The roles of occupational knowledge and vocational self-concept crystallization in students' school-to-work transition.

Abstract

This research examined two hypothesized predictors of college students' school-to-work transition difficulty, level of occupational knowledge, and crystallization of vocational self-concept. Occupational knowledge, measured before the beginning of the job search, predicted whether students received at least one job offer before graduation and the total number of offers received. Presearch measures of self-concept crystallization predicted the receipt of at least one offer, confidence in the job decision, and satisfaction with type of work. Students' effectiveness in selling their job qualifications during campus interviews and their ability to select positions with more desirable job attributes received some support as process variables in these relationships. Vocational exploration activities predictive of the occupational knowledge and crystallization variables also were examined.

Mentor–protege diversity and its impact on international internship experiences

“…Second, the mentoring of interns in overseas assignments might lead to greater learning about what life as an expatriate is like and a deeper understanding of the opportunities and challenges of living in dierent cultures (Feldman and Thomas, 1992). Third, the mentoring of interns may be positively associated with interns' receiving (and accepting) job oers from their internship employers and with the perceived career instrumentality of their internship experiences (Taylor, 1985(Taylor, , 1988.…”

“…This research has been almost exclusively conducted on interns in their home country (usually the United States) and has focused on three potential bene®ts of internships in particular. First, previous research suggests that the use of internships helps crystallize young adults' career interests, values, and choice of vocation (Taylor, 1985(Taylor, , 1988. Second, internships may help lessen the`entry shock' of moving from school to work (Cole, Kolko and Craddick, 1981).…”

Un regard dialectique sur l’expérience de transition études-travail

“…Il semble qu'un nombre sans cesse croissant de jeunes renoncent à se chercher un emploi avant même d'avoir commencé, convaincus qu'ils n'ont pas les qualités requises pour réussir sur le marché du travail (Sankey, 1987). Taylor (1985) va dans le même sens lorsqu'il invite les chercheurs à examiner, au-delà des connaissances et des habiletés, l'influence de l'estime de soi sur l'expérience de la transition études-travail.…”

“…Pour exprimer l'importance des enjeux qui caractérisent cette étape de vie, la transition des études au travail est décrite comme une étape à la fois cruciale et périlleuse pour les jeunes adultes (Borman et Hopkins, 1987;Levinson, 1978;Sheehy, 1980;Vangelisti, 1988), comme une expérience qui influence les futures aspirations professionnelles et les transitions ultérieures (Fox et Krausz, 1982;Holsinger et Fernandez, 1987;Taylor, 1985), et comme une expérience qui ébranle les attitudes déjà acquises et qui demande la mise à jour d'un projet social et professionnel (Drolet et Monette, 1993;Forner, 1987;Hendry, 1987; Le GaIl et Gascoin, 1983;Morneau, 1991). La réussite de cette transition dépend aussi de l'acquisition de nouvelles ressources, de l'apprentissage de nouveaux rôles (Gould, 1980;Gysbers, 1988;Louis, 1980;Sherraden et Adamek, 1985) et du développe-ment de stratégies qui permettent de s'adapter aux contraintes d'un monde du travail en constant changement (Fournier et Bellerive, 1991).…”

Taiwanese Preschool Teacher Education Students’ Attributions for Studying, Occupational Knowledge, and Initial Teaching Commitment

“…In the framework of career awareness, Wise (1976) argues that increased knowledge about one specific occupation could directly affect a person's preference for that occupation, the value that he/she places on that occupation, and his/her concept of it, which are essential parts of his/her commitment to that occupation. Hence, theories of occupational choice generally view occupational knowledge as the variable significantly contributing to mature work commitments (Gottfredson, 2002;Taylor, 1985). However, the way how occupational knowledge affects individuals' professional commitments has not received much attention in teachers' career development research.…”