Career preparedness and school achievement of Portuguese children: longitudinal trend articulations

Social Cognitive Career Theory suggests that students' preparedness for the school-to-work transition is a developmental process. Middle school children explore various careers, obtain feedback about their academic progress, and develop career self-efficacy and outcome expectations. These processes advance provisional educational/occupational goals. The literature has suggested articulations between career and academic development and how both vary across demographic characteristics, but longitudinal studies linking these processes are scarce. This study tested articulations between career preparedness and academic achievement during middle school years and employed gender and geographical location as potential moderators affecting the linkage between career and school domains. Participants included 429 children (47.8% girls) from northern (69.5%) and central Portugal (30.5%) followed across four occasions of measurement (MageWave1 = 10.23, SD = 0.50). Data was collected with school records, the Multidimensional Scales of Perceived Self-Efficacy, Career Exploratory Outcome Expectations Scale, Childhood Career Exploration Inventory and Childhood Career Development Scale. Average and orthnormalized linear, quadratic and cubic trends were computed. Pearson correlation coefficients suggested positive and statistically significant associations between career exploratory outcome expectations and academic achievement average trends. Career planning and self-efficacy expectations were negatively associated with academic achievement quadratic trends. Multiple linear regression models suggested that career exploratory outcome expectations and career planning were respectively statistically significant predictors of the average and quadratic trends of academic achievement. Gender moderated the association between the career variables and academic achievement linear trends as well as the relation of career planning and self-efficacy with academic achievement cubic trends. Additionally, the geographical location moderated the association between the average trend of career exploratory outcome expectations and academic achievement as well as tended to moderate the relation between the career variables and academic achievement quadratic trends. Future research could seek to explore the role of context in shaping the trajectories and linkages between career and academic progress with a more representative sample of participants from a broader array of geographical locations. This study advances extant literature by affirming the longitudinal relationship between the school and work domains in youth, which might sustain practices aimed at fostering students' career preparedness and academic achievement.This study was funded by the Portuguese Foundation for Science and Technology through a Doctoral grant (SFRH/BD/84162/2012), supported by national funds of the Portuguese Ministry of Education and Science and the European Social Fund through the Human Capital Operational Program. This study was conducted at the Psychology Research Centre (UID/PSI/01662/2013), University of Minho, which is supported by the Portuguese Foundation for Science and Technology and the Portuguese Ministry of Education and Science through national funds and co-financed by FEDER through COMPETE2020 under the PT2020 Partnership Agreement (POCI-01-0145-FEDER-007653).info:eu-repo/semantics/publishedVersio

Expanding Chemical Probe Space: Quality Criteria for Covalent and Degrader Probes.

Within druggable target space, new small-molecule modalities, particularly covalent inhibitors and targeted degraders, have expanded the repertoire of medicinal chemists. Molecules with such modes of action have a large potential not only as drugs but also as chemical probes. Criteria have previously been established to describe the potency, selectivity, and properties of small-molecule probes that are qualified to enable the interrogation and validation of drug targets. These definitions have been tailored to reversibly acting modulators but fall short in their applicability to other modalities. While initial guidelines have been proposed, we delineate here a full set of criteria for the characterization of covalent, irreversible inhibitors as well as heterobifunctional degraders ("proteolysis-targeting chimeras", or PROTACs) and molecular glue degraders. We propose modified potency and selectivity criteria compared to those for reversible inhibitors. We discuss their relevance and highlight examples of suitable probe and pathfinder compounds

Supplementary Data from Which Small Molecule? Selecting Chemical Probes for Use in Cancer Research and Target Validation

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