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

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.

Inclusive Transition

Increasing trends in the number of students with disabilities who transition from high school to college and career have been evidenced in the past 30 years. Transition support for students who have been included in secondary school classrooms is necessary to ensure successful outcomes. The purpose of this chapter is to present the evolution of transition support and two evidence-based transition planning approaches. The chapter also presents the laws that support transition at various points in the educational pipeline and suggests training and outcomes that might be provided for students and their families and educators. Inclusive education has done much to spur the need for change in the transition process. The approaches are available. They need to be implemented to support students to persist and succeed in post-secondary education and in the world of work.

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

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.

Analyzing the Influence of The Secondary to University Core Courses Alignment

The student success in the first year, is influenced, among the other things, even by academic factors: college readiness, core curriculum in high school, cognitive, etc. The alignment analysis of the some core courses between university and high school, is the main objective of this article. The qualitative method and student questionnaires, are used to carry out this analysis. The results obtained indicate the influence of curriculum alignment on classroom teaching and student success for three core courses: Mathematics, Physics and Chemistry, on the first year. Using the regress analyze, some linear relationships are found, either for two classroom teaching and student success indicators as well. Based on these results, we emphasize the necessity for a greater student support during the transition from high school to university, in order to foster student success. This study was conducted in engineering study field, but it can be used in the other fields as well.

Parental aspirations, schools, and the limits of flexible citizenship: Examining elite return migrants’ schooling decisions

This article investigates how return migrant parents navigate primary and secondary education options in Bangalore, a city in southwest India, by addressing the following question: What factors do return migrant parents consider when making schooling decisions? Through analyzing interviews with return migrant parents from 37 different families, the author argues that parents ultimately want to give their children the skills necessary to pursue their educational and professional interests anywhere in the world. To do so, parents select the ‘best’ school for their child, taking into consideration its demographics, curriculum, and reputation. However, in the process of crafting their children’s transnational futures, parents encounter stumbling blocks as they prepare for the transition from high school to college.

The Importance of First Semester Seminars for At-Risk First-Year Students: Analysis of Student Skills and Time Spent on Class Preparation

The high-school-to-college transition can be difficult as students are adapting to a multitude of academic and social changes simultaneously. The University of Wyoming has created a first-semester program targeted at development of student skills for at-risk students using paired first-year seminar classes. Using student survey data from both pre- and post-course series, students were asked how important they thought academic and non-academic skills were as well as how much preparation time they were spending outside of class. Results from this work show large changes in the importance of skills and time spent studying during the transition from high school to college. This highlights the need to focus specifically on teaching skills to help students through the transition and suggests that not all skills are equal and data shows that students take longer than one semester to match their expected and actual amounts of time they spend outside of class studying.

Hubungan antara Penyesuaian Diri dengan Prestasi Akademik Mahasiswa

This article is motivated by the phenomenon of new students when they start entering college, the transition from high school to university brings up various social and academic changes that will be faced by students. The purpose of this study was to determine whether there is a relationship between self-adjustment and academic achievement of students of the da'wah faculty of the State Islamic University of Sultan Thaha Saifuddin Jambi. The research method used is multiple correlation, which is the method used to determine the relationship between one variable and another. The subjects in this study were 92 students of the Da'wah Faculty for the 2019 Academic Year. Based on the results of the research analysis, the correlation results were p = 0.005 0.005. The results obtained from the data analysis are Ho is rejected and Ha is accepted, so that the results show that there is a relationship between self-adjustment and academic achievement of students of the Da'wah Faculty of Sultan Thaha Saifuddin State Islamic University Jambi.

transición de los estudiantes de EMS a la Universidad. Aportes para la reflexión curricular

Este estudio analiza el proceso de transición de la Educación Media Superior a la Universidad desde el rendimiento académico obtenido a partir de las puntuaciones obtenidas en el examen de ingreso y los promedios alcanzados en el primer y segundo semestre de Licenciatura. El enfoque es cuantitativo con un alcance correlacional, el diseño no experimental de tipo transeccional o transversal. (Hernández, Fernández y Baptista, 2006). Los instrumentos utilizados fueron el examen de ingreso EXAD I y las actas de evaluación de los primeros semestres de la licenciatura. El examen de ingreso se aplicó a 1051 estudiantes de los 11 campus de la UPNECH, pero para el estudio solo se consideraron 184 estudiantes que corresponden a la Unidad Chihuahua. Los resultados ponen de manifiesto que existe una correlación significativa entre las puntuaciones obtenidas en el examen de ingreso y las calificaciones de los primeros dos semestres cursados. Abstract This study analyzes the process of transition from high school to university considering academic performance drawn from scores obtained from diagnostic examinations for diagnostic purposes and results obtained from assessment records during a student’s the first and second semester of the degree program taken. The approach is quantitative with a correlational scope; the design is nonexperimental cross-sectional (Hernández, Fernández & Baptista, 2006). The instruments used were the diagnostic examination EXADI 1 (National Diagnostic Examination), and the students’ assessment records which corresponded to their first and second semester of the degree program taken. The diagnostic examination was applied to 1, 051 students from 11 National Pedagogical Universities of the State of Chihuahua, however, for this study, we only considered 184 students which were attending classes at the Chihuahua Unit. The results manifest the existence of a significant correlation between scores obtained on the diagnostic examination and assessment records of the first two semesters of the degree program taken.