Seoyoun Kim, Toni Watt, Natalie Ceballos and Shobhit Sharma (Texas State University, San Marcos, USA) published in Stress & Health Volume 35 Issue 4 (October 2019)
Abstract
Despite the growing interest in adverse childhood experiences and biomarkers, less attention has been paid to multiple biomarkers as representing interrelated systems among college students.
Guided by the neuroinflammatory pathway hypothesis, the current project takes the initial step in examining the link between three types of childhood adversity and biomarkers of neuroplasticity (brain‐derived neurotropic factor [BDNF]) and low‐grade inflammation (C‐reactive protein [CRP]) in an overarching model and whether this link may differ in men and women.
Undergraduate students (n = 85) were recruited through multiple departments from a state university.
The participants responded to the detailed online survey questionnaire on childhood adversity and provided one blood sample via venous blood draw. Given that CRP and BDNF represent two interrelated systems, structural equation models were considered the most suitable for the analyses.
The findings partially support neural and inflammatory pathways, such that childhood adversity and particularly family dysfunction have a significant positive effect on BDNF (b = 30.41, p< .01). The link between family dysfunction and CRP was stronger in female students (b = 0.57, p< .05).
Results suggest that interventions for college students with family dysfunctions may need to target different physiological and behavioral outcomes for male and female students.
Showing posts with label college_students. Show all posts
Showing posts with label college_students. Show all posts
Wednesday, 30 October 2019
Thursday, 8 February 2018
A Phenomenological Study of Career Anxiety Among College Students
an article by Christopher T. Pisarik (University of Georgia, USA), P. Clay Rowell (University of North Georgia, USA) and Laura K. Thompson (Regis University, Colorado, USA) published in The Career Development Quarterly Volume 65 Issue 4 (December 2017)
Abstract
This study explored the phenomenon of career anxiety through a qualitative investigation of the experiences of 7 traditional-aged college students who were in various stages of their undergraduate degree programs.
Using Moustakas's (1994) method of transcendental phenomenology, the authors conducted in-depth interviews to answer the following questions:
Abstract
This study explored the phenomenon of career anxiety through a qualitative investigation of the experiences of 7 traditional-aged college students who were in various stages of their undergraduate degree programs.
Using Moustakas's (1994) method of transcendental phenomenology, the authors conducted in-depth interviews to answer the following questions:
- What are coresearchers’ (participants') experiences with the phenomenon of career anxiety? and
- In what contexts do the coresearchers experience career anxiety?
- general symptoms of anxiety,
- existential concerns,
- pressure,
- lack of career guidance,
- cognitive distortions,
- social comparisons, and
- economic/occupational uncertainty.
Monday, 3 November 2014
Career Indecision, Meaning in Life, and Anxiety An Existential Framework
an article by Aaron D. Miller and Patrick J. Rottinghaus (Southern Illinois University at Carbondale, IL, USA) published in Journal of Career Assessment Volume 22 Number 2 (May 2014)
Abstract
The current study examines the role of meaning in life with respect to career indecision and state anxiety in a sample of 229 university students.
This article seeks to build upon the career indecision literature by examining the role of meaning in life.
An existential model of career indecision was applied in order to provide a theoretical framework for the relationship between career indecision and anxiety. Measures include the Career Decision Scale (Osipow, Carney, Winer, Yanico, & Koschier, 1976), the Meaning in Life Questionnaire (Steger, Frazier, Oishi, & Kaler, 2006), and the State-Trait Inventory for Cognitive and Somatic Anxiety (Ree, MacLeod, French, & Locke, 2000).
Presence of meaning in life mediated the relationships between career indecision and anxiety.
However, the results did not support the hypothesis that the search for meaning in life moderates the relationship between career indecision and anxiety.
Future research and practical implications are also discussed.
Abstract
The current study examines the role of meaning in life with respect to career indecision and state anxiety in a sample of 229 university students.
This article seeks to build upon the career indecision literature by examining the role of meaning in life.
An existential model of career indecision was applied in order to provide a theoretical framework for the relationship between career indecision and anxiety. Measures include the Career Decision Scale (Osipow, Carney, Winer, Yanico, & Koschier, 1976), the Meaning in Life Questionnaire (Steger, Frazier, Oishi, & Kaler, 2006), and the State-Trait Inventory for Cognitive and Somatic Anxiety (Ree, MacLeod, French, & Locke, 2000).
Presence of meaning in life mediated the relationships between career indecision and anxiety.
However, the results did not support the hypothesis that the search for meaning in life moderates the relationship between career indecision and anxiety.
Future research and practical implications are also discussed.
Tuesday, 30 July 2013
Contributions of Social Status and Family Support to College Students’ Career Decision Self-Efficacy and Outcome Expectations
an article by Jennifer Metheny and Ellen Hawley McWhirter (University of Oregon, Eugene, USA) published in Journal of Career Assessment Volume 21 Number 3 (August 2013)
Abstract
The purpose of this study was to better understand the roles of social status and family support in the career decision making of young adults in college.
We tested a path model predicting career decision self-efficacy and career-related outcome expectations in a sample of 270 male and female undergraduate students. Predictor variables included family of origin socioeconomic status, perceived social status, perceived family support, and intentional family career-related interactions.
The sample was randomly split into a calibration sample and a validation sample. Based on a path analysis with the calibration sample, the hypothesised model was modified, and a multiple group analysis was used to test for model invariance for the revised model.
The results of this study suggest that both family status and family support are associated with social cognitive career development outcomes. Implications for both research and practice are discussed.
Abstract
The purpose of this study was to better understand the roles of social status and family support in the career decision making of young adults in college.
We tested a path model predicting career decision self-efficacy and career-related outcome expectations in a sample of 270 male and female undergraduate students. Predictor variables included family of origin socioeconomic status, perceived social status, perceived family support, and intentional family career-related interactions.
The sample was randomly split into a calibration sample and a validation sample. Based on a path analysis with the calibration sample, the hypothesised model was modified, and a multiple group analysis was used to test for model invariance for the revised model.
The results of this study suggest that both family status and family support are associated with social cognitive career development outcomes. Implications for both research and practice are discussed.
Thursday, 4 April 2013
Career Development Skills, Outcomes, and Hope Among College Students
an article by Yoonhee Sung, Sherri L. Turner and Marid Kaewchinda (Department of Educational Psychology, University of Minnesota, Minneapolis, USA) published in Journal of Career Development Volume 40 Number 2 (April 2013)
Abstract
The purpose of this study was twofold.
First, the utility of the Integrative Contextual Model of Career Development (ICM) to describe the career development behaviour 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.
Abstract
The purpose of this study was twofold.
First, the utility of the Integrative Contextual Model of Career Development (ICM) to describe the career development behaviour 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.
Monday, 31 December 2012
Exploring the career construction interview for vocational personality assessment
an article by Susan R. Barclay and Lori A. Wolff (The University of Mississippi, USA) published in Journal of Vocational Behavior Volume 81 Issue 3 (December 2012)
Abstract
This mixed-methods study explored the validity and usefulness of the Career Construction Interview (CCI) with college students (n = 83) from a midsize Southern university.
Using Pearson’s r correlations, comparisons were made between the three-letter RIASEC Strong Interest Inventory (SII) theme code and RIASEC theme codes derived from coding the CCI narratives of the participants.
Results indicated moderate correlation between the CCI and SII participant results.
Highlights
► We ascertain whether coders can develop RIASEC theme codes from narrative CSI question responses.
► We explore validity of the CSI, comparing coded results to Strong Interest Inventory (SII) results.
► Intraclass correlations indicate strong interrater reliability.
► Overall moderate correlation exists between CSI and SII participant results.
Abstract
This mixed-methods study explored the validity and usefulness of the Career Construction Interview (CCI) with college students (n = 83) from a midsize Southern university.
Using Pearson’s r correlations, comparisons were made between the three-letter RIASEC Strong Interest Inventory (SII) theme code and RIASEC theme codes derived from coding the CCI narratives of the participants.
Results indicated moderate correlation between the CCI and SII participant results.
Highlights
► We ascertain whether coders can develop RIASEC theme codes from narrative CSI question responses.
► We explore validity of the CSI, comparing coded results to Strong Interest Inventory (SII) results.
► Intraclass correlations indicate strong interrater reliability.
► Overall moderate correlation exists between CSI and SII participant results.
Monday, 6 August 2012
Calling and Career Outcome Expectations: The Mediating Role of Self-efficacy
an article by José F. Domene, University of New Brunswick, Canada) published in Journal of Career Assessment Volume 20 Number 3 (August 2012)
Abstract
Links between young adults’ sense of calling, career outcome expectations, and self-efficacy were examined in a sample of 855 undergraduate students from three universities in Atlantic Canada.
Hierarchical multiple regression revealed that participants’ presence of and search for calling accounted for a small, but significant, portion of the variance in career outcome expectations.
Mediation analysis, conducted separately for each subdimension of calling, revealed that self-efficacy partially mediated the relation between purposeful work and outcome expectations, and fully mediated the relation for the calling dimensions of search for purposeful work, presence of transcendent summons, and presence of a prosocial orientation.
The pattern of findings suggests that the relation between sense of calling and expectations for a successful future occupational outcome is predominantly indirect, working through influencing students’ occupational self-efficacy.
Abstract
Links between young adults’ sense of calling, career outcome expectations, and self-efficacy were examined in a sample of 855 undergraduate students from three universities in Atlantic Canada.
Hierarchical multiple regression revealed that participants’ presence of and search for calling accounted for a small, but significant, portion of the variance in career outcome expectations.
Mediation analysis, conducted separately for each subdimension of calling, revealed that self-efficacy partially mediated the relation between purposeful work and outcome expectations, and fully mediated the relation for the calling dimensions of search for purposeful work, presence of transcendent summons, and presence of a prosocial orientation.
The pattern of findings suggests that the relation between sense of calling and expectations for a successful future occupational outcome is predominantly indirect, working through influencing students’ occupational self-efficacy.
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