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.

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.

Longitudinal Stability of Intellectual Functioning in Autism Spectrum Disorder: From Age 3 Through Mid-adulthood

Intelligence (IQ) scores are used in educational and vocational planning for individuals with autism spectrum disorder (ASD) yet little is known about the stability of IQ throughout development. We examined longitudinal age-related IQ stability in 119 individuals with ASD (3–36 years of age at first visit) and 128 typically developing controls. Intelligence measures were collected over a 20-year period. In ASD, Full Scale (FSIQ) and Verbal (VIQ) Intelligence started lower in childhood and increased at a greater rate with age relative to the control group. By early adulthood, VIQ and working memory stabilized, whereas nonverbal and perceptual scores continued to change. Our results suggest that in individuals with ASD, IQ estimates may be dynamic in childhood and young adulthood.

Analysis of the Factors Affecting the Employment Quality of University Graduates by DEMATEL / ISM Method

To analyze how to improve the employment quality of university graduates and clarify the internal logical relationship between the influencing factors in the employment quality of university students through analyzing of the influencing factors on the employment quality of university students Based on the integrated DEMATEL / ISM method. Commuters are assumed used DEMATEL method and Hierarchical structure model of influencing factors on employment quality of university graduates constructed by ISM for obtaining the influence degree. Describe the causal relationship of the factors affecting the employment quality of university graduates, hierarchical logical structure of factors affecting university graduate employment quality. The results show that the employment recommendation service and subsidy of government, cooperation of university and enterprise, vocational planning and education of university, employee Brand construction of enterprise, independent s employment willingness are the direct factors that effect the employment quality of college students, and should be given priority attention

Providing Career Development Services to Veterans: Perceived Need, Acceptability, and Demand

Providing career development services, through career counseling and assessment, is part of vocational rehabilitation programming. However, there is no applied evidence that such career development services are feasible or accepted among individuals with psychiatric disorders. We examined feasibility (acceptability, demand, and perceived need) of the Vocational Evaluation Center (VEC), one veterans affairs (VA) hospital’s method of career development services for veterans with psychiatric disorders. Demographics, referral source, and service utilization were analyzed among 90 veterans referred to the VEC. Qualitative analysis identified patterns to veterans’ reasons for seeking VEC services. Veterans referred to the VEC were predominately unemployed and disabled. Veterans tolerated the intervention well, with 16.7% dropping out. Reported needs for VEC services included (a) vocational uncertainty, (b) functional considerations in vocational planning, and (c) finding purpose. Veterans with psychiatric disorders want career development services. The VEC model appears feasible, well-tolerated, and aligned with consumers’ needs.

Voices of Indonesian Migrant Workers at Home and Abroad

In this paper I discuss interviews conducted with Indonesian village women, concerning their decisions to sojourn abroad for work. The women detail three factors that they believe compel them to seek work abroad: lack of job opportunities, lack of educational and training opportunities and personal desire to experience life outside the confines of family and village life. They also raise the issue of government biases in educational and vocational planning that negatively affects villagers’ abilities to find employment within Indonesia, and particularly within rural environments.I also interviewed community support workers who mention political patronage as a factor in allocating funds for educational and training projects. Recent studies indicate that the Indonesian government has, for many years, prioritized formal education at the public-school level in urban centers and larger provincial towns, but that poorer rural villages lack access to similar opportunities. Many Indonesian women working in laboring positions abroad emanate from these poorer villages.Participant recommendations include delinking village educational funding from political patronage, and allocating more funds to remote villages, not only in terms of building more primary and secondary schools but also in terms of providing long-term vocational training, particularly for young adults, which, in combination with increased employment opportunities, may decrease the necessity to migrate.Data was collected through interviews and written journals in Indonesia and Hong Kong between 2005 and 2017.