Parental Autonomy Support and Career Well-Being: Mediating Effects of Perceived Academic Competence and Volitional Autonomy

Self-determination theory (SDT) was used to explain the relation of parental autonomy support for making their own decisions and career well-being (i.e., more academic major satisfaction and less subjective career distress). Perceived academic competence and perceived volitional autonomy were posited to mediate the relation of mother’s and father’s autonomy support and career well-being in 113 university students. Perceived academic competence mediated the relation of father’s support and both indicators of career well-being. Perceived volitional autonomy mediated the relation of mother’s support and both indicators of career well-being. A bootstrap procedure yielded significant mediation effects of mother’s and father’s autonomy support on career well-being. Results are discussed in terms of SDT and career well-being

Worklife Across the Lifespan

An extensive literature search across the spectrum of vocational psychology was conducted using the time frame of 1991-2008 and resulted in 47 quantitative reviews (i.e., meta-analyses). First, theories of vocational psychology are presented including John Holland\u27s ( 1997) and Rene Dawis and Loyd Lofquist\u27s ( 1984; Dawis, 2005) theory of work adjustment person-environment fit (P-E fit) models; Lent, Brown, and Hackett ( 1994) social cognitive career theory; the social learning theory of John Krumboltz ( 1990); Donald Super\u27s career construction theory (Super, 1992); and L. S. Gottfredson\u27s ( 1999) circumscription theory. Next, vocational outcomes of young people (the development of interests, educational and occupational aspirations, educational achievement, and career choice) and wage-earning adults (job search, job entry, job performance, job satisfaction, career success, and mental health outcomes) are reviewed. The last two major sections concern diverse groups (women and racially and ethnically diverse groups) and individual differences (cognitive ability, personality, and interests) as predictors of vocational outcomes

Graduating with a Science Major: The Roles of First-Year Science Interests and Educational Aspirations

The purpose of this longitudinal study was to determine whether the degree of science interests and educational aspirations in students’ first year of university would significantly differentiate those students who graduated with a science major from those students who did not graduate with a science major. Moreover, the authors expected that educational aspirations would moderate the relation between science interests and graduating with/without a science major. First-year college students in introductory science courses were surveyed in their first semester and then again upon graduation. These 166 students’ science interests and educational aspirations were assessed at Time 1; their educational major was assessed upon graduation. The findings supported both hypotheses. Science interests and educational aspirations significantly differentiated whether or not students graduated with science majors. Moreover, the interaction of science interests and educational aspirations also significantly differentiated whether or not students graduated with a science major. In short, students who graduated with science majors, compared to their counterparts who graduated with nonscience majors, had significantly higher interests only when they also had higher educational aspirations

Kinematic classifications of local interacting galaxies: implications for the merger/disk classifications at high-z

The classification of galaxy mergers and isolated disks is key for understanding the relative importance of galaxy interactions and secular evolution during the assembly of galaxies. The kinematic properties of galaxies as traced by emission lines have been used to suggest the existence of a significant population of high-z star-forming galaxies consistent with isolated rotating disks. However, recent studies have cautioned that post-coalescence mergers may also display disk-like kinematics. To further investigate the robustness of merger/disk classifications based on kinematic properties, we carry out a systematic classification of 24 local (U)LIRGs spanning a range of galaxy morphologies: from isolated spiral galaxies, ongoing interacting systems, to fully merged remnants. We artificially redshift the WiFeS observations of these local (U)LIRGs to z=1.5 to make a realistic comparison with observations at high-z, and also to ensure that all galaxies have the same spatial sampling of ~900 pc. Using both kinemetry-based and visual classifications, we find that the reliability of kinematic classification shows a strong trend with the interaction stage of galaxies. Mergers with two nuclei and tidal tails have the most distinct kinematic properties compared to isolated disks, whereas a significant population of the interacting disks and merger remnants are indistinguishable from isolated disks. The high fraction of late-stage mergers showing disk-like kinematics reflects the complexity of the dynamics during galaxy interactions. However, the exact fractions of misidentified disks and mergers depend on the definition of kinematic asymmetries and the classification threshold when using kinemetry-based classifications. Our results suggest that additional indicators such as morphologies traced by stars or molecular gas are required to further constrain the merger/disk classifications at high-z.Comment: 16 pages, 5 figures, ApJ accepte