Personal Mission Statements as Tools for Developing Writing and Reflection Skills

Lewis, Lawrence B.; Hammer, Elizabeth Yost

doi:10.1002/9781444305173.ch21

Cited by 1 publication

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“…However, researchers have also suggested that examining other personal and environmental constructs in the career exploration process can be important as well. For example, researchers have suggested that college students explore their interpersonal intelligence (Shearer, 2009), values (Melendez, 2003), personal mission (Lewis & Hammer, 2008), and personal concepts of calling and vocation (Dik, Duffy, & Eldridge, 2009) as a way to guide their exploration of potential occupations. Following the ICM model, we also suggest that students explore their sense of self-efficacy, positive self-attributions, vocational identity, level of proactivity, and achievement in various domains as a way to guide the exploration of various types of careers.…”

Section: Discussionmentioning

confidence: 99%

Career Development Skills, Outcomes, and Hope Among College Students

Sung

Turner

Kaewchinda

2012

Journal of Career Development

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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.

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Section: Discussionmentioning

confidence: 99%