Contemporary Issues and Trends in Career Development

キャリア発達は，個人の全生涯にわたって展開する複雑な過程であるとの認識が増大している。さらに，世界が，われわれの両親や祖父母に対してであったよりも急速にそして劇的に変化していることは明白なことである。これらの急速な変化は，われわれの生活に全般的に，しかし特に労働とキャリアの手段と状況とに，影響を及ぼしている。このことは，キャリア発達の領域において，より変化に敏感で，複合的で，包括的で，統合的で，そして諸学問分野を結集した，そして諸学問分野を越えた理論的そして概念的な枠組みの開発への数多くの要求を導いている。本稿は,Vondracek, LernerとSchulenberg (1986)の「生涯キャリア発達の発達的―文脈的モデル」であるそのような概念的枠組みのいくつかの主要な特徴を記述する。いかにこの枠組みが文化的にそしてその他の点で異なった集団の個々人のキャリア発達を説明するのに唯一適切なのか，そしていかにこれが人口の高齢化に関するキャリア発達の問題点を取り扱うのか，ということに特別な注意が払われる。There is increasing recognition that career development is a complex process that unfolds over the entire life-span of the person. Moreover, it is readily apparent that the world is changing more rapidly and dramatically than it did for our parents and grandparents. These rapid changes affect our lives in general, but especially the means and circumstances of work and careers. This has led to numerous calls for the development of more change-sensitive, complex, comprehensive, integrative, and multi- and trans-disciplinary theoretical and conceptual frameworks in the field of career development. The present paper describes some key features of such a conceptual framework, which is the "Developmental-Contextual Model of Life-span Career Development" of Vondracek, Lerner, and Schulenberg (1986). Special attention is given to how this framework is uniquely suited to account for the career development of culturally and otherwise diverse groups of individuals, and how it deals with career development issues of an aging population

Adaptation of career goals to self and opportunities in early adolescence

Development of career goals that are adapted to self and opportunities is a central component of adolescent career preparation. The present longitudinal study (conducted throughout the eighth grade with three assessment points) investigated how 330 Swiss adolescents simultaneously adapt career goals to interests, scholastic achievement and environmental opportunities. Results demonstrated that students increasingly adapt their goals to the environment. Mean adaptation to environment related positively to degree of adaption to interests and achievement. Increased adaptation to environment over time related to increased adaptation to achievement but to decreased adaptation to interests. Gender, attended school type and nationality moderated adaptation processes. Structurally disadvantaged students (girls, lower requirements school track, immigrant students) reported more conflict in aligning adaptation to environment with adaptation to interests

Proactive motivation and engagement in career behaviors: Investigating direct, mediated, and moderated effects

Proactive career behaviors become increasingly important in today's career environment, but little is known about how and when motivational patterns affect individual differences. In a six-month longitudinal study among German university students (Study 1; N = 289) it was demonstrated that motivation in terms of “can do” (self-efficacy and context beliefs), “reason to” (autonomous career goals), and “energized to” (positive affect) significantly predicted career behaviors. Contrary to expectation, negative context beliefs had a positive effect when combined with other motivational states. Study 2 replicated and extended those results by investigating whether “can do” motivation mediates the effect of proactive personality and whether those effects are conditional upon the degree of career choice decidedness. We tested a moderated multiple mediation model with a unique sample of 134 German students, assessed three times, each interval being 6 weeks apart. The results showed that effects of proactivity were partially carried through higher self-efficacy beliefs but not context beliefs. Supporting a moderation model, indirect effects through self-efficacy beliefs were not present for students with very low decidedness

Unidimensionality Versus Multidimensionality of the Career Decision Scale: A Critique of Martin, Sabourin, Laplante, and Coallier

During the past 15 years the Career Decision Scale (CDS) has been used primarily to assess degree of indecision. Controversy has arisen around the issue of whether it should thus be considered a unidimensional measure or whether it is a multidimensional measure of several dimensions of career indecision. Although a number of studies reported significant empirical support for the multidimensionality of the CDS, a study by Martin, Sabourin, Laplante, and Coallier (1991) claimed to present evidence supporting its unidimensionality. The present study refutes those claims by demonstrating serious methodological and conceptual errors and omissions in the findings of Martin et al. (1991) and by presenting further empirical evidence in support of multidimensionality.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/67780/2/10.1177_106907279400200101.pd