Objectives:Teachers are facing unprecedented new challenges leading them to face an increasing number of tasks that are not part of their job,as well as having to cope with the additional skills acquisition that comes...Objectives:Teachers are facing unprecedented new challenges leading them to face an increasing number of tasks that are not part of their job,as well as having to cope with the additional skills acquisition that comes with non-traditional forms of teaching and learning,and increased work pressure leading to an increase in the rate of teachers leaving the profession.Therefore,this study aims to explore the mechanism of the career calling on job burnout through career adaptability and work engagement.Methods:This study conducted a cross-sectional survey of 465 primary and secondary school teachers(PSST)in China's Mainland from the perspective of work adjustment and used structural equation modeling(SEM)to examine the mediating roles of career adaptability and work engagement in the relationship between teachers’career calling and job burnout.Results:The results show that PSSTs are above average in career calling,career adaptability,and work engagement,while job burnout is below average.A significant positive or negative correlation exists between career calling,career adaptability,work engagement,and job burnout.The result of path analysis indicates that career adaptability and work engagement exert an indirect influence on the job burnout of PSST through three paths:namely,the independent intermediary role of career adaptability(EV=−0.144),the independent intermediary role of work engagement(EV=0.172)and the chain intermediary role of the two(EV=0.176).Conclusion:This study emphasizes the importance of career adaptability and work engagement in teacher development in regulating career calling and job burnout.Therefore,on the one hand,we think that if managers want to reduce teachers’job burnout,they need to pay more attention to teachers’career adaptability and work engagement,rather than relying solely on teachers’career calling.On the other hand,it is to remind teachers not to rely on their adjustment to adapt to the work,but also to need outside help as much as possible.展开更多
This study examines how organizational support influences the career adaptability of novice university teachers in Guangdong,China,and the mediating role of teacher self-efficacy.Drawing on social cognitive theory and...This study examines how organizational support influences the career adaptability of novice university teachers in Guangdong,China,and the mediating role of teacher self-efficacy.Drawing on social cognitive theory and organizational support theory,we hypothesized that organizational support would positively predict career adaptability through self-efficacy.A cross-sectional survey was conducted with 326 novice teachers(with 1–3 years of teaching experience)from 12 universities in Guangdong.Data were analyzed using correlation analysis,hierarchical regression,and bootstrap.Results showed that:(1)organizational support was positively associated with both self-efficacy(r=0.62,P<0.001)and career adaptability(r=0.58,P<0.001);(2)self-efficacy fully mediated the relationship between organizational support and career adaptability(indirect effect=0.24,95%CI[0.18,0.31]),with a partial reduction in the direct effect fromβ=0.35 toβ=0.17(P<0.05);(3)female teachers reported higher self-efficacy than males(P<0.05),and teachers with 2 years of experience showed significantly higher adaptability than those with 1 year(P<0.05).The findings highlight the critical role of self-efficacy in translating organizational support into adaptability,providing empirical evidence for universities to design targeted support strategies.展开更多
This study explored the relationship between perceived social support and employment anxiety among Chinese college students,as well as the mediating and moderating effects of psychological resilience and career adapta...This study explored the relationship between perceived social support and employment anxiety among Chinese college students,as well as the mediating and moderating effects of psychological resilience and career adaptability on this relationship.A total of 1928 college students(females=1371,mean age=20.42,SD=1.05)completed the Perceived Social Support Scale,Employment Anxiety Questionnaire,Connor-Davidson Resilience Scale and Career Adapt-Abilities Scale.Mediation analysis results showed that psychological resilience mediated the relationship between perceived social support and employment anxiety for lower employment anxiety.Career adaptability moderated the mediating effect of psychological resilience for lower employment anxiety than with either of the variables alone.Thefindings are consistent with cognitive diathesis-stress theory and career construction theory which propose that individuals’cognitive structures and psychological predispositions interact with environmental stressors to shape their career development and psychological well-being.Essentially,students who have a robust social support system,high career adaptability,and are psychologically resilient are less likely to experience employment anxiety.展开更多
Given the importance of career adaptability to personal career and success,there is growing interest in how to cultivate youth's career adaptability in schools.This study explores the predictors of career adaptabi...Given the importance of career adaptability to personal career and success,there is growing interest in how to cultivate youth's career adaptability in schools.This study explores the predictors of career adaptability and examines the mediating role of academic performance in the relationship between achievement motivation and career adaptability.Using the survey data of 147 Chinese high school students,a series of regression models find that academic motivation and academic performance have significant effects on career adaptability,as well as its four dimensions namely career concern,career control,career curiosity,and career confidence.Structural equation modeling further shows that achievement motivation can not only directly affect career adaptability,but also indirectly affect career adaptability through academic performance after controlling for the effects of gender,location,parent education,and family social and economic status.Research limitations and practical implications are finally discussed.展开更多
College students' career adaptability refers to their ability and quality to choose, adjust and balance their own career development path when facing their own role changes during their college years. Through a qu...College students' career adaptability refers to their ability and quality to choose, adjust and balance their own career development path when facing their own role changes during their college years. Through a questionnaire survey, the researchers examined the relationship between college students' career adaptability and their parents' upbringing, and explored the mediating role of active personality. The results showed that parental rearing pattern had a significant positive impact on active personality, and active personality played a complete mediating role between parental rearing pattern and career adaptability. The study reveals the relationship between college students' career adaptability and their active personality, as well as their parents' upbringing. It has important implications for family education and university education. At the same time, it provides new solutions to improve college students' career adaptability education.展开更多
With the increasingly prominent phenomenon of employment difficulty,it is of great practical significance to cultivate college students’career adaptability and support their smooth transition from the campus to the w...With the increasingly prominent phenomenon of employment difficulty,it is of great practical significance to cultivate college students’career adaptability and support their smooth transition from the campus to the workplace.This study focused on college students and explored the operational mechanisms of self-leadership on career adaptability based on career construction theory,verifying the mediating effect of professional commitment and the moderating effect of social support.The research findings demonstrate that self-leadership exerts a positive impact on career adaptability.Additionally,professional commitment plays a partial mediating role between self-leadership and career adaptability,while social support functions as a moderating factor in the correlation between self-leadership and career adaptability.Notably,self-leadership exhibits a stronger positive predictive effect on the career adaptability of individuals with low social support.To enhance the career adaptability of students,it is necessary for higher education institutions(HEIs)to respect their subjectivity,emphasize self-management,and cultivate self-leadership.Furthermore,it is suggested that HEIs focus on the professional intention and learning interest of students,improving professional commitment through methods such as increasing the proportion of independent enrollment in the National College Entrance Exam(Gaokao)and expanding opportunities for changing majors during their undergraduate studies.Lastly,it is conducive to implementing categorized management and providing social support in a personalized fashion during career guidance to promote college students’career development,considering both intrinsic and extrinsic factors.展开更多
This research examines the mediating roles of loneliness at work and burnout in the relationship between career adaptability,organizational commitment,andjob satisfaction among teachers.The analysis was conducted with...This research examines the mediating roles of loneliness at work and burnout in the relationship between career adaptability,organizational commitment,andjob satisfaction among teachers.The analysis was conducted with 256 teachers.Data were collected with the Organizational Commitment Scale,CareerAdaptabilities Scale,Loneliness at Work Scale,Burnout Measure,and Job Satisfaction Scale.Data were analyzed with a two-stage structural equationmodeling technique.According to the research findings,it has been proven that the mediatory effects of loneliness at work and burnout are significant in therelationship between organizational commitment and job satisfaction.展开更多
Background:The shortage of nurses in China is still a serious problem,how to improve the future work selfclarity of nursing students is very important.Objective:To evaluate the future work self-clarity among nursing s...Background:The shortage of nurses in China is still a serious problem,how to improve the future work selfclarity of nursing students is very important.Objective:To evaluate the future work self-clarity among nursing students regarding their future careers and the factors influencing it.Methods:A total of 204 undergraduate nursing students from Guangzhou,Guangdong,China,were selected as participants for an online cross-sectional questionnaire survey.Results:The scores of the“Future Work Self-Clarity Scale”,Spiritual Climate Scale,and Career Calling Questionnaire for nursing students were(18.34±3.64),(14.43±3.77),(39.25±10.45),respectively.Multiple linear regression analysis results indicated that satisfaction with clinical teachers,spiritual climate,and occupational calling were the influencing factors of future work self-clarity for intern nursing students(t=-3.230,2.92,4.68;all P<0.05).Conclusion:The level of future work self-clarity among nursing students requires further improvement.Nursing managers should provide comprehensive attention and encouragement to nursing students to enhance their future work self-clarity and facilitate the construction and development of the nursing team.展开更多
基金funded by Humanities and Social Sciences Foundation and Natural Science Foundation of Nanjing University of Posts and Telecommunications(NYY222055,NY224176)General Subject of Educational Science Planning in Jiangsu Province(C/2024/01/76)National Natural Science Foundation of China(62307025).
文摘Objectives:Teachers are facing unprecedented new challenges leading them to face an increasing number of tasks that are not part of their job,as well as having to cope with the additional skills acquisition that comes with non-traditional forms of teaching and learning,and increased work pressure leading to an increase in the rate of teachers leaving the profession.Therefore,this study aims to explore the mechanism of the career calling on job burnout through career adaptability and work engagement.Methods:This study conducted a cross-sectional survey of 465 primary and secondary school teachers(PSST)in China's Mainland from the perspective of work adjustment and used structural equation modeling(SEM)to examine the mediating roles of career adaptability and work engagement in the relationship between teachers’career calling and job burnout.Results:The results show that PSSTs are above average in career calling,career adaptability,and work engagement,while job burnout is below average.A significant positive or negative correlation exists between career calling,career adaptability,work engagement,and job burnout.The result of path analysis indicates that career adaptability and work engagement exert an indirect influence on the job burnout of PSST through three paths:namely,the independent intermediary role of career adaptability(EV=−0.144),the independent intermediary role of work engagement(EV=0.172)and the chain intermediary role of the two(EV=0.176).Conclusion:This study emphasizes the importance of career adaptability and work engagement in teacher development in regulating career calling and job burnout.Therefore,on the one hand,we think that if managers want to reduce teachers’job burnout,they need to pay more attention to teachers’career adaptability and work engagement,rather than relying solely on teachers’career calling.On the other hand,it is to remind teachers not to rely on their adjustment to adapt to the work,but also to need outside help as much as possible.
基金supported by the Teaching Quality and Teaching Reform Project of Dongguan City University(JY2022022301).
文摘This study examines how organizational support influences the career adaptability of novice university teachers in Guangdong,China,and the mediating role of teacher self-efficacy.Drawing on social cognitive theory and organizational support theory,we hypothesized that organizational support would positively predict career adaptability through self-efficacy.A cross-sectional survey was conducted with 326 novice teachers(with 1–3 years of teaching experience)from 12 universities in Guangdong.Data were analyzed using correlation analysis,hierarchical regression,and bootstrap.Results showed that:(1)organizational support was positively associated with both self-efficacy(r=0.62,P<0.001)and career adaptability(r=0.58,P<0.001);(2)self-efficacy fully mediated the relationship between organizational support and career adaptability(indirect effect=0.24,95%CI[0.18,0.31]),with a partial reduction in the direct effect fromβ=0.35 toβ=0.17(P<0.05);(3)female teachers reported higher self-efficacy than males(P<0.05),and teachers with 2 years of experience showed significantly higher adaptability than those with 1 year(P<0.05).The findings highlight the critical role of self-efficacy in translating organizational support into adaptability,providing empirical evidence for universities to design targeted support strategies.
基金Research on the Factors Influencing“Slow Employment”of College Students from the Perspective of CIP Theory in the 2023 Academic Research Project(Provincial and Ministerial Project Cultivation Project)of Zhejiang Agricultural Business College(KY202336)2024 Annual Special Task Project of Humanities and Social Science Research of the Ministry of Education“Research on the Psychological Mechanism and Effective Coping Strategies of“Social Anxiety”among College Students”(Research on College Counselors)(24JDSZ3017)“Major Humanities and Social Sciences Research Projects in Zhejiang”Higher Education Institutions(2024GH082).
文摘This study explored the relationship between perceived social support and employment anxiety among Chinese college students,as well as the mediating and moderating effects of psychological resilience and career adaptability on this relationship.A total of 1928 college students(females=1371,mean age=20.42,SD=1.05)completed the Perceived Social Support Scale,Employment Anxiety Questionnaire,Connor-Davidson Resilience Scale and Career Adapt-Abilities Scale.Mediation analysis results showed that psychological resilience mediated the relationship between perceived social support and employment anxiety for lower employment anxiety.Career adaptability moderated the mediating effect of psychological resilience for lower employment anxiety than with either of the variables alone.Thefindings are consistent with cognitive diathesis-stress theory and career construction theory which propose that individuals’cognitive structures and psychological predispositions interact with environmental stressors to shape their career development and psychological well-being.Essentially,students who have a robust social support system,high career adaptability,and are psychologically resilient are less likely to experience employment anxiety.
文摘Given the importance of career adaptability to personal career and success,there is growing interest in how to cultivate youth's career adaptability in schools.This study explores the predictors of career adaptability and examines the mediating role of academic performance in the relationship between achievement motivation and career adaptability.Using the survey data of 147 Chinese high school students,a series of regression models find that academic motivation and academic performance have significant effects on career adaptability,as well as its four dimensions namely career concern,career control,career curiosity,and career confidence.Structural equation modeling further shows that achievement motivation can not only directly affect career adaptability,but also indirectly affect career adaptability through academic performance after controlling for the effects of gender,location,parent education,and family social and economic status.Research limitations and practical implications are finally discussed.
文摘College students' career adaptability refers to their ability and quality to choose, adjust and balance their own career development path when facing their own role changes during their college years. Through a questionnaire survey, the researchers examined the relationship between college students' career adaptability and their parents' upbringing, and explored the mediating role of active personality. The results showed that parental rearing pattern had a significant positive impact on active personality, and active personality played a complete mediating role between parental rearing pattern and career adaptability. The study reveals the relationship between college students' career adaptability and their active personality, as well as their parents' upbringing. It has important implications for family education and university education. At the same time, it provides new solutions to improve college students' career adaptability education.
基金funded by the Youth Program of the National Natural Science Foundation of China,“Study on the Process and Mechanism of Career Decision-Making Based on Dual Process Theory”(No.72201036).
文摘With the increasingly prominent phenomenon of employment difficulty,it is of great practical significance to cultivate college students’career adaptability and support their smooth transition from the campus to the workplace.This study focused on college students and explored the operational mechanisms of self-leadership on career adaptability based on career construction theory,verifying the mediating effect of professional commitment and the moderating effect of social support.The research findings demonstrate that self-leadership exerts a positive impact on career adaptability.Additionally,professional commitment plays a partial mediating role between self-leadership and career adaptability,while social support functions as a moderating factor in the correlation between self-leadership and career adaptability.Notably,self-leadership exhibits a stronger positive predictive effect on the career adaptability of individuals with low social support.To enhance the career adaptability of students,it is necessary for higher education institutions(HEIs)to respect their subjectivity,emphasize self-management,and cultivate self-leadership.Furthermore,it is suggested that HEIs focus on the professional intention and learning interest of students,improving professional commitment through methods such as increasing the proportion of independent enrollment in the National College Entrance Exam(Gaokao)and expanding opportunities for changing majors during their undergraduate studies.Lastly,it is conducive to implementing categorized management and providing social support in a personalized fashion during career guidance to promote college students’career development,considering both intrinsic and extrinsic factors.
文摘This research examines the mediating roles of loneliness at work and burnout in the relationship between career adaptability,organizational commitment,andjob satisfaction among teachers.The analysis was conducted with 256 teachers.Data were collected with the Organizational Commitment Scale,CareerAdaptabilities Scale,Loneliness at Work Scale,Burnout Measure,and Job Satisfaction Scale.Data were analyzed with a two-stage structural equationmodeling technique.According to the research findings,it has been proven that the mediatory effects of loneliness at work and burnout are significant in therelationship between organizational commitment and job satisfaction.
文摘Background:The shortage of nurses in China is still a serious problem,how to improve the future work selfclarity of nursing students is very important.Objective:To evaluate the future work self-clarity among nursing students regarding their future careers and the factors influencing it.Methods:A total of 204 undergraduate nursing students from Guangzhou,Guangdong,China,were selected as participants for an online cross-sectional questionnaire survey.Results:The scores of the“Future Work Self-Clarity Scale”,Spiritual Climate Scale,and Career Calling Questionnaire for nursing students were(18.34±3.64),(14.43±3.77),(39.25±10.45),respectively.Multiple linear regression analysis results indicated that satisfaction with clinical teachers,spiritual climate,and occupational calling were the influencing factors of future work self-clarity for intern nursing students(t=-3.230,2.92,4.68;all P<0.05).Conclusion:The level of future work self-clarity among nursing students requires further improvement.Nursing managers should provide comprehensive attention and encouragement to nursing students to enhance their future work self-clarity and facilitate the construction and development of the nursing team.
