1,721,020 research outputs found
Perceived research environment, motivation, and academic interest in research: a social-cognitive perspective
No full textUsing social-cognitive career theory as a framework, we investigated whether research self-efficacy and outcome expectations mediated between perceived research environment and research motivation (intrinsic, extrinsic, and failure avoidance) and interest in research. Participants were 290 Indonesian academics (48.8% female; mean age 43 years). Perceived research environment and failure avoidance were related indirectly to interest in research via self-efficacy and outcome expectations, and intrinsic motivation was related both directly and indirectly. Perceived research environment was related indirectly to outcome expectations via self-efficacy; intrinsic motivation and failure avoidance were related both directly and indirectly; and extrinsic motivation was related directly.No Full Tex
Development and Initial Validation of Perceived Research Environment Scale for Higher Education Academics
No full text© The Author(s) 2019. There is a growing interest in the perceived research environment for higher education academics. As there is no existing, psychometrically sound scale that directly measures perceived research environment for higher education academics, we designed and validated the Perceived Research Environment Scale for use with this population. In Phase 1, items were developed based on a review of literature, six focus groups, and expert judgment. In Phase 2, the items were then administered to a sample of Indonesian academics (N = 306, M age = 42.29 years). Item analysis and exploratory factor analysis were used to reduce the number of items and determine the factor structure. In Phase 3, confirmatory factor analyses were used on a hold-out sample (N = 292, M age = 43.39) to confirm this structure. In Phase 4, we provided evidence for construct validity. The practical uses of this newly developed scale are discussed.Full Tex
Job crafting by students who work and study
No full textInformed by a self-regulatory perspective, we tested a model (N = 233) in which job (e.g., autonomy), person (e.g., motivation), and study characteristics (e.g., engagement) predicted student job crafting, which, in turn, predicted work-study conflict and facilitation. Job, person, and study characteristics predicted task (46% of variance), cognitive (56%), and relational crafting (25%), and cognitive and relational crafting predicted greater work-study facilitation (53%). When students proactively modify their work environment, this is likely to assist them at work as well as facilitate their study life. Developing job crafting skills in students should improve both work and study functioning.Full Tex
Young adults’ perceived future employability: antecedents and consequences
No full textOptimistic perception of one’s future employability is critical for young people, being linked to motivation, behaviours, and well-being. We tested some antecedents and outcomes to perceived future employability (PFE) and their mediation effects. Responses (N = 324, 62.3% female, mean age 20.77 years) revealed that (1) career calling, strategies, proactivity, and encouragement were related to PFE, (2) PFE was related to career planning, performance, and satisfaction, and (3) PFE mediated all antecedents to satisfaction, but not to planning or performance.No Full Tex
Young adults perceived future employability: testing a social cognitive career model
No full textBeing optimistic about their future employability can help to provide young people with certainty and independence. We examined the relationship of perceived future employability (PFE) and some career outcomes using the social cognitive career framework. Response (N = 449, 78% female, mean age 21.07 years), revealed that: (a) PFE was associated with career self-efficacy and outcome expectations, (b) career self-efficacy and outcome expectations were associated with career distress, career effort, and career aspirations, and (c) career self-efficacy and outcome expectations mediated PFE and career distress, career effort, and career aspirations.Full Tex
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Applying boundary management theory to university students: A scoping review
No full textThe aim of this scoping review was to map the existing literature to determine the extent to which boundary management approaches have been used to explain how university students manage the boundaries between their various roles. Using a systematic process, nine databases and grey literature were reviewed for potentially relevant studies. After applying the inclusion criteria, a total of 12 studies were identified. The results from these indicated that boundary management was related to important student outcomes such as well-being, academic performance, role overload, role conflict, and role balance. These findings provide universities and institutions with evidence that can assist them with understanding how students manage their multiple roles while at university. Areas for future research are highlighted.Full Tex
The relationship between meritocratic beliefs and career outcomes: The moderating role of socioeconomic status
No full textBased on a self-regulatory perspective, this study examined a serial mediation model in which meritocratic beliefs about social attainment were related to higher expected income via career goal clarity and goal persistence. In addition, we tested whether these potential relationships were stronger for young people from lower SES families. Using a sample of 251 young adults (66.5% male), we found, as expected, meritocratic beliefs were related to greater goal clarity and goal persistence, which, in turn, were related to higher expected salary. The relationships between meritocratic beliefs and goal clarity, persistence, and expected salary, as well as the serial mediation relationship, were stronger for those who perceived themselves to be less socially advantaged. Contrary to expectation, meritocratic beliefs only related indirectly to expected salary. These findings highlight the importance of meritocratic beliefs about social outcomes and SES in young people's career self-regulation.Full Tex
A comparison between flipped and lecture-based course delivery of a career development programme for Chinese undergraduates
No full textExisting research on the effectiveness of career courses often lacks evidence on the comparative effects of different pedagogical formats. This study compared the effects of a flipped classroom approach to a traditional lecture-based approach for delivering a career course among Chinese undergraduate students. A longitudinal quasi-experimental field design was used to assess changes in the career outcomes between the flipped and non-flipped groups over three time points (pre-, post-, and 2-month follow-up). Mixed-factorial ANOVAs showed the overall effects were stronger immediately post-course and at the 2-month follow-up for the flipped approach, although both course designs decreased lack of career information and increased environmental exploration. The study suggests that the flipped classroom design has the potential to outperform traditional teaching approaches.Full Tex
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