ORCID Profile
0000-0002-2240-030X
Current Organisations
Universiti Malaysia Sarawak Fakulti Kejuruteraan
,
Griffith University Griffith Health
,
Griffith University
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In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Industrial and Organisational Psychology | Psychology | Educational Psychology | Social and Community Psychology
Human Capital Issues | Expanding Knowledge in Psychology and Cognitive Sciences |
Publisher: Frontiers Media SA
Date: 20-06-2023
DOI: 10.3389/FPSYG.2023.1116031
Abstract: To cope with demands of working while studying, students must structure the boundaries between these roles (e.g., integrate or segment them) to suit their preferences and circumstances. However, students differ on how well they do this, and we do not yet understand the factors that contribute to managing work and study well. We sought to determine if different student groups existed and if the groups reported different work, study, and wellbeing outcomes. Using latent profile analysis and assessing work-study boundary congruence and flexibility ( N = 808 76% female M Age 19.6 years), we identified four groups of (a) “balanced” (65.4% with moderate boundary congruence and flexibility) (b) “high work congruence and flexibility” (17.5% working arrangements supportive of study role) (c) “low work congruence and flexibility” (9.7% unsupportive workplace arrangements) and (d) “low study congruence” (7.3% study arrangements unsupportive of work role). These groups reported different work/study demands, role conflict, study burnout, and perceived employability, with “balanced” and “high work congruence and flexibility” groups scoring more positively and “low work congruence and flexibility” and “low study congruence” groups scoring more negatively. Results supported that different student groups existed, and these will need different supports to manage their multiple role responsibilities.
Publisher: Informa UK Limited
Date: 07-2009
Publisher: Springer Science and Business Media LLC
Date: 28-04-2023
DOI: 10.1007/S11162-023-09736-9
Abstract: Managing boundaries between students’ work and study roles is crucial for success at university. Little research has examined the strategies used to manage these roles, the factors that relate to implementing them, and the outcomes associated with their use. Boundary management theory, an identity-based perspective, explains boundary management processes yet, few studies have examined how identity affects the enactment of boundary strategies. We investigated the extent to which identity-based concepts (i.e., student role salience and future-self) were related to different types of boundary strategies (i.e., temporal and communicative), how these related to work-study balance, and, in turn, academic satisfaction. We tested our model on a s le of 266 working university students ( M Age = 20.07 years, SD = 2.63 74% women) and it accounted for 41% of the variance in academic satisfaction. Significant relationships were found among identity-based concepts, boundary strategies, work-study balance, and academic satisfaction, highlighting the importance of student identity and the use of temporal strategies in achieving greater work-study balance and academic satisfaction. Suggestions for how education providers can retain students who are struggling to manage work and study are discussed.
Publisher: Springer Science and Business Media LLC
Date: 18-11-2009
Publisher: Elsevier BV
Date: 02-2010
Publisher: SAGE Publications
Date: 27-07-2016
Abstract: The dual-process framework proposes that there are two main orientations that affect goal development and management. We examined this framework as an explanatory model for the development of career calling, using a s le of young adults ( N = 213, M age 19.9 years). The model included goal orientation (assimilation and accommodation) as distal, trait-based characteristics influencing goal approach (engagement and disengagement), which, in turn, influences the development of a calling (an important domain-specific goal) and calling-related strategies (goal-implementation actions). The model was largely supported: Assimilation related positively to engagement and negatively to disengagement. Engagement related positively to calling and strategies, and engagement and disengagement mediated between assimilation and calling, explaining 45% of the variance in calling. Few studies have tested antecedents to career calling, meaning little research has focused on its development. This study illustrates a potential explanation for the development of a calling based on goal-setting and self-regulation approaches.
Publisher: Springer Science and Business Media LLC
Date: 31-03-2023
DOI: 10.1007/S10775-023-09593-Z
Abstract: Although young people espouse a range of career values, the extent to which traditional career values inter-mix with protean values is unclear. We interviewed a group of young university students in Australia ( N = 24, M Age 19.4 years 50% young men) and examined the full range of traditional and protean values held. Employing applied thematic analysis, we found that freedom/autonomy and fit to self were dominant in protean career themes, while they strongly expressed a desire for job security in a traditional career. The results inform theory development in the career development area and can assist university career counselors.
Publisher: Informa UK Limited
Date: 20-09-2012
Publisher: Elsevier BV
Date: 04-2015
Publisher: Springer Science and Business Media LLC
Date: 25-03-2016
Publisher: SAGE Publications
Date: 08-12-2011
Abstract: The authors surveyed 207 late adolescents on measures of new economy career orientation (protean and boundaryless career orientation), career adaptability (planning, self-exploration, environmental exploration, decision making, and self-regulation), disposition (proactive disposition), and environmental support (social support) and hypothesized (a) that new economy career orientation would be associated with career adaptability, disposition, and environmental support and (b) that career adaptability would mediate the relationship between disposition and career orientation and between environmental support and career orientation. The main predictor of new economy career orientation was self-regulation, which also mediated between proactive disposition and career orientation. Planning predicted one aspect of boundaryless career (mobility preference), while social support predicted a second (boundaryless mind-set). Overall, the results suggest that adolescents with higher self-regulatory skills, social support, a tendency to not overplan, and a disposition to be proactive, will be more positive toward changing work environments.
Publisher: Oxford University Press (OUP)
Date: 27-06-2018
Abstract: Parents or caregivers of children who are deaf or hard of hearing are required to make complex and rational decisions soon after the confirmation of hearing loss. Ways of facilitating decision-making have been a focus within the healthcare sector for two decades and shared decision-making is now widely viewed as the standard for good clinical care. A systematic literature review was undertaken to identify the extent to which the principles of shared decision-making and informed choice have been implemented for parents when they make decisions related to their children with permanent hearing loss. Five databases were searched for peer-reviewed papers describing the results of original research published from 2000 to 2017, yielding 37 relevant papers. Studies were reviewed using the three phases of decision-making—information exchange, deliberation, and implementation. Two decisions dominated these studies—implantable devices and communication modality. Most papers dealt with decision-making in the context of bilateral hearing loss, with only one study focusing on unilateral hearing loss. The review identified gaps where further research is needed to ensure the lessons learnt in the broader decision-making literature are implemented when parents make decisions regarding their child who is deaf or hard of hearing.
Publisher: Elsevier BV
Date: 10-2018
Publisher: SAGE Publications
Date: 07-01-2014
Abstract: Participants were 181 university students who completed measures of career development (self-efficacy, perceived barriers, distress, planning, and exploration) and goal adjustment capacity (disengagement and reengagement). We expected (a) that when contemplating unachievable goals, those with a higher capacity to adjust their goals (i.e., to disengage and reengage) would report less distress, more career planning, and more exploration and expected (b) that the relationships between goal adjustment and the outcome variables (distress, planning, and exploration) would be moderated by self-efficacy and perceptions of barriers. We found that those with a higher capacity to adjust their goals by disengaging and reengaging reported more exploration. Less distress was associated with disengagement, but not reengagement, whereas more planning was associated with reengagement, but not disengagement. Additionally, we found moderating effects for self-efficacy and perceptions of barriers that is, having higher levels of efficacy and perceiving fewer barriers protected when goal adjustment capacity was lower.
Publisher: SAGE Publications
Date: 19-06-2016
Abstract: Career goal feedback provides information about career goal suitability, adequacy of goal progress, and whether changes are needed to reach the goals. Feedback comes from external (e.g., parents, peers) and internal sources (e.g., self-reflection), and plays an important role in the career development of young people. As there is no existing measure that adequately captures this construct, we devised and validated a 24-item inventory for use with young adults. In Study 1, initial items were developed, expert reviewed, and administered to a s le of Chinese university students ( N = 1,055 M AGE = 19 years). We used exploratory factor analysis to test the factor structure and confirmatory factor analysis on a holdout s le to validate a third-order solution (one third-order factor manifested by three second-order factors). In addition, we provided evidence for convergent and incremental validity. In Study 2, we confirmed the factor structure on Australian university students ( N = 184 M AGE = 19 years).
Publisher: Elsevier BV
Date: 09-2009
Publisher: Wiley
Date: 21-07-2004
DOI: 10.1002/DYS.273
Abstract: This study investigated the ability of temporal processing measures obtained before school entry to predict early reading development in an unselected s le of 125 children (68 males, 57 females). Visual and auditory temporal order judgement (TOJ) tasks measured at Preschool (mean age 5.36 years) significantly predicted letter and word identification (accuracy) and reading rate (fluency) in early Grade 1 (mean age 5.94 years), even after the effects of age, environment, memory, attention, nonverbal ability, and speech/language problems were accounted for. There were no significant differences in the overall variance accounted for in reading between TOJ measures taken before or after reading had emerged. Both Preschool and Grade 1 measures of auditory TOJ accounted for significant independent variance in reading. However, only visual TOJ performance measured at Grade 1 accounted for unique variance in reading rate. This was discussed in terms of developmental changes in the role of visual temporal processing as reading develops. Reliability of the temporal measures from Preschool to Grade 1 was moderate. The results showed that measures of visual and auditory temporal processing obtained close to school-entry would be a useful addition to predicting risk of early reading difficulties.
Publisher: SAGE Publications
Date: 28-11-2021
Abstract: The 15-item Positive Career Goal Discrepancy Scale was developed to assess emerging adults’ appraisals of the extent to which their current career progress exceeds their set career goals. We generated 32 items based on a literature review, focus groups, and expert reviews, used EFA ( N = 244, M age 18.7 years 65% women) to reduce the number of items, and CFA ( N = 254, M age 18.7 years 68% women) to confirm the factor structure and demonstrate superior reliability at the total score level (ω reliability = .91). Validity testing demonstrated that the scale was distinct from a measure of negative career goal discrepancy and related, as expected, to constructs in the nomological net: correlated positively with career satisfaction and optimism, and negatively with negative career goal discrepancy. The scale is a useful addition to the career literature and is likely to stimulate research into positive career goal progress in young people.
Publisher: Springer Science and Business Media LLC
Date: 22-09-2009
Publisher: American Psychological Association (APA)
Date: 11-2018
DOI: 10.1037/COU0000282
Abstract: Based on social-cognitive and general self-regulation theories, this study examined the underlying mechanisms of the within-person relationship between negative career goal feedback and career-related stress. Using a s le of young adults and a weekly survey study with four measurements (212 observations), we found that negative feedback on career progress and poor feedback on improvements needed for career progress related to more career stress, and that career-related self-efficacy mediated the link between feedback on improvements needed and stress. In addition, trait optimism buffered the link between negative feedback on progress and stress. These findings highlight important roles for career feedback and optimism in young people's career self-regulation. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
Publisher: Elsevier BV
Date: 02-2019
Publisher: Informa UK Limited
Date: 12-2013
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 23-12-2013
DOI: 10.14742/AJET.415
Abstract: This study examined predictors of students' intentions to access face-to-face (f2f) or online options for lectures and tutorials in a buffet-style blended learning 2nd-year psychology statistics course ( em N /em = 113 84% female). Students were aged 18 to 51 years ( em M /em = 23.16 em SD /em = 6.80). Practical and technological predictors, along with attitudinal and motivational factors drawn from the expectancy value model, were tested. Higher work commitments, greater reliance on rehearsal, higher self-regulation, and higher critical thinking were the most important predictors of intentions to use online lectures. Almost 40% of the variance in those intentions was explained. Having the required computer software was the only independent predictor of intentions to attend synchronous online tutorials. Overall, 10% of the variance in those intentions was explained. Intentions to access asynchronous (archived) online tutorials were uniquely predicted by lower ability and higher extrinsic motivation. Overall, 26% of the variance in those intentions was explained. The predictors did not explain significant variance in intentions to attend f2f lectures or tutorials. These findings contribute to understanding how students go about making choices when faced with buffet style blended learning courses. Motivational and practical factors both influence the choices students make. br /
Publisher: Elsevier BV
Date: 09-2023
Publisher: Universiti Putra Malaysia
Date: 14-12-2021
Abstract: The COVID-19 pandemic has had dramatic effects on the socio-economic and well beings of Malaysians. The objective of the study is to find the effects of the pandemic on university students both on the technical side, such as the sufficiency of infrastructure and the internet to support online teaching and learning (T& L), as well as on the social side, such as stress level and focus on the study. The nationwide study on the effect of the pandemic on Malaysian varsities students was conducted at the end of 2020. There are many important issues uncovered in this study ranging from the technical side, such as internet-ready programs, socio-economic side, to the psychological perspectives. It shall provide invaluable insights to the related ministries while preparing appropriate reactions during the recovery period. The survey revealed that almost 74% of students highlighted that internet coverage and connectivity was the main issue in online T& L. Although statistics show that 90% of Malaysian households have access to the internet, 49% of students reported that their internet connections were poor. The effects of the pandemic are far-reaching, students belonging to the most vulnerable category find themselves in the most non-conducive place to learn, and they are disturbed by siblings. The socio-economics impacts brought about by the pandemic cause ripple effects onto their families. The government distribution of relief aids has lessened the burden of many people, including students nevertheless, much improvement could be made, especially in the internet facility and coverage.
Publisher: Elsevier BV
Date: 2022
Publisher: SAGE Publications
Date: 06-07-2015
Abstract: Student satisfaction at university is receiving increasing attention. While academic discipline has been associated with student satisfaction in many studies, we found no previous reviews of student satisfaction within psychology, a discipline with among the largest undergraduate enrolments. In this paper, we review the student satisfaction literature, with a focus on undergraduate psychology. Searches of relevant databases and reference lists were used to source articles for this narrative review. Evidence regarding institutional, teaching, and student variables associated with student satisfaction is discussed. Teaching variables, particularly teaching quality and expertise, tend to show the strongest relationships with student satisfaction. Institutional variables, such as services, facilities, image, and research activity, are also important. In idual student characteristics including achievement and attitudes have been associated with psychology students' satisfaction. Recommendations to improve satisfaction include helping psychology students to develop accurate expectations of courses, facilitating teaching quality and style that matches psychology students' preferred thinking styles, and assisting students to develop self-efficacy and other positive attitudes. Further research to understand and improve psychology students' satisfaction would be beneficial.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 24-04-2011
DOI: 10.14742/AJET.970
Abstract: span The discipline of statistics seems well suited to the integration of technology in a lecture as a means to enhance student learning and engagement. Technology can be used to simulate statistical concepts, create interactive learning exercises, and illustrate real world applications of statistics. The present study aimed to better understand the use of such applications during lectures from the student's perspective. The technology used included multimedia, computer-based simulations, animations, and statistical software. Interviews were conducted on a stratified random s le of 38 students in a first year statistics course. The results showed three global effects on student learning and engagement: showed the practical application of statistics, helped with understanding statistics, and addressed negative attitudes towards statistics. The results are examined from within a blended learning framework and the benefits and drawbacks to the integration of technology during lectures are discussed. /span
Publisher: Elsevier BV
Date: 04-2017
Publisher: Springer Science and Business Media LLC
Date: 25-05-2013
Publisher: Elsevier BV
Date: 06-2023
Publisher: American Psychological Association (APA)
Date: 05-2008
Publisher: SAGE Publications
Date: 29-04-2020
Abstract: Precarious employment has been increasing worldwide. Yet there are few scales suitable to assess it, and no scales to measure perceived job precariousness in working students who are particularly vulnerable. Using classic test theory, we generated 21 job precariousness items and had them reviewed by experts. In Study 1 ( N = 282, 63% female, mean age 22 years), exploratory factor analysis yielded four factors of job conditions, security, remuneration, and flexibility, each with 3 items. In Study 2 ( N = 211, 75% female, mean age 22 years), confirmatory factor analysis confirmed that this four-factor model was the best fit compared to unidimensional, second-order, and bifactor models. Cronbach’s α coefficients for all factors and the full-scale score were sound (all .78). Validity was supported by showing that precariousness was related negatively to life satisfaction and employer support and positively to job insecurity, financial strain, and subjective social status. Precariousness was unrelated to age, sex, and hours worked. The Job Precariousness Scale has the potential to promote research into the effects of precarious employment on working students’ current and future functioning and achievement and how experiences of precariousness influence the development of a precarity identity.
Publisher: Springer Science and Business Media LLC
Date: 26-03-2015
Publisher: Elsevier BV
Date: 02-2015
Publisher: Informa UK Limited
Date: 22-09-2022
Publisher: Macquarie Centre for Cognitive Science
Date: 2010
DOI: 10.5096/ASCS200930
Publisher: Wiley
Date: 17-12-2021
DOI: 10.1111/APPS.12293
Abstract: Studies assessing the efficacy of interventions aimed at reducing procrastination have generally lacked robust longitudinal measurement tools. Recent developments in communication technology and applications of the Experience S ling Method (ESM) have made observations of such dynamic phenomena possible. We leveraged recent advancements in smartphone technology and ESM to measure delay associated with procrastination, while testing a low‐intensity, high‐frequency intervention to reducing that delay. First‐year university students ( N = 107) reported their progress on an assignment twice daily over 14 days prior to the required submission date. Half ( n = 51) were randomly allocated to an intervention condition in which they were also asked open‐ended questions designed to prompt reflection on four domains proposed to reduce procrastination, namely: expectancy , value , delay sensitivity , and metacognition . Multilevel mixed effect models revealed lower behavioral delay in the intervention condition compared to the control condition. This effect was strongest in those who at baseline scored below the median on trait procrastination. Behavioral delay over the 14‐day period was not associated with later assignment submission or lower assignment marks. These findings support a novel method for reducing delay and suggest procrastination can be alleviated in a wide range of contexts using relatively inexpensive and non‐intrusive strategies.
Publisher: Springer Science and Business Media LLC
Date: 16-08-2019
Publisher: SAGE Publications
Date: 11-02-2022
DOI: 10.1177/10690727211068106
Abstract: Researchers have assessed young people’s outcomes when they do not meet their career goals, but little is known about the consequences when they do better than expected (positive discrepancies). We (a) tested the cross-lagged relationships between positive career goal discrepancies and the career-related outcomes of upward goal revision, career exploration, and career coasting, and (b) assessed the indirect relationships between positive career goal discrepancy and outcomes through self-efficacy and outcome expectations. Using a s le of 314 young adults (76% female, M age 19.13 years), we found that the standard causation model was the most parsimonious. Positive discrepancies predicted more upward goal revision and exploration and less coasting after a 6-month time lag, both directly and indirectly through outcome expectations. The findings highlight the importance of positive career goal appraisals in career goal-setting, exploration, management and clarify the roles of agency (self-efficacy and outcome expectations) as explanatory mechanisms in these relationships.
Publisher: SAGE Publications
Date: 12-02-2015
Abstract: Career calling, a salient career goal that is personally meaningful and oriented toward helping others, is a developmental construct that is especially important for emerging adults when making career decisions and setting career goals. As no existing measure reflects the developmental aspect of career calling, we devised an age-appropriate measure suitable for use with this population. We reviewed the extant literature, conducted focus groups, and used expert reviews to generate 34 initial items. Item and exploratory factor analyses were employed to reduce these items to 15, representing three reliable subscales (Study 1 N = 345 emerging adults). Confirmatory factor analysis supported the initial factor structure (Study 2 N = 527). Expected correlations with adult measures of career calling (search and presence), general career indecision, and life satisfaction supported construct validity (Study 2 N = 435). The implications for research and practice are discussed.
Publisher: SAGE Publications
Date: 21-09-2016
Abstract: Based on goal-setting theory, this study examined the relationship between negative career goal feedback and career-related stress, tested whether career goal–performance discrepancy operated as a mediator in this relationship, and assessed whether career goal importance strengthened the indirect effect of negative feedback on stress via discrepancy. Using a s le of 317 health profession university students (mean age = 19.5 years), we found that negative feedback was associated positively with stress and that discrepancy mediated this relationship. Consistent with goal-setting theory, we also found that discrepancy was higher at higher levels of negative feedback for those with higher goal importance, and the indirect effect of negative feedback on stress through discrepancy increased with increasing goal importance. These findings highlight important roles for career goal feedback and career goal importance in young peoples’ career goal pursuit.
Publisher: American Psychological Association (APA)
Date: 04-2017
DOI: 10.1037/COU0000193
Abstract: We tested a model based on goal-setting and self-regulation theories of the cross-lagged relationships among negative career-related feedback, negative affect (career-related stress), and career goal revision (downward goal revision and goal disengagement). Participants were 409 Chinese university/college students (Mage 19 years 58% female), who completed a survey at 2 time points approximately 6 months apart. Consistent with our hypotheses, negative career-related feedback at T1 was related to more career goal disengagement and greater downward goal revision at T2. Career-related stress partially mediated the relationship between negative career-related feedback and downward goal revision. In addition, there were reverse relationships between negative career-related feedback and career-related stress, and between career-related stress and goal disengagement. These findings highlight important roles for negative career-related feedback and negative affect in young peoples' career goal pursuit. (PsycINFO Database Record
Publisher: Elsevier BV
Date: 12-2019
Publisher: SAGE Publications
Date: 2013
DOI: 10.2304/PLAT.2013.12.2.168
Abstract: Beliefs about the nature of knowledge, termed ‘epistemological beliefs’, are relevant to understanding educational strategies of both learners and teachers. Epistemological beliefs arguably have particular relevance in the discipline and profession of psychology, due to an emphasis on integration of knowledge from multiple theoretical perspectives. This article provides an overview of peer-reviewed literature in this area and suggests implications and directions for teaching and learning of psychology, with particular reference to the higher education context.
Publisher: Informa UK Limited
Date: 03-2010
Publisher: Elsevier BV
Date: 10-2017
Publisher: Springer Science and Business Media LLC
Date: 07-05-2016
Publisher: Elsevier BV
Date: 03-2019
Publisher: Emerald
Date: 22-08-2022
Abstract: Using latent profile analysis, the authors explored the career profiles of young adult tertiary students ( N = 468, 73.9% women mean age 20 years) to determine the relative importance of traditional career orientation (TCO) and protean career orientation (PCO) beliefs for them. Young adults studying at university can aspire to traditional career experiences as they believe organizations will support their professional and career development. However, since the development of newer career models, the TCO model has received little research attention compared to the PCO. The authors found that the dominant profile exhibited average levels of TCO, PCO and career competencies, and that this mixed profile was associated with more mature career identity development and greater organizational commitment. A second profile, with low TCO, average PCO and career competencies, showed a similar level of career maturity to the mixed profile, but exhibited less organizational commitment. A third profile, with average TCO, low PCO and career competencies, especially vocational identity awareness, was related to less career development and organizational commitment. The findings suggest that a mixed traditional-protean orientation is common in young adult tertiary students and that the development of a vocational identity is important for positive career outcomes, regardless of orientation.
Publisher: SAGE Publications
Date: 14-02-2018
Abstract: Emerging adulthood provides an extended period during which potential career identities can be explored and feedback obtained before making a commitment. We tested an identity control theory model of the self-regulatory responses that emerging adults might make to negative feedback regarding their career identity. We surveyed 335 Australian emerging adults (mean age 19.28 years 64% male) on negative career-related feedback, career-related goal discrepancy, career-related distress, career exploration, and identity defense. Consistent with theory, we found that more negative feedback was associated with greater perceived discrepancy between career goals and progress being made, which, in turn, was associated with greater distress. Distress was related to self-regulatory outcomes of identity defense and career exploration. The relationship was stronger for identity defense than for exploration. While defending might enable the current identity standard to be preserved, it might not be the most suitable response when the career goals are unsuitable or unobtainable.
Publisher: Wiley
Date: 22-04-2016
DOI: 10.1016/J.ADOLESCENCE.2016.04.001
Abstract: Guided by Bronfenbrenner's (1977) ecological framework, we investigated the correlates of changes in early adolescents' emotional, conduct, social and academic difficulties over a 2‐year period of time. A representative s le of Australian early adolescents ( N = 3797, 51% boys) completed questionnaires and interviews when they were age 10 (T1) and two years later at age 12 (T2). Parents also participated. Adolescents' difficulties increased over time, but there was no difference in academic difficulties between T1 and T2. Hierarchical regression analyses showed that temperamental factors of persistence and reactivity accounted for the most unique variance in adolescents' difficulties. Factors at each ecological level, including neighbourhood advantage, school connection, and family factors, were also uniquely associated with adolescents' change in difficulties over time. Although ecological effects were small, the study highlights the significant unique roles that proximal and distal social contexts play in the development of difficulties.
Publisher: SAGE Publications
Date: 27-07-2016
Abstract: Career distress is a common and painful outcome of many negative career experiences, such as career indecision, career compromise, and discovering career barriers. However, there are very few scales devised to assess career distress, and the two existing scales identified have psychometric weaknesses. The absence of a practical, validated scale to assess this construct restricts research related to career distress and limits practitioners who need to assess and treat it. Using a s le of 226 young adults (mean age 20.5 years), we employed item response theory to assess 12 existing career distress items for model fit, item bias, location dependency, dimensionality, reliability, response option suitability, and construct validity. Three of the 12 items examined were removed as they did not fit the Rasch model or were not invariant across groups. The remaining 9 items, which we combined into a scale labeled the Career Distress Scale, demonstrated excellent psychometric properties, meaning that both researchers and practitioners can use it with confidence. Continued validation is required, including testing its relationship to other nomological net variables, testing predictive validity, and assessing test–retest reliability.
Publisher: Public Library of Science (PLoS)
Date: 11-04-2019
Publisher: SAGE Publications
Date: 30-11-2023
DOI: 10.1177/08948453221134288
Abstract: We assessed the underlying mechanisms through which career motivational conflict was related to career volitional action in young adults. We tested a model in which career motivational conflict (parent-child career incongruence and career goal progress discrepancy) was related to reduced career volitional actions (career decision self-efficacy and career engagement) via self-regulatory failure (ego depletion in reference to talking to parents about their careers or thinking about their careers). Participants were 260 young adults (75.8% female M age = 19.89 years) enrolled at a large, multi-c us university in South-East Queensland, Australia. We confirmed greater career-related motivational conflict, in both forms, was associated with lower volitional actions. Furthermore, self-referenced depletion explained the relationships between career goal progress discrepancy and poorer career decision self-efficacy and less career engagement. These findings have implications for how counsellors might assist young people to improve their career volitional actions by reducing the effects of career motivational conflict.
Publisher: Wiley
Date: 11-08-2012
Publisher: Informa UK Limited
Date: 12-03-2022
Publisher: SAGE Publications
Date: 16-02-2015
Abstract: We tested a model based on the dual-process framework that assessed the relationships among personal resources, career goal appraisals, career attitudes, and career goal management, which have not been previously assessed together. The model (tested on a s le of 486 young adults: 74% female, M age = 22 years) proposed that personal resources (assimilation and accommodation) were associated with career goal management strategies (goal engagement and disengagement) and that these relationships were mediated by career goal appraisals (perceived attainability, importance, and substitutability) and career attitudes (career optimism and locus of control). Career optimism mediated between assimilation and goal engagement, and importance mediated between accommodation and goal disengagement. The results contribute to a better understanding of goal management processes in the career domain and have implications for the application of the dual-process framework to career development in young adulthood.
Publisher: Informa UK Limited
Date: 17-02-2016
Publisher: Informa UK Limited
Date: 17-11-2022
Publisher: Elsevier BV
Date: 08-2014
Publisher: Elsevier BV
Date: 04-2009
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 19-07-2009
DOI: 10.14742/AJET.1141
Abstract: span A wiki was used as part of a blended learning approach to promote collaborative learning among students in a first year university statistics class. One group of students analysed a data set and communicated the results by jointly writing a practice report using a wiki. A second group analysed the same data but communicated the results in a practice report that they wrote in idually. Both groups were taught the same material. The report was used for practice as a way to support student learning and was not submitted for assessment. Both approaches improved report writing knowledge and did not differ in the mark obtained on an in idually written research report subsequently submitted for assessment. The wiki approach produced higher engagement with other students, cognitive engagement, and class attendance than the in idual approach. Qualitative feedback suggested some drawbacks to using a wiki. Overall participation was also low with only 2 of the 22 wiki subgroups completing all components of the practice report. The present findings suggest that student engagement, but not performance on assessment, may be enhanced when a wiki is used to support learning in higher education. /span
Publisher: SAGE Publications
Date: 11-11-2012
Abstract: Young children are surrounded by environmental print on a daily basis. Through their visual exploration of environmental print, coupled with sociocultural experiences, children gain valuable semantic and symbolic knowledge as they make sense of their world. The aim of this review is to examine the question of whether environmental print has value as a literacy learning resource, and if so, the mechanisms by which it promotes literacy development. It is shown that interactions with environmental print in the child's sociocultural context can develop their logographic reading skills. These skills, in turn, promote the development of emergent literacy skills that are the precursors to conventional reading skills. Environmental print may also be used more directly when parents and childhood educators use it to scaffold the learning of emergent literacy skills. It is recommended that parents and early childhood educators capitalize on children's natural attraction to environmental print by using it to promote their literacy development.
Publisher: Elsevier BV
Date: 2021
Publisher: SAGE Publications
Date: 22-08-2020
Abstract: Few studies have assessed potential underlying mechanisms related to vocational identity development. Informed by goal-setting and self-regulatory theories, this study ( N = 286 young adults mean age = 20.5 years) tested the relationship between vocational identity and career goal–performance discrepancy (i.e., the appraisal that unsatisfactory progress is being made in one’s career) and assessed the process roles of willingness/unwillingness to compromise (as mediator) and career calling (as moderator) in this relationship. As expected, we found that a stronger vocational identity was associated with less willingness to compromise and fewer perceptions of career-related discrepancy and that willingness to compromise partially mediated the relationship between vocational identity and career goal–performance discrepancy. Additionally, career calling strengthened the negative relationship (i.e., moderated) between vocational identity and willingness to compromise and strengthened the negative relationship (i.e., moderated the mediation effect) between vocational identity and career goal–performance discrepancy.
Publisher: Elsevier BV
Date: 09-2021
Publisher: SAGE Publications
Date: 2013
DOI: 10.2304/PLAT.2013.12.2.115
Abstract: The authors evaluated whether a brief group workshop that combined psycho-education and learning strategies improved self-efficacy, attitudes, and anxiety regarding statistics in psychology students. The workshop was completed in Week 1 of a compulsory 1st-year psychology statistics course. Prior to the workshop, the attendees ( n = 10) did not differ from the non-attending control group ( n = 17) on statistics self-efficacy, attitudes, or anxiety. These measures were re-assessed after the workshop near the end of semester (Week 10). Workshop attendance resulted in significantly higher self-efficacy, computational self-concept, and attitudes regarding the worth of statistics, and less fear of statistics teachers. It did not change statistics anxiety. Participants evaluated the workshop as useful, especially the information on effective learning strategies. The results demonstrate that a brief and cost-effective group intervention can improve self-efficacy and attitudes regarding statistics. Improvements to better target anxiety are discussed.
Publisher: Informa UK Limited
Date: 27-03-2019
Publisher: Informa UK Limited
Date: 06-06-2021
Publisher: Elsevier BV
Date: 02-2020
Publisher: American Psychological Association (APA)
Date: 2009
DOI: 10.1037/A0015518
Abstract: At Time 1 (T1), the authors surveyed 277 unemployed adults using measures of human capital, goal orientation, self-regulation (emotion control, motivation control, work commitment), and job-seeking intensity. At Time 2 (T2), 4 months later, 155 participants indicated their reemployment outcomes in number of job interviews and number of job offers. Using T1 data, the authors tested the predictors of job-seeking intensity and whether self-regulation mediated between goal orientation and job-seeking intensity. Using T1 and T2 data, they tested for predictors of reemployment outcomes and whether job-seeking intensity mediated the relationship between T1 antecedent variables and the reemployment outcomes. Learning goal orientation and self-regulation predicted job-seeking intensity, and self-regulation mediated between learning goal orientation and job-seeking intensity. Job-seeking intensity did not mediate the relationship among human capital, goal orientation, and self-regulation variables and reemployment outcomes.
Publisher: SAGE Publications
Date: 03-07-2015
Abstract: We tested a cross-sectional, mediation model of career calling, in which career calling was associated positively with life satisfaction and perceptions of future employability, and these relationships were explained by the self-regulatory mechanisms of work effort, career strategies, and emotional regulation. Using a s le of 664 emerging adults (74.8% female, mean age = 20.2 years) and structural equation modeling, we found that higher career calling was associated with higher life satisfaction and perceived employability. In addition, higher calling was associated with more work effort, greater use of career strategies, and higher emotional regulation. Work effort and emotional regulation mediated the relationship between career calling and life satisfaction. Additionally, work effort, emotional regulation, and career strategies mediated between career calling and perceived employability. We interpreted the results from a developmental and goal-setting perspective and made recommendations for practice.
Publisher: SAGE Publications
Date: 09-01-2020
Abstract: Informed by goal-setting/self-regulatory theories, we tested the mediating role of career-related effort (i.e., goal striving) in the relationships between career-related indecision (i.e., goal ambiguity) and career-related stress (i.e., affect) and perceived employability (i.e., career-related attitude) and examined the effect of financial distress as a moderator in these direct and indirect relationships. Using a s le of 202 young adults ( M age = 19.8 years, 81.7% female), we found career indecision was related negatively to effort and perceived employability and positively to stress, with effort mediating between indecision and both stress and perceived employability. However, financial distress influenced these relationships. The associations between career indecision and effort and perceived employability were more negative and the associations between career indecision and stress were more positive when financial distress was higher. The study contributes by identifying how financial distress affects the relationships between career indecision, effort, and other career variables.
Publisher: Elsevier BV
Date: 06-2018
Publisher: Elsevier BV
Date: 07-2015
Publisher: Springer Science and Business Media LLC
Date: 08-03-2023
DOI: 10.1007/S10775-023-09584-0
Abstract: Protean career processes of vocational identity awareness, career adaptability, and career agency have been hypothesized to mediate the relationships between protean career orientation and career-related outcomes. To date, the role of these process mechanisms has not been assessed directly in young adults, and little attention has been paid to educational outcomes, which are important career-related goals for young people on the way to their desired career. To address this gap, we tested this indirect-effects model in a s le of young adult undergraduates ( N = 396 M age = 20.19, SD = 2.99 72.2% women) and included career-related goals (perceived future employability, educational performance, and commitment) as outcomes. Identity awareness and career adaptability partially explained the relationship between protean career orientation and perceived future employability and completely explained the relationships with educational performance and commitment. Contrary to protean career theory, there were no significant indirect paths via career agency to any of the outcomes.
Publisher: SAGE Publications
Date: 14-05-2015
Abstract: Career goal discrepancy, which is at the heart of goal-oriented, career models of motivation and agency, is the perceived gap between an in idual’s career goal (i.e., future self or situation) and the progress being made toward achieving that goal (i.e., current self or situation). There are no existing scales that assess this construct. To progress research in this area, we devised a brief, 12-item measure suitable for use with young adults. Devising a scale for this population is appropriate, as young adulthood is the age when occupational goals and occupational goal progress are important foci. We generated initial items for four underlying domains of goal discrepancy (achievement, effort, ability, and standard discrepancy), had the items rated by experts, and then administered them to a large, erse s le of young adults ( N = 615, mean age 20.9 years). We reduced the number of items and tested the factor structure of the scale using exploratory factor analysis, confirmed the structure on a holdout s le using confirmatory factor analysis, and assessed construct validity by testing hypothesized relationships with existing measures (career goal commitment and career distress). Being able to assess discrepancy in the career domain will stimulate research into the career development of young adults and will allow practitioners to explore issues around career goal setting and adaptive responses to career setbacks.
Publisher: Springer Science and Business Media LLC
Date: 06-06-2013
Publisher: Elsevier BV
Date: 2022
Publisher: Informa UK Limited
Date: 11-2013
Publisher: Wiley
Date: 18-12-2021
DOI: 10.1111/EJE.12737
Abstract: Exemplars are an effective strategy for initial cognitive and psychomotor skill acquisition and promoting students’ self‐regulation. Yet, there is limited evidence about students’ use and perception of exemplars in dental education. Therefore, this study aimed to develop a scale to measure students’ perception of exemplars in an Australian dental school. Phase I assessed the relevant literature and students’ responses to an interview. Four themes were identified for developing a 19‐item questionnaire rated by an expert panel. Phase II piloted the questionnaire amongst a group of 30 students. Phase III analysed psychometric and qualitative open‐ended questions data obtained from a large group of students. The principal axis factoring resulted in one single factor that explained over 62% of the variance and had an alpha of .88. The number of questions was reduced from 19 to 6 items with loadings of 0.72 or above for each item. Students reported exemplars are beneficial for their learning and to visually guide them to understand procedures and their intended outcomes. This prompts them to think and mentally prepare before performing. Students further reported using exemplars provided by their courses almost as often as exemplars they search in social media. Well‐developed exemplars could play a key role in enhancing learning and could assist teaching. Understanding students’ use and perception of exemplars will help educators to develop and evaluate appealing exemplars. Therefore, this study developed a new instrument to measure students’ perception of exemplars, verified its reliability and validity.
Publisher: Elsevier BV
Date: 10-2016
Publisher: SAGE Publications
Date: 15-09-2020
Abstract: Based on the life history perspective, this study tested a serial mediation model in which family socioeconomic status (SES) related to person–job fit via resource scarcity, career exploration, and goal persistence. We expected that when seeking employment, higher SES students would perceive lower resource scarcity, and, in turn, adopt more adaptive career behaviors (i.e., career exploration and goal persistence) to maximize career success, which would then lead to better person–job fit upon graduation. Using a s le of 224 final-year students (mean age 21 years, 77% male), we found, as expected, that higher SES was related to more career exploration and goal persistence via lower perceived scarcity and that exploration and persistence were related to better person–job fit. In addition, higher SES was indirectly related to person–job fit via scarcity and the two career behaviors. The findings highlight the importance of family SES in young people’s career development.
Start Date: 2018
End Date: 2020
Funder: Australian Research Council
View Funded ActivityStart Date: 03-2018
End Date: 03-2024
Amount: $373,903.00
Funder: Australian Research Council
View Funded Activity