Subjects -> OCCUPATIONS AND CAREERS (Total: 33 journals)
Showing 1 - 23 of 23 Journals sorted alphabetically
American Journal of Pastoral Counseling     Hybrid Journal  
BMC Palliative Care     Open Access   (Followers: 31)
British Journal of Guidance & Counselling     Hybrid Journal   (Followers: 14)
Career Development International     Hybrid Journal   (Followers: 17)
Career Development Quarterly     Hybrid Journal   (Followers: 5)
Community Development     Hybrid Journal   (Followers: 21)
Education + Training     Hybrid Journal   (Followers: 23)
Equality, Diversity and Inclusion : An International Journal     Hybrid Journal   (Followers: 19)
Field Actions Science Reports     Open Access  
Formation emploi     Open Access  
Health Care Analysis     Hybrid Journal   (Followers: 13)
Industrial and Organizational Psychology     Hybrid Journal   (Followers: 24)
International Journal for Educational and Vocational Guidance     Hybrid Journal   (Followers: 7)
International Journal for Quality in Health Care     Hybrid Journal   (Followers: 39)
International Journal of Health Care Quality Assurance     Hybrid Journal   (Followers: 13)
International Journal of Work Innovation     Hybrid Journal   (Followers: 2)
Journal of Human Capital     Full-text available via subscription   (Followers: 11)
Journal of Human Development and Capabilities : A Multi-Disciplinary Journal for People-Centered Development     Hybrid Journal   (Followers: 21)
Journal of Multicultural Counseling and Development     Hybrid Journal   (Followers: 7)
Journal of Psychological Issues in Organizational Culture     Hybrid Journal   (Followers: 8)
Journal of Vocational Behavior     Hybrid Journal   (Followers: 27)
Neurocritical Care     Hybrid Journal   (Followers: 17)
Palliative & Supportive Care     Hybrid Journal   (Followers: 32)
Performance Improvement Quarterly     Hybrid Journal   (Followers: 3)
Recherches & éducations     Open Access  
Research on Economic Inequality     Hybrid Journal   (Followers: 9)
Trabajo : Revista de la Asociación Estatal de Centros Universitarios de Relaciones Laborales y Ciencias del Trabajo     Open Access  
Vocations and Learning     Hybrid Journal   (Followers: 7)
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International Journal for Educational and Vocational Guidance
Journal Prestige (SJR): 0.417
Citation Impact (citeScore): 1
Number of Followers: 7  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1573-1782 - ISSN (Online) 0251-2513
Published by Springer-Verlag Homepage  [2469 journals]
  • Creativity and vocational identity in late adolescence. A study using the
           person-centred approach

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      Abstract: The link between identity and creativity has received attention from developmental psychology only recently, even if these competences are also critical for the formation processes of vocational identity, mainly during late adolescence when young people have to define plans for their professional future. The current study aims at identifying typologies of ‘creativity–vocational identity interplay’ in 190 late adolescence. Using a person-centred approach, our findings confirm the relationship between vocational identity and creativity identifying a two-cluster solution with differences in terms of creativity processes involved in the formation of vocational identity.
      PubDate: 2022-01-21
       
  • Enhancing the sense of self of a mid-career woman through career
           construction counselling

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      Abstract: This article reports on career construction counselling with a purposefully selected, mid-career, midlife woman. A single-case study research design was implemented. Data were gathered using an integrative qualitative and quantitative approach. After the intervention, the participant exhibited an enhanced sense of self-awareness. Career construction counselling can be used to help a mid-career, midlife woman become more aware of the meaning she assigned to life and her view of herself. Future research with diverse mid-career, midlife women (individually or in group-based settings) is needed to establish the effectiveness and long-term effects of the kind of intervention espoused here.
      PubDate: 2022-01-16
       
  • Preschool teachers' attitudes toward career education: the role of
           cultural context and teaching self-efficacy

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      Abstract: The present research examined attitudes toward career education in kindergarten classes among kindergarten teachers. Cognitive and behavioral aspects of teachers’ attitudes toward career education were investigated as they related to teachers’ education level, children’s economic status, cultural differences, and teaching self-efficacy. Participants were 184 female Israeli preschool teachers in two cultural groups: 96 Israeli Arab and 88 Israeli Jewish teachers. Arab participants expressed greater importance in implementing career education in the preschool setting than did the Jewish participants. Moreover, the findings support the role of teachers’ self-efficacy in developing positive attitudes toward novel programs such as career education.
      PubDate: 2022-01-11
       
  • The relationship between social support and career adaptability: the chain
           mediating role of perceived career barriers and career maturity

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      Abstract: This study explored the chain mediating role of perceived career barriers and career maturity in the relationship between social support and career adaptability of vocational college students. Eight hundred and sixty-two vocational college students were recruited to complete the Social Support Rating Scale, Perceived Career Barriers Inventory, Career Maturity Scale, and Career Adaptability Scale. Results indicated that: (1) social support could make significant positive effects on vocational college students' career adaptability; (2) career maturity could play a mediating effect on the relationship between social support and vocational college students' career adaptability; and (3) perceived career barriers and career maturity played a chain mediating effect between social support and vocational college students' career adaptability. It was concluded that social support can not only directly impact the career adaptability, but also make an indirect impact on the career adaptability of vocational college students through perceived career barriers and career maturity.
      PubDate: 2022-01-11
       
  • The job and life satisfaction of teachers: a social cognitive model
           integrating teachers’ burnout, self-efficacy, dispositional optimism,
           and social support

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      Abstract: The purpose of the study was to test a model of factors predicting teachers’ job and life satisfaction, burnout, dispositional optimism, social support, perceived workload, and self-efficacy. The model extends Lent and Brown’s (J Voc Behav 69(2):236–247, https://doi.org/10.1016/j.jvb.2006.02.006, 2006; J Career Assess 16(1):6–21, https://doi.org/10.1177/1069072707305769, 2008) social cognitive model of the interaction of sources of job and life satisfaction. Specifically, burnout, a condition with a high incidence rate among teachers, was included. The participants were 676 Swiss teachers. Structural equation modeling was used to analyze the data. The results revealed the differential effect of the variables considered on teachers' burnout and job satisfaction, as well as their life satisfaction. Dispositional optimism, social support, and perceived workload might reduce the risk of teacher burnout; dispositional optimism, social support, and teacher self-efficacy seem to positively affect job satisfaction; and dispositional optimism alone, together with burnout and job satisfaction, directly relates to teachers’ life satisfaction. Practical implications of these results are discussed.
      PubDate: 2022-01-06
       
  • Correction to: Announcements

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      PubDate: 2021-11-30
       
  • The outcomes of a mixed-methods, innovative group life design intervention
           with unemployed youths

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      Abstract: This article reports on an innovative life design intervention in a developing country context. A group of 31 unemployed youths were selected purposively to participate in the study. A mixed-methods design was adopted and an integrative qualitative-quantitative approach employed to construct and analyse the data. The Maree Career Matrix was used to assess participants’ career interests while the Career Interest Profile was used to elicit their career-life stories. The Career Adapt-Abilities Scale was used for pre-test and post-test assessment. The intervention prompted change in the participants’ career lives, improved their self-understanding, and broadened their career-life perspectives.
      PubDate: 2021-11-19
       
  • Social capital and career planning amongst first generation and non-first
           generation high school and college students in Germany: a social network
           analysis approach

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      Abstract: An important factor for First Generation High School students (FGS) in higher education is social capital. To highlight differences in social capital between FGS and their Non-FGS peers (NFGS) by analysing the structure of their ego-centred social networks and its’ effect on their career planning, we conducted two cross-sectional studies: on high school students during their first career planning stage and on college students at the beginning of their first semester. FGS have significantly less social capital in their networks than NFGS during school and university. Having academic supporters is associated with career planning amongst high school students, having instrumental support for career planning amongst college students.
      PubDate: 2021-11-16
       
  • Purpose and career development: Implications for career counseling and
           counselor education

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      Abstract: The aim of the present study was to explore the experiences and constructed meanings that described counseling students’ purpose in life in relation to their career development. After conducting semi-structured interviews with 22 students, we adopted an inductive thematic analysis approach to the data. Findings suggested four themes: a career is a way to fulfill and awaken to life’s purpose, an awareness of purpose leads to wellness and career growth, the role of counseling in fostering clients’ purpose, and the role of faculty in strengthening students’ purpose. Based on these findings, we have provided recommendations on how to incorporate purpose, a critical component of wellness and career development in counseling sessions and counselor education programs.
      PubDate: 2021-11-15
       
  • Toward an understanding of 21st-century skills: From a systematic review

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      Abstract: The first two decades of the twenty-first century witnessed the blossoming of frameworks to conceptualize “21st-century skills” both in school and career. However, there is still a lack of consensus about what we are talking about when using the term “21st-century skills,” as the existing frameworks on “21st-century skills” are different from each other. Drawing upon 471 existing sources published in 2000–2017 regarding “21st-century skills,” identified from six research databases, this study was intended to answer the following research question via a systematic review: What skills had been considered as “21st-century skills” in the existing educational research literature' Seven categories or domains of knowledge and skills emerged when investigating this literature. Implications and future research directions about how adaptive learning and adaptive testing in the new century can empower educational and vocational guidance were briefly discussed at the end of this paper.
      PubDate: 2021-10-27
       
  • Full-service schoolteachers’ views of career construction for
           learners with visual impairment

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      Abstract: Globally, career construction (CC) for learners with visual impairment (LVI) continues to be a challenge, despite enacted policies on inclusive education. In South Africa, literature suggests that teachers, especially full-service schoolteachers, are failing in implementing CC for LVI. Yet, few studies have been conducted to find out why. The aim of this study was to explore €their views. Data were generated through 45 interviews and participatory action research workshops and thematic analysed. Career construction theory underpinned this study. Despite the support given to full-service schoolteachers to implementing CC for LVI, teachers indicate that they need more skills and resources.
      PubDate: 2021-10-17
       
  • Developing lifelong guidance and counselling prospective by addressing
           

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      Abstract: Vocational guidance and counselling have usually focussed on supporting individuals to develop life projects that give meaning to their work and life. However, the volatility, uncertainty, complexity and ambiguity of today’s world makes it difficult to support sustainable life courses on an individual level. There is a need to address social justice, decent work and sustainable development in guidance and counselling. In order to do so, interventions should include individual and collective experience of humanness, humanity and the world. The article presents a conceptual framework based on these three dimensions and provides benchmarks to design and analyse lifelong guidance interventions by identifying spaces for social transformation, fostering individual and collective identities and the acquisition of lifelong guidance knowledge and skills. The benchmarks are articulated with the three guiding principles of social justice, decent work and sustainable development. Limits of the framework are explored and invite further developments.
      PubDate: 2021-10-16
       
  • Career experts’ conceptions of innovation in career development

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      Abstract: This article reports the findings from a phenomenographic investigation into career experts’ conceptions of innovation in career development. The results show that conceptions of innovation in career development varied from (1) initiating service, (2) developing demographic-based programmes, (3) professionalising the sector to (4) exploiting cross-sectoral synergies. The findings give us a more profound understanding of critical aspects that may have an important role in improving innovation in career development.
      PubDate: 2021-10-08
       
  • Career expectations of international and domestic students in Canada

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      Abstract: Recruitment of high-quality international students requires meeting their career-related needs. The present study compares the career expectations of international students from various origins with those of their domestic peers. Data were collected from 23,950 students in Canadian Universities, 3020 of whom were international students. Results indicated that while international and domestic students had the same top work attributes and career goals, there were significant differences between them across indicators. Similarly, international students from various origins had the same top priorities, with significantly different expectations. Implications for theory and practice are discussed.
      PubDate: 2021-10-08
       
  • In the same boat' An online group career counseling with a group of
           young adults in the time of COVID-19

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      Abstract: An online group of career counseling for unemployed young adults during the COVID-19 pandemic was developed. Twelve participants were involved in online group career counseling intervention, based on the Life Design for an inclusive and sustainable future. Results indicated at post-test on increased scores on career adaptability, resilience, future orientation, and propensity to identify inclusive and sustainable actions for the future than pre-test. Overall, the online group career counseling intervention effectively promoted particular aspects of young adults' life design for an inclusive e-sustainable future.
      PubDate: 2021-10-07
       
  • Correction to: LGB identity and career decision-making self-efficacy among
           sexual minority college students

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      Abstract: In the original article published, the first author’s affiliation is incorrect. The correct affiliation of the author Hansori Jang is Graduate School of Education, Hankuk University of Foreign Studies, 107 Imun-ro, Seoul, Korea 02450.
      PubDate: 2021-10-01
       
  • Announcements

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      PubDate: 2021-10-01
       
  • Online career counseling success: the role of hardiness and psychological
           capital

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      Abstract: Online career counseling is an important new horizon for vocational guidance. The present study investigates the role of online career counseling and of psychological capital and hardiness on career decision making. The research population included all Tehran students in 2019. After random selection, 30 students each were assigned into either the online counseling group or the control group. After online counseling, intervention students had higher scores than the control group on career decision-making. In the intervention group (but not the control group), students with higher hardiness and psychological capital had higher scores on career decision-making.
      PubDate: 2021-10-01
       
  • A psychometric evaluation of the career transition inventory with Turkish
           participants

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      Abstract: This study examined the psychometric properties of the Career Transition Inventory after translation into Turkish (TR). A sample of 339 Turkish residents who had undergone a career transition completed the CTI-TR to test construct validity. A second sample of 184 individuals in career transition completed the CTI-TR, the Integrated Hope Scale and the Career Barriers Inventory to assess convergent validity. Explanatory and confirmatory analysis indicated a good fit with the 20-item and 2-factor model. Measurement invariance analyses indicated equivalence across sex for the CTI-TR. The results support the usage of the CTI-TR in Turkish contexts.
      PubDate: 2021-10-01
       
  • Factors influencing adaptation from university to employment in Portugal
           and Brazil

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      Abstract: The career adaptation model helps to explain the process of transitioning from university to employment among college students. This study tested the invariance of the model for gender and for Portuguese and Brazilian cultural contexts. Participants included 638 students (69% women, 66.1% Brazilian), aged 18 to 56 (M = 23.78, SD = 20.33). Individuals’ adaptability resources, adapting responses, and adaptation results were considered and assessed. Multigroup path analysis results indicated invariance of the model only for contexts, indicating that the adaptation process, in university to employment transition, is equivalent in Portugal and Brazil, guiding career interventions in both contexts.
      PubDate: 2021-10-01
       
 
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