The Role of Positive Psychology, Cultural, and Family Factors in Latina/o College Students' Vocational Outcome Expectations

Abstract

Latina/o college students (N = 120) provided their perceptions of positive psychology, cultural, family, and vocational outcome expectations. Presence of meaning in life, hope, Anglo orientation, and Mexican orientation were significant predictors of subjective happiness. Implications for counselors are provided.

Sustainability of Positive Psychological Status in the Workplace: The Influence of Organizational Psychological Ownership and Psychological Capital on Police Officers’ Behavior

“…Positive work outcomes, such as motivation, satisfaction, and performance, will be presented when "positive psychological states" are exhibited [68,69]. These positive psychological states include meaningfulness of the work and experiencing responsibility for the work [70,71]. Organizational psychological ownership has been identified as a motivation of employees to improve job performance [21].…”

“…To regain the accumulation of resources, employees with high psychological capital continue to invest positive resources in their work, thus exhibiting excellent organizational citizenship behavior [94]. According to relevant studies, positive attitudes, such as psychological capital, will positively associate with organizational citizenship behavior [71]. Therefore, hypothesis 5 is presented as follows:…”

Assessing the impact of courage and proactive personality on Italian and Spanish psychology students in career transitions: A multigroup analysis

“…Academic satisfaction with university courses is an antecedent of future positive variables linked to the work context, such as involvement in work, as it is related to career competencies and subjective career achievement (Blanch & Aluja, 2010;Lo Presti et al, 2022;Lodi et al, 2020). Finally, a hopeful attitude toward the future is a protective factor for college students' mental health, psychological and physical health, and positive life outcomes at various educational levels (Larsen & Stege, 2012;Marques et al, 2011;Vela et al, 2019). As affirmed in a recent work, "theory and research about the development of career paths underline that satisfaction with school and university is related to the use and improvement of positive resources and planning skills in career projects; in fact, the positive experience in the educational context derives from the opportunity to acquire and improve the skills, the professional interests, and the competencies, which, in turn, will support future transitions" (Lodi et al, 2021(Lodi et al, , p. 1033.…”

“…In Savickas’ theories, successful career construction is a continuous process of active adaptation resulting from person-environment integration, where people must actively build their careers, responding effectively to environmental challenges through acquiring career resources (Savickas, 2002, 2012). Moreover, positive psychology (Lodi et al, 2021; Vela et al, 2019) identifies the positive resources that can support individuals in dealing with challenging and uncertain conditions; among others, proactive personality and courage are protective factors in the management of career paths, in the negotiation of transitions, and in the design of the future (Hirschi, 2014; Jiang et al, 2023; Parola & Marcionetti, 2022; Zammitti, 2021). They can interact with specific career resources helping emerging adults to respond more efficiently given the current context of fluidity and risk in building a successful and satisfactory career path.…”

Risk Intelligence as a Resource in Career Transition: The Role of College Satisfaction on the Visions about Future Jobs

“…The academic satisfaction with university courses can predict the level of future positive variables linked to the work context (e.g., involvement in work), as it is related to the career competencies and subjective career achievement [ 1 , 49 , 50 ]. Finally, a hopeful attitude toward the future is related to college students’ mental health, psychological and physical health, and positive life outcomes at the various educational levels [ 51 , 52 , 53 ].…”