, personal self-esteem, and positive emotions. Results are interpreted in light of social identity theory and social psychological models of the self.

CALLING: THE DEVELOPMENT OF A SCALE MEASURE

This study clarifies the definition of calling—a consuming, meaningful passion people experience toward a domain—and develops a 12‐item scale measure of calling. Drawing on multiwave longitudinal, 2‐wave longitudinal, and cross‐sectional data from 1,500 participants (2,278 observations) in 4 separate domains, music, art, business, and management, we demonstrate the scale's reliability and unidimensional structure across contexts and over time. We establish the scale's convergent validity and discriminant validity. We determine criterion‐related validity through the scale's relationship to satisfaction with the calling domain, career‐related self‐efficacy, clarity of professional identity, career insight, attending a calling‐oriented college program, professional pursuit of the calling domain, and differences across the 4 domains. We discuss implications of this reliable, valid measure for theory and research on calling, meaning of work, and careers.

Non-nuclear Estrogen Receptor Signaling in the Endothelium

In addition to the classical function of estrogen receptors (ER) as transcription factors, evidence continues to accumulate that they mediate non-nuclear processes in numerous cell types, including the endothelium, in which they activate endothelial NO synthase. Non-nuclear ER signaling entails unique post-translational modifications and protein-protein interactions of the receptor with adaptor molecules, kinases, and G proteins. Recent in vitro and in vivo studies in mice using an estrogen-dendrimer conjugate that is excluded from the nucleus indicate that non-nuclear ER activation underlies the migration and growth responses of endothelial cells to estrogen but not the growth responses of endometrial or breast cancer cells to the hormone. In this minireview, the features of ERα and protein-protein interactions that enable it to invoke extranuclear signaling in the endothelium and the consequences of that signaling are discussed.

Professional Resilience in Baccalaureate-Prepared Acute Care Nurses: FIRST STEPS

New nurses typically begin their practice in acute care settings in hospitals, where their work is characterized by time constraints, high safety risks for patients, and layers of complexity and difficult problems. Retention of experienced nurses is an issue central to patient safety. The purpose of this qualitative study was to explore the nature of professional resilience in new baccalaureate-prepared nurses in acute care settings and to extrapolate pedagogical strategies that can be developed to support resilience and career longevity. Findings revealed a common process of evolving resilience among participants. New nurses spend a significant amount of time learning their place in the social structure. With positive experiences, they begin to feel more competent with skills and relationships and become increasingly aware of discrepancies between their ideas of professional nursing and their actual experiences in the work setting. The risk of new nurses leaving their practice is constantly present during these struggles. Acceptable compromises yield a reconciliation of the current crisis, typically occurring long after formal precepting has ended. Personal growth is evident by the evolving clarity of professional identity, an edifying sense of purpose, and energy resources to move forward. For new nurses, professional resilience yields the capacity for self-protection, risk taking, and moving forward with reflective knowledge of self.

Developmental networks and professional identity: a longitudinal study

Purpose – This paper seeks to examine the relationship between individuals' developmental mentoring networks and a subjective career outcome, clarity of professional identity. How developmental network characteristics are related to professional identity over time is explored. Design/methodology/approach – This is a three‐wave, longitudinal survey study, covering a five‐year span (1996‐2001). The participants (n=136), full‐time MBA students at the inception of the study, provided complete developmental network data on each survey. The relationships between clarity of professional identity and three different measures of developmental network density were explored: early‐career density; general density; and density dynamics (e.g. the change in density over time). Findings – Developmental network density, which reflects the professional identity exploration process, is negatively related to clarity of professional identity. Research limitations/implications – The study is limited by the use of graduating MBA students from a single, top‐20 business school as participants. Practical implications – The findings suggest that people might be able to improve their careers through changing their developmental networks, particularly during their early‐career years. Originality/value – This paper provides novel insights to the mentoring, identity, and careers literatures. Given the previously uncharted territory of understanding the dynamics of developmental networks and its relationship to career outcomes, this study opens avenues for future research, while also answering questions about developmental networks and the ways they function over time.

Faculty differences in psychological disturbance among undergraduates on arrival at university.

A model of psychological preselection is proposed to account for findings of higher psychiatric morbidity among Arts students than in other faculties. The predictions of this model and a competing 'course factor' model are tested. Arts students are found to show more evidence of anxiety, insomnia, depression and poorer relationships with parents before academic courses have begun. Some of these differences are found to be constructed from distinct sex-linked components. Certain aspects of the preselection model were not supported by the findings, and refinements to the model are presented. It is suggested that the preselection may be based on an interconnection between clarity of identity, cognitive style and educational choice. The data also support the view that adolescent 'storm and stress' may be the experience of the relatively few.