Sherri L. Turner

Seventh Graders' Vocational Interest and Efficacy Expectation Patterns.

Journal of Career Development, Vol. 26(3), Sprireg 2000 Currently, a window of opportunity exists to greatly expand career counseling services for kindergarten through twelfth grade students. Enhanced career development activities for all students are presently mandated by federal legislation (School-to-Work Opportunities Act of 1994), supported by widespread public opinion (Brown, Minor, & Jepsen, 1992), and advocated by the school counselor profession (American School Counseling Association, 1985). Unfortunately, as Bloch (1996) pointed out, in many states school administrators and counselors have limited awareness of and commitment to workforce

Career Development Skills, Outcomes, and Hope Among College Students

The purpose of this study was twofold. First, the utility of the Integrative Contextual Model of Career Development (ICM) to describe the career development behavior of college students was examined. Second, relationships among educational and career development skills (career exploration, person–environment fit, goal setting, social/prosocial/work readiness, self-regulated learning, and the utilization of emotional and instrumental support), educational and career development outcomes (self-efficacy, positive self-attributions, vocational identity, magnitude of vocational interests, and proactivity), and two components of hope (agency and pathways) among college students were explored. Results indicated that ICM is a useful model for college students and that the interrelated skills predicted the interrelated outcomes. The agency aspect of hope predicted both skills and outcomes; and skills or outcomes predicted agency. Pathways were not predictive of nor predicted by skills or outcomes. Suggestions about how these skills can be developed in college students are offered.

The Measurement of Career Interests among At-Risk Inner-City and Middle-Class Suburban Adolescents.

This article examines the factor structure and underlying dimensions of Hollands occupational themes with inner-city, at-risk middle school adolescents and middle-class, suburban middle school adolescents. Both groups constructed the occupational world across the Realistic, Investigative, Artistic, and Social Holland themes similarly. However, there were differences in their construals of the relationships between occupations in the Enterprising and Social Themes. Subsequent means analyses indicated significant ethnic differences in medical science careers and within-group ethnic differences in working with hands, working outdoors, professional and fashion arts, social service, and medical service careers.

Native American Adolescent Career Development

Within the framework of Social Cognitive Career (SCCT; Lent, Brown, & Hackett, 1994, 2000), this study examined the associations among career interests, career efficacy expectations, gender, and perceived parent support among Native American and Caucasian middle school adolescents. Consistent with previous research, results indicated that Native American young people had greater interests in Realistic and Conventional occupations, and in occupations that typically require a high-school diploma, a trade school certificate, or 2 years of post high-school education. However, contrary to previous findings, they had as great a range of interests in and self-efficacy expectations for Investigative, Artistic, Social, and Enterprising occupations as Caucasian adolescents, and similarly high levels of interests, efficacy, and perceived parent support for careers typically requiring 4 or more years of post-high school education.

Racism, Parent Support, and Math-Based Career Interests, Efficacy, and Outcome Expectations among African American Adolescents.

Using an extended model of social cognitive career theory, this study investigated ways in which African American middle school adolescents perceive racism and the associations among various aspects of perceptions of racism, other background factors, and math-based career interests, efficacy, and outcome expectations. Results indicated that African American adolescents clearly delineated among various types of interpersonal and institutional racism. Results also showed that various types of perceived racism were negatively associated with math efficacy and outcome expectations but positively associated with math and science interests. Greater interests in math were negatively related to poor academic performance, which in turn was negatively related to lack of peer support. Math outcome expectations was positively related to math efficacy and parent support. Adolescents who had lower academic performance also received greater parental support. The authors suggest that perceptions of racism be included as a factor in studies that examine the development of math/science interests among African American middle school adolescents.

Mediators between self-criticism and depression: Fear of compassion, self-compassion, and importance to others.

This study was an investigation of the relationships between internalized self-criticism and depression and between comparative self-criticism and depression as these relationships are mediated by the fear of self-compassion, fear of compassion from others, self-compassion, and the perception that one is important to others. To examine these relationships, data were gathered via online survey methods from 206 university students at a large public Midwestern university in the United States. The Self-Criticism/Compassion Mediation Model, in which internalized and comparative self-criticism were both modeled to predict depression, was built and tested via structural equation modeling (SEM). In the presence of 4 competing models, this model effectively modeled relationships among the study variables. In the Self-Criticism/Compassion Mediation Model, the fear of self-compassion, and the perception that one is important to others serially mediated the relationship between comparative self-criticism and depression. Additionally, self-compassion partially mediated both the relationship between internalized self-criticism and depression, and the relationship between comparative self-criticism and depression. Implications include the use of the model as a guide to developing evidence-based practice for highly self-critical, depressed clients.

Career Interests and Self-Estimated Abilities of Young Adults with Disabilities.

The purpose of this study was to ascertain vocational interests and self-estimated work-relevant abilities of young adults with disabilities. Results showed that young adults with both low incidence and high incidence disabilities have a wide range of interests and self-estimated work-relevant abilities that are comparable to those in the general population. However, in this sample, less than 50% were employed in jobs that matched their Holland Theme interest/ability profiles. Suggestions for both employers and counselors to assist young adults with disabilities to work in employment that is satisfying and congruent with their vocational personalities are offered.

Data for Korean college students' anxious and avoidant attachment, self-compassion, anxiety and depression

The data presented in this article are from 473 Korean college students׳ responses to an online survey consisting of measures of anxious and avoidant attachment (the Experiences in Close Relationships-Revised Scale: ECR-R), self-compassion (Neff׳s Self-Compassion Scale: SCS), depression (the Center for Epidemiological Studies-Depression Scale: CES-D) and anxiety (the State-Trait Anxiety Inventory-the Trait Anxiety Scale: STAT-T). Each variable was measured by a Korean version of the instrument. Participants were recruited from three universities in South Korea: 288 were men and 185 were women; 199 were undergraduate and 273 were graduate students. The online program used to collect the data prompted for but did not require responses to items; 26 surveys were not completed, and data from these surveys were not included in the dataset. Major findings based on the data presented here are reported in the article “Insecure attachment and emotional distress: Fear of self-compassion and self-compassion as mediators” (Joeng et al., 2017) [1]. The data, an SPSS file, are included as supplementary material.

SES, Gender, and STEM Career Interests, Goals, and Actions: A Test of SCCT

Using social cognitive career theory (SCCT), this study examined the role of socioeconomic status (SES) in an SCCT science, technology, engineering, and math (STEM) model, with gender controlled for across the model. Results showed that higher SES covaried with lower perceived career barriers, and with greater mother, father, and peer support. In turn, higher SES also predicted greater outcome expectations but not self-efficacy. Efficacy predicted STEM career interests, choice goals, and choice actions (defined as intentions to take advanced math and science courses). Outcome expectations predicted interests but not goals or actions. Barriers, as well as, father and peer support, predicted efficacy, while mother support predicted outcome expectations. Results are discussed in light of the STEM career development among higher and lower SES adolescents.