scholarly journals Emotional anticipation of future vocational transitions: A person-centered approach

2021 ◽  
Author(s):  
Michaël Parmentier
Keyword(s):  
Higher Education ◽  
Research Question ◽  
Cognitive Appraisals ◽  
Point Of View ◽  
Career Adaptability ◽  
Career Transitions ◽  
Major Life Events ◽  
Major Life ◽  
Transition From High School ◽  
Vocational Planning

Most future educational and career transitions represent major life events that individuals anticipate to a considerable extent, possibly with multiple emotions at the same time. However, few studies have examined the emotions that individuals experience when they anticipate a future educational or career transition, imagine how it will occur, the consequences it will have for them, and visualize their coping efforts. The aims of the present dissertation are fourfold. First, we explore individuals’ combinations of multiple future-oriented emotions at the prospect of three major educational and career transitions: (a) the transition from high school to higher education, (b) the transition from higher education to the job market, and (c) the transition from unemployment to employment. Due to the rather exploratory nature of our first research question, our second objective pertains to the replication of these combinations and the investigation of similarities between several groups of individuals based on (a) gender, (b) institutional context, and (c) the temporal distance before the transition. Third, we examine several antecedents of individuals’ combinations of future-oriented emotions. These antecedents ranged from career-related constructs such as career decidedness and career adaptability to affective mechanisms such as cognitive appraisals, trait affect, and emotion regulation. Finally, we examine the behavioral effects of future-oriented emotions in terms of anticipated vocational planning and effort. Overall, the present dissertation brings several implications in highlighting the combinations of future-oriented emotions that individuals experience when anticipating important vocational transitions, a research strand that is scarce both in vocational and emotion research. From a practical point of view, the evidence of several combinations—and the differences and similarities among several groups or contexts—carries practical implications for designing and implementing career-related interventions. Finally, examining antecedents and outcomes of future-oriented emotions combinations underlines the importance of taking emotional anticipation processes into account when individuals prepare for and cope with major educational and career transitions.

scholarly journals Emotional anticipation of future vocational transitions: A person-centered approach

2022 ◽  
Author(s):  
Michaël Parmentier
Keyword(s):  
Higher Education ◽  
Research Question ◽  
Cognitive Appraisals ◽  
Point Of View ◽  
Career Adaptability ◽  
Career Transitions ◽  
Major Life Events ◽  
Major Life ◽  
Transition From High School ◽  
Vocational Planning

Most future educational and career transitions represent major life events that individuals anticipate to a considerable extent, possibly with multiple emotions at the same time. However, few studies have examined the emotions that individuals experience when they anticipate a future educational or career transition, imagine how it will occur, the consequences it will have for them, and visualize their coping efforts. The aims of the present dissertation are fourfold. First, we explore individuals’ combinations of multiple future-oriented emotions at the prospect of three major educational and career transitions: (a) the transition from high school to higher education, (b) the transition from higher education to the job market, and (c) the transition from unemployment to employment. Due to the rather exploratory nature of our first research question, our second objective pertains to the replication of these combinations and the investigation of similarities between several groups of individuals based on (a) gender, (b) institutional context, and (c) the temporal distance before the transition. Third, we examine several antecedents of individuals’ combinations of future-oriented emotions. These antecedents ranged from career-related constructs such as career decidedness and career adaptability to affective mechanisms such as cognitive appraisals, trait affect, and emotion regulation. Finally, we examine the behavioral effects of future-oriented emotions in terms of anticipated vocational planning and effort. Overall, the present dissertation brings several implications in highlighting the combinations of future-oriented emotions that individuals experience when anticipating important vocational transitions, a research strand that is scarce both in vocational and emotion research. From a practical point of view, the evidence of several combinations—and the differences and similarities among several groups or contexts—carries practical implications for designing and implementing career-related interventions. Finally, examining antecedents and outcomes of future-oriented emotions combinations underlines the importance of taking emotional anticipation processes into account when individuals prepare for and cope with major educational and career transitions.

scholarly journals Education in the 21st Century

2015 ◽  
Vol 3 (2) ◽  
pp. 160-169
Author(s):  
Oľga Bočáková ◽  
Darina Kubíčková
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Research Question ◽  
Quality Standard ◽  
Point Of View ◽  
University Education ◽  
Its Analysis ◽  
Questionnaire Method ◽  
University Lecturers ◽  
The University

This paper deals with the issues of education in Slovakia in the 21st century. The focus has been oriented on the system of higher education and on its current problems. At the present time there prevails an opinion that the quality, standard and demands of the university education is decreasing. In our paper we have carried out an empiric research mapping the opinions of employers of university lecturers and individual students of universities with regard to various aspects connected with university education. We have taken into regard the development of system of education after 1989 and the changes connected with it. The aim of the paper is to identify the current problems of higher education in Slovakia. The research question reads: What problems does the university education have at the present time? From the point of view of used methods we have selected work with literature and its analysis and also the questionnaire method. Subsequently we have analysed and evaluated the results of our survey.

scholarly journals Vpliv kraja bivanja in izobrazbe staršev na intenzivnost inštrukcij

2020 ◽  
Vol 5 (4) ◽  
pp. 213-233
Author(s):  
Evelina Perozzi ◽  
Andrej Raspor
Keyword(s):  
Higher Education ◽  
High School Students ◽  
Quantitative Research ◽  
Formal Education ◽  
Research Question ◽  
Point Of View ◽  
Place Of Residence ◽  
School Students ◽  
School Year ◽  
Learning School

Research question (RQ): Among other questions in this research we have tried to answer, in relation to an increase of the use of tutoring, was whether the intensity of the use of tutoring is influenced by the place of residence and education of parents, so we formulated the following research question: “Does the place of residence and education of parents’ affect the use of tutoring?” Purpose: The basic goal of the research was to determine how extensive the use of tutoring is in the Goriška region and how/if the place of residence and education of parents is relevant. We focused on science subjects such as math, physics, chemistry, and one foreign language. Method: We surveyed primary school students, high school students, secondary schools, and students enrolled in higher education study programs in the Goriška region. By interviewing both students and parents, a quantitative research was enriched by the detailed content review of the importance of tutoring. We also conducted interviews with teachers of physics, chemistry, mathematics, and English in both primary and secondary education, and gained an insight into the increased use and need of tutoring in the context of formal education. We also used the method of observation by observing the students that use tutors and resort to tutoring. The research was conducted during the 2016/2017 school year. Results: Based on the data gained by conducting an extensive research, the following key conclusion was formed: Place of residence and education of parents do not affect the intensity of tutoring. Organization: According to the findings, the volume of tutors is increasing, and students are too focused on improving grades rather than better consolidating learning, school principals and deans could make certain changes in the delivery of learning content to students. When organizing the tutoring, it is important that it directly relates to consolidation of learning, rather than being directed only towards the improvement of grades, which are required for passing and applying for collage. Society: The contribution is important from the point of view of students, teachers and also the Ministry of Education in relation to the reform of the school system. Moreover, a broader study could offer solutions to limit the emerging gap between students and teachers, as research has shown that the use of tutoring has increased significantly. Here we should follow the example of those countries where the study is designed in such a way, that there is no need for additional tutoring. Originality: This is the first such extensive research in the Goriška region and in Slovenia in general. All school levels were included. Starting with elementary schools, high schools and higher education programs. Above all, this study expresses originality, as it seeks to answer how the place of residence and education of parents influence the tutoring process. Limitations/further research: The limitation of the research is that we conducted the research in the Goriška region only and that the selected sample was small, therefore, the findings cannot be applicable to everyone. It would make sense to conduct similar research and expand it to the entire Slovenian population. Another limitation is the fact that it was carried out before COVID-19, during which teaching, and tutoring had to adapt to the new situation.

Stability and Change in Emotional Intelligence: Exploring the Transition to Young Adulthood

2005 ◽  
Vol 26 (2) ◽  
pp. 100-106 ◽  
Author(s):  
James D.A. Parker ◽  
Donald H. Saklofske ◽  
Laura M. Wood ◽  
Jennifer M. Eastabrook ◽  
Robyn N. Taylor
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Postsecondary Education ◽  
Life Transition ◽  
Full Time ◽  
Major Life ◽  
Long Term Stability ◽  
Time Period ◽  
Transition From High School

Abstract. The concept of emotional intelligence (EI) has attracted growing interest from researchers working in various fields. The present study examined the long-term stability (32 months) of EI-related abilities over the course of a major life transition (the transition from high school to university). During the first week of full-time study, a large group of undergraduates completed the EQ-i:Short; 32 months later a random subset of these students (N = 238), who had started their postsecondary education within 24 months of graduating from high school, completed the measures for a second time. The study found EI scores to be relatively stable over the 32-month time period. EI scores were also found to be significantly higher at Time 2; the overall pattern of change in EI-levels was more than can be attributed to the increased age of the participants.

Formacja prawnika wyzwaniem czasów

2017 ◽  
Vol 15 (2) ◽  
pp. 267-286
Author(s):  
Stanisław Leszek Stadniczeńko
Keyword(s):  
Higher Education ◽  
Human Capital ◽  
Young People ◽  
Personality Traits ◽  
Point Of View ◽  
Job Market ◽  
Social Lives ◽  
New Vision ◽  
Political Disputes

The author considers the questions relating to the formation of lawyers’ professional traits from the point of view of the significance which human capital and investment in this capital hold in contemporary times. It follows from the analyses, which were carried out, that the dire need for taking up actions with the aim to shape lawyers appears one of the most vital tasks. This requires taking into account visible trends in the changing job market. Another aspect results from the need for multilevel qualifications and conditions behind lawyers’ actions and their decisions. Thus, colleges of higher education which educate prospective lawyers, as well as lawyers’ corporations, are confronted by challenges of forming, in young people, features that are indispensable for them to be valuable lawyers and not only executors of simple activities. The author points to the fact that lawyers need shaping because, among others, during their whole social lives and realization of professional tasks their personality traits and potential related to communication will constantly manifest through accepting and following or rejecting and opposing values, principles, reflexions, empathy, sensitivity, the farthest-fetched imagination, objectivism, cooperation, dialogue, distancing themselves from political disputes, etc. Students of the art of law should be characterized by a changed mentality, new vision of law – service to man, and realization of standards of law, as well as perception of the importance of knowledge, skills, attitudes and competences.

Novos modelos de educação superior

2020 ◽  
Author(s):  
Manuel Tavares Gomes ◽  
Eduardo Santos ◽  
Sandra Gomes ◽  
Daniel Pansarelli ◽  
Donizete Mariano ◽  
...  
Keyword(s):  
Higher Education ◽  
Public School ◽  
Empirical Research ◽  
Graduate Program ◽  
Point Of View ◽  
School Students ◽  
Public School Students ◽  
New Models ◽  
Cognitive Justice ◽  
Access Policies

This book, consisting of nine chapters, is the result of multiple theoretical and empirical research carried out by students in the post-graduate program in education (PPGE) at Universidade Nove de Julho (UNINOVE). The object of the research was to carry out a study on the new models of higher education, implemented in Brazil between 2005 and 2013. The studies carried out focus, above all, on institutional principles, student access policies, the internationalization process, quota policies, and mechanisms for inclusion in higher education for public school students. These were studies that used, as a theoretical basis, epistemological models of a counter-hegemonic character and, from a methodological point of view, an essentially qualitative approach. The studies showed, generically, the possibility of building other models of higher education capable of overcoming the elitism, characteristic of traditional universities. The inclusion of students from public school reveals that it is possible to make higher education a right for everyone, democratizing it, in the sense of establishing social and cognitive justice. Keywords: higher education; new models; empirical research; Brazil; social and cognitive justice.

Network Analysis of the Integration Level of the Universities Participating in Project 5-100 in the International Higher Education Area

2019 ◽  
Vol 28 (11) ◽  
pp. 155-167
Author(s):  
P. A. Zhdanov ◽  
N. A. Polikhina ◽  
E. Yu. Sema ◽  
L. V. Kazimirchik ◽  
I. B. Trostyanskaya ◽  
...  
Keyword(s):  
Higher Education ◽  
Network Analysis ◽  
International Education ◽  
Russian Federation ◽  
Education System ◽  
Point Of View ◽  
International Higher Education ◽  
Scientometric Analysis ◽  
Higher Education System ◽  
The Russian Federation

The paper analyzes measures adopted by the Russian Federation on internationalization and globalization of the higher education system, its integration into the international scientific and education area. One of the initiatives of the authorities of the Russian Federation in this direction is Project 5-100, designed to increase the competitiveness of both a selected group of universities and the Russian higher education system as a whole. Among the successful practices of Project 5-100, one can identify the presentation of a single stand of participating universities at the international education exhibitions APAIE, EAIE, NAFSA. Within this study, we explore the cooperation of the universities participating in Project 5-100 with potential international partners at global educational exhibitions by means of network analysis with graphs. The effectiveness of such cooperation from the point of view of integration of the universities from this group into the international higher education area is determined through estimations of the usefulness of participation in such events made by the universities and through scientometric analysis. As a result of this study, it was revealed that active participation in international educational exhibitions including negotiating, establishing contacts with international partners, contributes significantly to the promotion of the universities participating in Project 5-100 in the international arena.

scholarly journals Spirals of Sustainable Academic Motivation, Creativity, and Trust of Higher Education Staff

2021 ◽  
Vol 13 (13) ◽  
pp. 7057
Author(s):  
Martina Blašková ◽  
Dominika Tumová ◽  
Rudolf Blaško ◽  
Justyna Majchrzak-Lepczyk
Keyword(s):  
Higher Education ◽  
Academic Motivation ◽  
Slovak Republic ◽  
Point Of View ◽  
Scientific Management ◽  
Administrative Staff ◽  
Sustainable Systems ◽  
New Concepts ◽  
Future Improvement ◽  
The University

Sustainability has to penetrate more and more into higher education. It should not focus only on traditional elements. It should also enter new, but for future improvement, extremely important areas. Based on this premise, creativity and motivation, when additionally interconnected and supported by trust that is provided and achieved, decide on the progress and sustainability of universities. This connection is gaining importance especially from the point of view of building solid foundations and mechanisms that functionally preserve the potential effects of these elements in the future. For this reason and following the nature, importance, and content of sustainable academic motivation (SAM), the paper introduces two new concepts: sustainable academic creativity (SAC) and sustainable academic trust (SAT). For further original contributions, the paper hypothesizes the existence of mutual—spiral—relations of sustainable academic motivation (SAM), sustainable academic creativity (SAC), and sustainable academic trust (SAT). The empirical section tests the validity of this claim in the universities of two countries: the Slovak Republic and Poland. A survey performed on a sample of n=181 pedagogical, scientific, management, and administrative staff in higher education confirms the existence of these spirals. The results indicate the spiral effect of motivation when connected with creativity and trust and show that it is accented by the crucial principles of sustainability (responsibility, novelty, usefulness, progress, etc.). Therefore, the paper’s conclusion contains the explanations for the potential occurrence of three types of sustainably mutual systems and complexes. These are: (a) individual sustainable systems of SAM, SAC, and SAT; (b) group/sectional sustainable systems of SAM, SAC, and SAT; and (c) the global sustainable complex of SAM, SAC, and SAT in the university.

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