Guidance Processes Research Articles

Adaptations in Vocational Guidance: Experience from the Colombian Amazon

As we move into late postmodernity, the instruments and processes proposed require research and development processes that allow them to remain in force within current technological mediations and trends. In this context, the instruments that facilitate vocational guidance processes are included. Therefore, this innovation experience arises as a response to the needs present in the Colombian context, based on two objectives: To reduce the number of items in the CHASIDE vocational orientation test, 2) To validate the resulting test. A longitudinal study with a quantitative approach was carried out, with a convenience sampling in three Colombian municipalities during 2019-2023. Quantitative statistical analysis techniques, data were analyzed including statistics of mean, variance, Pearson's correlation coefficient, hypothetical difference of means, degrees of freedom, t-statistic, P(t) and critical value of t (one tail and two tails), and others. Additionally, internal consistency was checked using Cronbach's Alpha. Managing to reduce the test from 98 items to 35 items, preserving its two dimensions (Aptitudes and Interests), with a simpler structure, which responds to a Multifactorial Profile (PM), its validation confirmed the new structure, that established 7 factors for the dimension of aptitudes, constituted by 27 items and 3 factors for the Interests dimension with 8 items. In conclusion, social changes are reflected in factor structures and their groupings within professions, leaving the unifactorial proposed by Holland in the RIASEC, to give way to interactions within aptitudes and interests. Aptitudes being more stable than interests over time.

Target switch costs in visual search arise during the preparatory activation of target templates.

Prior research on task switching has shown that the reconfiguration of stimulus-response mappings across trials is associated with behavioral switch costs. Here, we investigated the effects of switching representations of target-defining features in visual search (attentional templates). Participants searched for one of two color-defined target objects that changed predictably every two trials (Experiment 1) or every four trials (Experiment 2). Substantial costs were observed for search performance on target switch relative to target repeat trials. Preparatory target template activation processes were tracked by measuring N2pc components (indicative of attentional capture) to a rapid series of task-irrelevant color singleton probes that appeared during the interval between search displays, and either matched the currently relevant or the other target color. N2pcs to relevant target color probes emerged from 800 ms before search display onset on target repetition trials, reflecting the activation of a corresponding color template. Crucially, probe N2pcs only emerged immediately before target onset on target switch trials, indicating that preparatory template activation was strongly delayed. In contrast, irrelevant color singleton probes did not trigger N2pcs on either repeat or switch trials, suggesting the absence of any target template inertia across trials. These results show that switching the identity of search targets delays preparatory target template activation and impairs subsequent attentional guidance processes. They suggest that performance costs on switch versus repeat trials are associated with differences in the time course of task preparation.

Transformative Technologies in the Evaluation of a Vocational Education System

The increasing demand for vocational education has necessitated the presence of highly skilled teachers. This study presents a novel framework for the effective management of vocational college instructors’ professional development through the utilization of advanced technologies. The system utilizes deep learning technology to analyze many data points, including academic achievements, teaching experience, student comments, and professional activities, in order to assess the performance and potential of teachers. The system evaluates both the positive and negative aspects, offers customized training programs, and enhances the delivery of instruction through the utilization of a generative language model. The effectiveness of the system is supported by a case study, which demonstrates enhancements in talent management, professional development, teaching quality, and student happiness. This proposed solution aims to improve vocational education by empowering educators and transforming the processes of evaluation, support, and guidance throughout their professional trajectories.

A holistic student-centred guidance framework supports Finnish vocational education and training students in building competence identity

This study deals with competence-based and student-centered Finnish initial vocational education and training (IVET). The main research question is how holistic guidance supports the building of the student’s competence identity in Finnish IVET. The holistic guidance in competence- and work-based vocational education and training is formally implemented when a personal competence development plan (PCDP) is drawn up for each student and informally in various interaction situations in studies, work, and leisure time. The guidance actors supported student’s personal growth, guided learning and provided career guidance. For this study, interviews were carried out with IVET students (n=15) and IVET teachers (n=29). The analysis carried out combined data-based and abductive qualitative content analysis methods. In the analysis results, the different guidance actors were organised into the following five levels of guidance: 1) IVET teachers, tutors, and workplace instructors, 2) IVET study counsellors and special needs teachers, 3) student welfare personnel, 4) leisure time actors and hobby instructors, and 5) employment specialists. Based on the results, a framework was designed for holistic student-centred guidance in Finnish IVET. This framework describes how active student agency and multidisciplinary guidance work can support the building and updating of the student’s competence identity. This study revealed that guidance processes are complex and highlights that many actors are, not only guidance specialists, needed to fulfil the task.

Selection and athletic orientation for people with special needs (mobility impaired) in athletics A field study at the Pedagogical Psychological Center for the Physical Disabled in Oran

Our current study aimed to identify the reality of selection and sports guidance for people with special needs in treatment centers and to sensitize and educate trainers of people with special needs of the necessity and importance of the selection and guidance process in order to reach the highest levels, and what the problem of this research revolved around: To what extent are the standards applied Correct selection and guidance for people with special needs in athletics? We have developed the following hypothesis: Educators do not consider the selection and orientation of sports due to its due importance when creating teams for special needs in athletics.We have relied on one type of tool, represented by a questionnaire form, by collecting the obtained results to arrive at the answer to the question posed, and we have also relied in our study on the descriptive approach, in order to adapt it to our subject. 10 specialized educators from the Psychological Center for the Physically Handicapped in Oran, and they were selected by the intentional method, then we calculated the arithmetic mean and percentages to know the results of the study.The results of the study were as follows: Educators and specialists do not depend on the selection and sports guidance processes in forming sports teams for the disabled.There are some recommendations that must be pointed out, which is the interest in training educators with competence to carry out the processes of selection and sports guidance for people with special needs (the mobility handicapped), while providing the necessary capabilities.

A mismatch in the expression of cell surface molecules induces tissue-intrinsic defense against aberrant cells

Tissue-intrinsic error correction enables epithelial cells to detect abnormal neighboring cells and facilitate their removal from the tissue. One of these pathways, "interface surveillance," is triggered by cells with aberrant developmental and cell-fate-patterning pathways. It remains unknown which molecular mechanisms provide cells with the ability to compare fate between neighboring cells. We demonstrate that Drosophila imaginal discs express an array of cell surface molecules previously implicated in neuronal axon guidance processes. They include members of the Robo, Teneurin, Ephrin, Toll-like, or atypical cadherin families. Importantly, a mismatch in expression levels of these cell surface molecules between adjacent cells is sufficient to induce interface surveillance, indicating that differences in expression levels between neighboring cells, rather than their absolute expression levels, are crucial. Specifically, a mismatch in Robo2 and Robo3, but not Robo1, induces enrichment of actin, myosin II, and Ena/Vasp, as well as activation of JNK and apoptosis at clonal interfaces. Moreover, Robo2 can induce interface surveillance independently of its cytosolic domain and without the need for the Robo-ligand Slit. The expression of Robo2 and other cell surface molecules, such as Teneurins or the Ephrin receptor is regulated by fate-patterning pathways intrinsic and extrinsic to the wing disc, as well as by expression of oncogenic RasV12. Combined, we demonstrate that neighboring cells respond to a mismatch in surface code patterns mediated by specific transmembrane proteins and reveal a novel function for these cell surface proteins in cell fate recognition and removal of aberrant cells during development and homeostasis of epithelial tissues.

Integrating Ai and Machine Learning Technology for Educational Enhancement and Career Guidance System

Career and education guidance is undergoing a transformative phase, especially in the context of life-long learning. Modernizing career services to meet the diverse needs of students is imperative in the age of technology. This article navigates the considerations for career services professionals, exploring the characteristics and needs of today's students, available technologies, funding requirements, and confidentiality issues. The challenge lies in creating accessible services that seamlessly connect education with employment. This paper presents a pioneering study that explores the untapped potential of artificial intelligence (AI) in revolutionizing career and education guidance, not only for higher education but also for students above the 9th standard. Drawing insights from focus groups, scenario work, and practical trials, the research provides a comprehensive view of the requirements and possibilities of integrating AI into career guidance. Perspectives from students, guidance staff, and institutions shape the findings, highlighting potential values, functions, and the driving forces and obstacles in adopting AI for career guidance. The study introduces varied modes of agency and maturity levels, establishing a framework for AI involvement in guidance processes. Future research directions include a focus on agency in guidance interaction, developing a guidance data ecosystem, and addressing ethical concerns.

Importance of Vocational Guidance prior to access to Higher Education

Vocational and professional guidance for students entering higher education is essential to ensure success in the learning process and professional practice. This research aims to compare self-reported careers and vocational and professional orientation test results by types of vocational guidance. Using descriptive, docu-mentary, and field research with a mixed approach, we explore the vocational ori-entation test of 3,692 students in 13 public schools in the city of Ibarra in Ecua-dor. The test consisted of 98 dichotomous items identifying vocational interests and aptitudes using a computer-based questionnaire in Kobotoolbox. The instru-ment’s validity was evaluated using Cronbach’s Alpha and reliabity was estimat-ing using McDonald’s Omega coefficients. The Chi-square test was used to compare self-reported careers and the CHASIDE test results by vocational and professional guidance of the students using the R-studio software. Results showed significant differences between students’ self-reported careers and the CHASIDE. Indeed, the corre-spondence between the two showed values lower than 50% since a family mem-ber mainly did vocational guidance processes and professional guidance was nonexistent. Results suggest the importance of vocational guidance done by a professional before entering higher education institutions to minimize the risk of dropouts among students after mistakenly choosing a career.

Application of the professional maturity scale as a computerized adaptive testing

This study has two main purposes. Firstly, to compare the different item selection methods and stopping rules used in Computerized Adaptive Testing (CAT) applications with simulative data generated based on the item parameters of the Vocational Maturity Scale. Secondly, to test the validity of CAT application scores. For the first purpose, simulative data produced based on Vocational Maturity Scale item parameters were analyzed under different item selection methods (Maximum Fisher Information [MFI],Maximum Likelihood Weighted Information [MLWI] Maximum Posterior Weighted Information [MPWI] Maximum Expected Information [MEI] Minimum Expected Posterior Variance [MEPV] Maximum Expected Posterior Weighted Information [MEPWI]) and stopping rules (Standard Error [SE]<0.30, SE<0.50, SE <0.70, Number of Item [NI]=10, NI=20) by calculating the average number of items, standard error averages, correlation coefficients, bias, and RMSE statistics. For all the conditions of the item selection methods, standard error averages, correlation coefficients, bias, and RMSE statistics showed similar results. When the average number of items is considered, MFI and SE<0.30 were found as most appropriate methods to be used in CAT application. For the second purpose of the study, the paper-pencil form of the Vocational Maturity scale and CAT version were administered to 33 students. A moderate, positive, and statistically significant relationship was found between the CAT application scores and the paper-pencil form scores on the vocational maturity scale. As a result, it can be said that the vocational maturity scale can be applied as a computerized adaptive test and can be used in career guidance processes.

Automated Optimization Deep Learning Model for Assessment and Guidance System Through Natural Language Processing with Reduction of Anxiety Among Students

The Assisted Assessment and Guidance System serves as a valuable tool in supporting individuals' learning, growth, and development. The Assisted Assessment and Guidance System with Natural Language Processing (NLP) is an innovative software application designed to provide personalized and intelligent support for assessment and guidance processes in various domains. NLP techniques are employed to analyze and understand human language, allowing the system to extract valuable insights from text-based data and provide tailored feedback and guidance. This paper proposed an Integrated Optimization Directional Clustering Classification (IODCc) for assessment of the foreign language anxiety. Additionally, the paper introduces an Integrated Optimization Directional Clustering Classification (IODCc) approach for assessing foreign language anxiety. This approach incorporates two optimization models, namely Black Widow Optimization (BWO) and Seahorse Optimization (SHO). BWO and SHO are metaheuristic optimization algorithms that simulate the behaviors of black widow spiders and seahorses, respectively, to improve the accuracy of the assessment process. The integration of these optimization models within the IODCc approach aims to enhance the accuracy and effectiveness of the foreign language anxiety assessment. Simulation analysis is performed for the data collected from the 1000 foreign language students. The experimental analysis expressed that the proposed IODCc model achieves an accuracy of 99% for the classification. The findings suggested that through pre-training of languages, the anxiety of the students will be reduced.

Informatization of vocational education through the implementation of the model of the center of immersive technologies

Problem statement . Every year, immersive equipment becomes more accessible, and the material and technical base of educational organizations is filled with new innovative devices. An urgent scientific task is the development of methods and tools for the implementation and usage of immersive devices in the educational process. Methodology. The authors describe approaches to the informatization of education based on the model of the center of immersive technologies (CIT), which contributes to the solution of managerial, methodical, pedagogical and technical problems associated with the application of immersive technologies in the educational and career guidance processes of educational organizations. The main functions of the CIT model are divided into three components: training students of secondary vocational education (SVE) in working professions, the realization of short programs for advanced training and assessment of qualifications, career guidance of schoolchildren. The key users of the CIT model are SVE students, schoolchildren and their parents, the management team of the educational organizations, teachers. The CIT model can be implemented in any organization that has immersive equipment (VR/AR) and human resources. Results. The implementation of immersive simulators in teaching students in professional programs, educational practice, as well as in organizing and conducting professional excellence championships demonstrates approximately equal effectiveness in comparison with traditional teaching methods, except for the cases in which it is important to develop tactile skills in working with certain equipment. Using the example of the execution of VR simulators in the teaching of the subject “Technology” in the school course, the advantage of learning on real machines is demonstrated. It was discovered that the maximum pedagogical effect is achieved by adding VR simulators to the training course and by using a combined approach. VR simulators are necessary for work in the absence of workshops and serve as an important didactic propaedeutic tool when they are available. Conclusion. The domestic and foreign experience of using immersive technologies in educational and outreach activities is analyzed, the development projects of the Russian Federation in the field of immersive technologies are considered. The relevance, theoretical and practical significance of the development and implementation of the CIT model are substantiated. The results of approbation in educational institutions of secondary vocational and basic general education are presented.

Chamados ocupacionais em um contexto de restrições estruturais

Abstract Purpose: The purpose of this study was to evaluate the moderating effect of structural constraints on the relationship between the perception of a calling, living a calling, and life satisfaction. Originality/value: This is the first attempt to discuss the role of structural restrictions on the consequences of perceiving a calling in the context of a developing country. Design/methodology/approach: We conducted quantitative research with 165 Brazilian professionals (structural equation modeling). Findings: The results showed that perceiving a calling is positively associated with living a calling and satisfaction with life, in general. However, both relationships were moderated by structural constraints, so that the stronger the constraints, the weaker the relationships described above. This result indicates that seeing a job as an occupational calling does not always lead to desirable outcomes, as it is often advocated by the vocational and career literature and career guidance professionals. Thus, it is suggested that the limitations on access to resources should be taken into account in career guidance processes so that individuals are more aware that, in cases of resource constraints, occupational calling may not provide the much-acclaimed positive career outcomes. Implications for theory and practice and suggestions for future research are presented.

Professional and pedagogical training of future students of higher education with elements of gamification

In particular, in order to comprehensively provide applicants with the necessary didactic and developmental materials, to create a functional educational space, it is advisable to use gamification as a promising method to improve the educational process. This paper reviews research publications reflecting the degree of effectiveness and functional possibilities of game mechanics application in the educational environment. It has been established that the application of game mechanics has a particularly effective effect on career guidance processes. The augmented reality technology contributes to the learning material assimilation, and the game learning environment allows future students to realize their creative potential.

Study within a review (SWAR).

Study within a review (SWAR).

The role of motivation in the intention of nurse clinical instructors to persevere in their role: A cross-sectional study

AimTo examine factors related to clinical instructors’ motivation to persevere in their role, such as motivation, benefits and support. BackgroundClinical nursing education is mainly based on acquiring hands-on training provided by clinical instructors in various health environments. In recent years the number of nursing students in Israel has increased, resulting in a shortage of clinical instructors. One of the reasons is that many clinical instructors do not persevere in their role for long. DesignA quantitative cross-sectional study. MethodsParticipants included 176 licensed clinical instructors. Data were collected between January 2020 and March 2020 using an online questionnaire. The questionnaire included five parts: personal details, job benefits, perceived support, motivation for serving as a clinical instructor (autonomous motivation, controlled motivation and amotivation) and the intention to persevere as a clinical instructor. ResultsFindings showed clinical instructors’ intention to persevere in their role was positively associated with the overall score for motivation, perceived support and job benefits and negatively associated with amotivation (defined as a state where people do not intend to perform a particular behavior or do not know why they are performing it). Two mediation models analyses indicated that autonomous motivation fully mediates the relationship between support and the intention to persevere as a clinical instructor and that amotivation partially mediates the relationship between job benefits and the intention to persevere as a clinical instructor. The findings also demonstrated a correlation between the nature of the benefits preferred by clinical instructors and their motivation to persevere in their role. ConclusionsMotivation plays an important role in the intentions of clinical instructors to persevere in their role. Providing clinical instructors with support from various resources and adjusting the benefits offered according to their needs may also raise their motivation to persevere in their role. Moreover, health managers and educators should pay attention to and follow the professional training and guidance processes of new and existing clinical instructors to establish and strengthen their internal motivation so that they continue willingly in their positions.

5G-Assisted Remote Guidance in Laparoscopic Simulation Training Based on 3D Printed Dry Lab Models.

This is a pilot study to assess the utility of applying 5G-assisted remote guidance in laparoscopic simulation training. A single trainee of a junior surgeon was recruited to complete three steps of tasks including basic task 1, basic task 2, and model task, and the performance was recorded and evaluated. The operator completed each task three times. Except for basic task 1, all tasks were remotely guided by a more experienced surgeon using 5G technology. Tasks completion time and a 30-point objective structured assessment of technical skills (OSATS) score were utilized to assess the results of simulation training. All remote guidance processes were successfully completed without significant network latency. Through basic task 1, the operator quickly became familiar with the trained laparoscopic instruments. For basic task 2, OSATS scores increased from 16 to 24 points, and completion time decreased from 1500 to 986 s after training under 5G-assisted remote guidance. For model tasks, OSATS scores increased from 15 to 26 points, and completion time decreased from 1734 to 1142 s. This is a novel mode of laparoscopic simulation training to increase the convenience of training. Perhaps in the near future, surgeons can simulate difficult operations at home or in the office, and accurately grasp the possible situations that may occur in actual operations in advance.Supplementary InformationThe online version contains supplementary material available at 10.1007/s12262-022-03590-2.

Adaptive Model of Classification of Professions in Vocational Guidance Systems

Vocational guidance is part of psychosocial development and is understood as a method that helps to determine the most appropriate profession according to the aptitudes and abilities of the student. The processes of vocational guidance are dynamic and focus on educating and favoring the decision-making process in the professional choice for a learning pathway throughout the student's life, which will benefit society in the long run. Most of the current solutions, both theoretical and applied, from Europe and North America differ when used in the Colombian context, mainly for adults, since the process of classifying professions is not accurate nor precise. In addition, there are various educational projects and evaluation systems in secondary education level institutions. At this level, the students have a changing vocational choice which implies taking into account specific characteristics of the context, also, the student profile vocational guidance determinants. The objective of this article is to describe the adaptive model of occupational classification integrated into the Intelligent Web Platform used in educational institutions in the Department of Cauca. The use of the CRISP-DM methodology allowed finding the Naive Bayes and Deep learning algorithms as those with the best performance in the classification of professions.

"Laying bricks to build integrated career guidance plans": Best practices in vocational education and training in Andalusia, Spain.

Vocational Education and Training (VET) policies are paying increasing attention towards the need to develop quality career guidance processes. Career guidance plays an essential role in this challenge by enabling people to develop the career management skills that allow them to become aware of their full potential and to construct life projects that facilitate the emotional management of uncertainty and complexity, participating as responsible agents in their environment. After conducting a literature review on each of these key elements, we set out to identify best practices in VET as “building blocks” for the construction of an integrated career guidance plan in VET. This study adopts an approach based on qualitative methodology, specifically a documentary type of research has been carried out. The documents analysed correspond to 88 best practices identified in Andalusia (Spain). The analysis strategy used was a content analysis. For this purpose, a system of categories has been designed, from a deductive perspective, which has contributed to a systematic analysis of them. One of the first conclusions of the study is the uneven development o best practices in the different VET professional pathways. The practices carried out in the centres begin to incorporate different elements and thus facilitate the creation of a suitable context for the development of comprehensive career guidance plans in VET. The article closes by offering implications for the development of guidance in the education system (at VET level) and discusses lines of future research.

The Penerapan Zeigarnik Effect Sebagi Motivasi Pengerjaan Tugas Akhir Pada Sistem Informasi Tugas Akhir Mahasiswa

The final project is a scientific work based on independent research by students to measure students' abilities by applying the lessons they have learned. In the process, sometimes there are obstacles in the administrative and guidance processes that make students uncomfortable and unmotivated and delay doing their final assignments, especially during the current pandemic which is difficult to be in the outside environment. By utilizing existing technology, an information system design was made that implements a user experience design, namely the Zeigarnik Effect as a stimulation for students to be more motivated in working on the final project. To determine the effect of the application of the Zeigarnik Effect on the design of the Final Project Information System for Students of the Faculty of Computer Science, Sriwijaya University, a Design Thinking approach was used in finding solutions to problems encountered and measuring the System Usability Scale (SUS) and User Experience Questionnaire (EUQ) to determine the level of usability and the evaluation value of the UX factor in the design of the information system is one of the motivational variables in the stimulation factor. So as to produce an information system design that has usability values ​​that are easy to use and meet user satisfaction and motivate users in working on the final project.

Promoting Workplace Guidance and Workplace–School Collaboration in Vocational Training: A Mixed-Methods Pilot Study

The aim of this mixed-method pilot study was to expand the understanding of potential methods to support collaboration between vocational schools and workplaces and to enhance workplace guidance processes. Specifically, we evaluated whether a Cultural-historical Activity theory-based intervention program could have beneficial effects on school–workplace collaboration and on the individual-level competencies of the teachers and workplace personnel. Our results indicate that the change workshop provides a potential mechanism for enhancing personal competencies such as self-efficacy and for promoting collaboration between schools and workplaces, especially in terms of defining objectives for workplace learning. Our study also highlighted how the change workshop method has the potential to trigger expansive learning, in which school personnel and workplace trainers, through learning actions, can change and create new ways of working together. This study highlights the importance of providing workplaces and educational institutions with opportunities to share experiences and learn how to promote workplace-situated learning together.