ABSTRACT
It is well established that COVID-19 pandemic is associated with arousal of feelings of hopelessness and negativity in adolescents regarding future career development outcomes. However, the current literature has yet to clarify the roles teacher social support play in facilitating students' positive career development during the pandemic. This study investigated the effects of career-related teacher support (CRTS) on ameliorating students' feelings of hopelessness and increasing their career self-efficacy among 402 senior secondary students (Grades 10-12) in Hong Kong, China. Results from mediated moderation analyses showed that academic ability was only weakly related to career self-efficacy. Hopelessness was not a significant moderator concerning the link between academic ability and career self-efficacy when CRTS functioned as the mediator. [ FROM AUTHOR] Copyright of British Journal of Guidance & Counselling is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
Introduction: Systems thinking is one of the most important thinking skills for medical students. Most of the studies focused on designing technological-rich learning environments which usually take several weeks or months to implement. However, the occurring of COVID-19 health crisis does not allow extensive period of time to implement classroom interventions. How to support students' systems thinking in fully online environments remains an issue. This study examines if encouraging students initiating questions on asynchronous discussion forum supports their systems thinking development. Methods: Twenty-two junior students participated in this study. We compared if and how students developed systems thinking when they were encouraged asking questions in asynchronous discussion forums in one unit with another unit in which traditional method was used. Multiple analytical methods were applied in this study, including, social network analysis, epistemic network analysis, inferential statistical analysis and qualitative analysis. Results: Quantitative results showed that all students improved systems thinking compared with traditional teaching unit among which leader students improved most. Further analysis on students' discussion posts suggested leader students asked high systems thinking level questions and provided high level responses. Epistemic network analysis unpacked how leader, regular and peripheral students engaged in initiating questions and providing responses differently. Discussion: This study provides methodological and practical contributions. Methodologically, this study extends prior methods of applying network analysis beyond its original preservice teacher training contexts; practically, this study provides strategies to practitioners to support students' asynchronous forum discussions.
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KEYWORDS career adaptability, career engagement, social capital, Chinese, Macao FIVE-FACTOR CAREER ADAPTABILITY AS A MEDIATOR BETWEEN SOCIAL CAPITAL AND CAREER ENGAGEMENT The school-to-work transition is an important phase of career development for young people. According to the career resource model proposed by Hirschi (2012), there are four critical resources in the person and the environment: (a) human capital resources, (b) social resources, (c) psychological resources, and (d) identity resources. [...]identity resources describe an individual's career self-perception, including interests, values, and meanings related to work roles. [...]adaptation describes the outcome of career construction, which is the goodness of fit between the person and the environment and indicated by satisfaction and success.
ABSTRACT
Preparing adolescents for transitioning from school to work has become a priority across all developed countries due to the increasingly difficult labour market conditions and changes related to technological advances. Most recently, the COVID-19 pandemic has created additional uncertainties in the world of work. This article reviews the concept of career-related teacher support (CRTS) and illustrates the different roles that school teachers can have in influencing students' career planning and decision making. The information should be beneficial to teachers, counsellors, researchers and policy-makers seeking to optimise school-based career guidance and counselling practices. Brief suggestions are also provided for future research and practice. (PsycInfo Database Record (c) 2020 APA, all rights reserved)