scholarly journals Professional identity and experience of undergraduate students: an analysis of semantic networks

2021 ◽  
Vol 34 (1) ◽  
Author(s):  
Luara Carvalho ◽  
Elisa Maria Barbosa de Amorim-Ribeiro ◽  
Marcelo do Vale Cunha ◽  
Luciana Mourão
Keyword(s):  
Professional Identity ◽  
Identity Construction ◽  
Undergraduate Students ◽  
Semantic Networks ◽  
Work Experiences ◽  
Undergraduate Studies ◽  
Course Work

AbstractWork experiences during undergraduate studies can be remarkable in the journey of undergraduate students. The objective of this study was to assess, by analyzing semantic networks, the role of work experiences in the meanings those individuals attribute to professional identity. The sample consisted of 2291 students (60% women) divided into three groups: do not work, work in a field related to their course, work in a field not related to their course. The semantic networks of these groups were composed of words uttered from the professional identity prime. We chose to work with the critical network, obtained from the analysis of the incidence-fidelity indexes of the word pairs. The results evidence that work experiences are related to how undergraduate students attribute meaning to professional identity, in such a way that three different networks were formed for these groups. The network of those who work outside their field was the only one that integrated words with negative content, while the semantic networks of those who do not work and those who work in their field, despite containing words that do not always coincide, present a similar macrostructure. We conclude that work experiences play an important role in the meanings that undergraduate students attribute to professional identity. The study innovates by revealing elements of professional-identity construction, besides allowing for reflections on the effects of work experiences during the college period.

scholarly journals Sustainability as a Goal in Teaching Workforce Retention: Exploring the Role of Teacher Identity Construction in Preservice Teachers’ Job Motivation

2021 ◽  
Vol 13 (5) ◽  
pp. 2698
Author(s):  
Di Wang ◽  
Lawrence Jun Zhang
Keyword(s):  
Preservice Teachers ◽  
Professional Identity ◽  
Student Teachers ◽  
Identity Construction ◽  
Teacher Identity ◽  
Chinese Language ◽  
Language Education ◽  
Extrinsic Factors ◽  
Job Motivation

With the rapid increase in the number of students learning Chinese as a second or foreign language (CSL/CFL), there is a great demand for Chinese language teachers. Although many teacher preparation programmes have been established, only a few graduates from these programmes enter the profession of Chinese language teaching. This has caused instability of the teaching team and has threatened the sustainability of Chinese language education. To explore the reasons why graduates leave this area and the role of professional identity construction in preservice Chinese teachers’ job motivation, this longitudinal qualitative study investigates the job motivation of three student-teachers as a goal of sustainability in teaching force retention. This study was conducted during the participating teachers’ teaching practicum as part of a master’s degree programme in China. By interviewing the three participants and analysing their self-reflective journals, we found that their job motivations changed considerably during the course of their training. Indeed, their professional identity construction did not determine their career choice. Extrinsic factors, such as income and permanent residence, seemed to significantly affect their motivation of entering the profession. Such findings are important, as they help us gain a better understanding of why preservice CSL/CFL teachers choose other careers upon completing teacher education. These results are especially pertinent to those working in Chinese contexts.

Towards An Understanding of Identity and Technology in the Workplace

2013 ◽  
Vol 28 (3) ◽  
pp. 167-182 ◽  
Author(s):  
Mari-Klara Stein ◽  
Robert D Galliers ◽  
M Lynne Markus
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Identity Construction ◽  
Technology Use ◽  
Workplace Behavior ◽  
Big 4 ◽  
Role Of It ◽  
Back Office ◽  
Ubiquitous Presence

Despite the ubiquitous presence of information technology (IT) in the workplace and the continued computerization of all kinds of work practices, investigations into how IT artifacts play a role in professional identity construction remain rare. Existing studies tend to emphasize sense-making and discourses around IT. This study attempts to fill some of this gap by offering an empirical investigation of how IT artifacts play a role in professional identity enactment at a back office of a Big 4 accounting firm. Building on the socio-technical school of thought and the concept of self as storied, the paper offers a complementary perspective to existing views on the role of IT in identity formation. Our findings reveal that IT artifacts become part of professional identity performances by acting as landmarks in individuals’ self-narratives around which the self and others are positioned and a preferred professional identity is enacted. The findings also indicate that different types of preferred selves may be expressed in specific patterns of technology use. As such, our study contributes to a better understanding of professional identity construction, workplace behavior and ongoing use or non-use of IT at work.

The Role of Gender and Sensation Seeking in Film Choice

2008 ◽  
Vol 20 (3) ◽  
pp. 97-105 ◽  
Author(s):  
Smita C. Banerjee ◽  
Kathryn Greene ◽  
Marina Krcmar ◽  
Zhanna Bagdasarov ◽  
Dovile Ruginyte
Keyword(s):  
United States ◽  
Undergraduate Students ◽  
Sensation Seeking ◽  
Negative Mood ◽  
Positive Mood ◽  
The United States ◽  
High Arousal ◽  
Subject Design ◽  
Happy Mood

This study demonstrates the significance of individual difference factors, particularly gender and sensation seeking, in predicting media choice (examined through hypothetical descriptions of films that participants anticipated they would view). This study used a 2 (Positive mood/negative mood) × 2 (High arousal/low arousal) within-subject design with 544 undergraduate students recruited from a large northeastern university in the United States. Results showed that happy films and high arousal films were preferred over sad films and low-arousal films, respectively. In terms of gender differences, female viewers reported a greater preference than male viewers for happy-mood films. Also, male viewers reported a greater preference for high-arousal films compared to female viewers, and female viewers reported a greater preference for low-arousal films compared to male viewers. Finally, high sensation seekers reported a preference for high-arousal films. Implications for research design and importance of exploring media characteristics are discussed.

Gender and belief factors on attitude towards Social and Environmental Accounting (SEA)

2009 ◽  
Vol 6 (2) ◽  
pp. 51
Author(s):  
Salina Abdullah ◽  
Ern Chen Loo
Keyword(s):  
Natural Resources ◽  
Undergraduate Students ◽  
Environmental Issues ◽  
Environmental Accounting ◽  
Future Generations ◽  
Business And Society ◽  
Four Dimensions ◽  
Sustain Ability ◽  
The Relationship

Research on social and environmental accounting (SEA) has mainly concentrated on disclosure of SEA by corporate bodies, where investigations on ones attitude towards SEA are rarely discussed. SEA is a medium that develops relationships between business and society, community and nature. In addition, SEA involves a concept of sustain ability; where natural resources need to be sustained for the needs of future generations (Alhabshi et al., 2003). SEA also tries to recognise the role of accounting in sustainable development and the use of environmental resources. There are arguments that the young generations today are not fully aware of preserving these natural resources as well as handling social and environmental issues wisely. This perhaps link closely to their belief and cultural background. Hence, this paper examines the influence of gender and belief factors on the undergraduate students’ attitude towards SEA. Four dimensions of belief (fixed ability, quick learning, simple knowledge and certain knowledge) proposed by Schommer (2005) were adapted to analyse how belief factors have influence on their attitude towards SEA. An independent sample t-test was used to examine the relationship between gender and students’ attitude towards SEA. Spearmen’s correlation was employed to show the relationship between belief and attitude towards SEA. The results revealed that gender differences did not show influences on their attitude towards SEA. It was found that there is a significant relationship between belief and students’ attitude towards SEA. Students who believe on the importance of SEA tend to report positive attitude towards SEA. Perhaps findings of this study may provide some information on the SEA education and further be incorporated in the syllabus.

The Role of Career Self-Efficacy on the Effect of Parental Career Behaviors on Career Exploration: A Study on School of Tourism and Hotel Management’ Students

2016 ◽  
Vol 3 (1) ◽  
pp. 143 ◽  
Author(s):  
Selahattin Kanten ◽  
Pelin Kanten ◽  
Murat Yeşiltaş
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Career Exploration ◽  
Equation Modeling ◽  
Survey Method ◽  
Hotel Management ◽  
Mediating Role ◽  
The Impact

This study aims to investigate the impact of parental career behaviors on undergraduate student’s career exploration and the mediating role of career self-efficacy. In the literature it is suggested that some social and individual factors facilitate students’ career exploration. Therefore, parental career behaviors and career self-efficacy is considered as predictors of student’s career exploration attitudes within the scope of the study. In this respect, data which are collected from 405 undergraduate students having an education on tourism and hotel management field by the survey method are analyzed by using the structural equation modeling. The results of the study indicate that parental career behaviors which are addressed support; interference and lack of engagement have a significant effect on student’s career exploration behaviors such as intended-systematic exploration, environment exploration and self-exploration. In addition, it has been found that one of the dimensions of parental career behaviors addressed as a lack of engagement has a significant effect on career self-efficacy levels of students. However, research results indicate that student’s career self-efficacy has a significant effect on only the self-exploration dimension. On the other hand, career self-efficacy has a partial mediating role between lack of engagement attitudes of parents and career exploration behaviors of students.

Hearing Vocation Differently

2018 ◽  
Keyword(s):  
Undergraduate Students ◽  
Affective Learning ◽  
College Campuses ◽  
Deep Roots ◽  
Academic Field ◽  
Multiple Voices ◽  
Faith Traditions ◽  
Future Direction ◽  
The Relationship

Colleges and universities have begun using the language of vocation and calling to help undergraduates think about the future direction of their lives. This language has been employed in both secular and religious contexts, but it has deep roots in a specific theological tradition. Given the increasingly multi-faith context of undergraduate life, many have asked whether this originally Christian terminology can truly become a new vocabulary for higher education. This volume’s 13 contributing scholars identify with a wide variety of faith traditions, including Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism. Some claim more than one tradition; others would claim none. Rather than seeking to “translate” Christian language into other perspectives, they reflect on various facets of vocation from the standpoint of their own traditions. Both individually and collectively, they seek to expand the range of vocational reflection and discernment well beyond its traditional Christian origins, addressing themes such as religious pluralism and difference, the importance of multiple voices, the role of affective learning, the relationship between process and result, and the development of an integrated life. The authors recognize that all undergraduate students—regardless of their academic field, religious background, or demographic identity—need to make space for reflection, to overcome obstacles to vocational discernment, and to consider the significance of their own narratives, beliefs, and practices. Accomplishing these goals will require college campuses to reimagine their curricular and co-curricular programming in order to support their students’ interfaith reflections on issues of meaning and purpose, as well as personal identity.

»Gott segne Kupfer« Goethes Kunstbeschreibungen im Zeitalter der semitechnischen Reproduzierbarkeit

2017 ◽  
Vol 80 (3) ◽  
pp. 392-417
Author(s):  
Mattias Pirholt
Keyword(s):  
Crucial Role ◽  
Original Work ◽  
Continuous Process ◽  
Work Experiences ◽  
Autobiographical Accounts ◽  
Plaster Casts

Abstract This study investigates how the experience of reproductions – drawings, copperplate engravings, woodcuts, lithography, plaster casts, and so forth – influenced Johann Wolfgang von Goethe’s conception of art in general and his descriptions of art (e.g., ekphrases, reviews, and autobiographical accounts) in particular. Well acquainted with the technologies of reproduction of his time, Goethe, often in collaboration with Johann Heinrich Meyer, acknowledged the crucial role of reproductions for the understanding of the productive idea of the original work. Experiences of reproductions and comparisons between copies, drafts, and the original enabled Goethe to grasp the idea as an ever-transforming productive constant of the continuous process of becoming of the work.

Psychological Predictors for Watching Television: The Role of Racial Representation

2021 ◽  
pp. 003329412110252
Author(s):  
Jennifer Archer ◽  
Kadie R. Rackley ◽  
Susan Broyles Sookram ◽  
Hien Nguyen ◽  
Germine H. Awad
Keyword(s):  
Undergraduate Students ◽  
Social Dominance Orientation ◽  
Racial Ideology ◽  
Psychological Predictors ◽  
Ethnic Representation ◽  
Racial Representation ◽  
Television Shows ◽  
Making Choices ◽  
Race Ethnicity

This study explored psychological predictors that may impact viewers’ decision to watch television shows on the basis of perceived racial or ethnic representation. 1998 undergraduate students selected from a list of motivations for watching television that included race-specific motivations such as “a character is of my race/ethnicity.” Participants also completed attitudinal measures of colorblind racial ideology, social dominance orientation, ethnic identity, and ethnic stigma consciousness. Analysis revealed that prejudicial beliefs predicted less salience for racial representation when making choices about television watching, while deeper connection to one’s ethnic group predicted greater salience for representation when making these choices.

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