Social cognitive career theory (SCCT) recognises the importance of individual differences and contextual influences in the career decision-making process. In extending the SCCT choice model, this study tested the role of personality, social supports, and the SCCT variables of selfefficacy, outcome expectations and goals in explaining the career readiness actions of career planning and exploration. The authors surveyed 414 Australian high school students in Years 10, 11 and 12. Career exploration was associated with goals and social supports, whereas career planning was associated with self-efficacy, goals, personality and an interaction term for goals and social support that indicated that levels of planning were highest when social support and goals were highest. Implications for parents, teachers and guidance counsellors as well as recommendations for future research directions are discussed.

We surveyed 245 first-year university students using measures of career concerns, career adaptability (career planning, career exploration, self exploration, decision-making, selfregulation), goal-orientation (learning, performance-prove, performance-avoid) and social support (family, friends, significant others), and tested: (a) whether the career adaptability variables could be represented by a second-order factor of career adaptability; (b) whether career adaptability, goal-orientation and social support were associated with fewer career concerns; and (c) whether career adaptability mediated the relationship between goal-orientation and social support and career concerns. The study demonstrated that the career adaptability variables were interrelated and could be represented by a higher-order factor. Decision-making and self-exploration were negatively associated with career concerns, and decision-making mediated the relationship between goal-orientation and career concerns. Having more of a learning orientation was associated with more decision-making and fewer career concerns, whereas holding a performance-prove orientation was associated with poorer decision-making and more career concerns.

This study investigated the relative contributions of the individual latent and manifest benefits of employment to well-being in a sample of 248 unemployed people. Participants completed measures of well-being and the latent (time structure, activity, status, collective purpose, and social contact) and manifest (financial strain) benefits of employment. Significant associations were found between the latent benefits and well-being and between the manifest benefits and well-being. Both latent and manifest benefits contributed significantly to the prediction of well-being, with the manifest benefit accounting for the largest proportion. Although all latent benefits contributed significantly, status emerged as the most important contributor, followed by time structure and collective purpose. Results are discussed in the context of M. Jahoda's (1982) latent deprivation model and D. Fryer's (1986) agency restriction model.

Drug and alcohol use presents a serious social problem for most countries in the world. Of particular concern is the well-documented relationship between substance use and crime, which has contributed to an increased popularity and willingness to utilize more forceful means to pressure substance users into treatment. Although compulsory/legally mandated treatment is appealing, it has been one of the most fiercely debated topics in the addiction field, raising a number of issues including ethical concerns and motivational considerations. In this context, the most important question to be answered is whether or not compulsory treatment is effective in the rehabilitation of addicted offenders. Regrettably, three decades of research into the effectiveness of compulsory treatment have yielded a mixed, inconsistent, and inconclusive pattern of results, calling into question the evidence-based claims made by numerous researchers that compulsory treatment is effective in the rehabilitation of substance users. The present paper provides an overview of the key issues concerning the use and efficacy of legal coercion in the rehabilitation of substance users, including a critique of the research base and recommendations for future research.

This study used social cognitive career theory (Lent, Brown, & Hackett, 1994), as a framework to investigate predictors of career choice actions, operationalised as career planning and career exploration. The model was tested cross-sectionally and longitudinally with 631 high school students enrolled in Grades 10-12. Students completed measures of self-efficacy, outcome expectations, goals, supports and personality. Results of the hierarchical regression analyses indicated strong support for self-efficacy and goals predicting career planning and exploration across all grades at T1, and predicting change in career planning and exploration from T1 to T2. Whilst support for pathways among other predictor variables (personality, contextual influences and biographic variables) to choice actions was found, these pathways varied across grades at T1, and also from T1 to T2. Implications for social cognitive career theory, career counselling practice and future research are discussed.

Web-based lecture technologies are being used increasingly in higher education. One widelyused method is the recording of lectures delivered during face-to-face teaching of on-campus courses. The recordings are subsequently made available to students on-line and have been variously referred to as lecture capture, video podcasts, and Lectopia. We examined the literature on lecture recordings for oncampus courses from the perspective of students, lecturers, and the institution. Literature was drawn from major international electronic databases of Elsevier ScienceDirect, PsycInfo, SAGE Journals, SpringerLink, ERIC and Google Scholar. Searches were conducted using key terms of lecture capture, podcasts, vodcasts, video podcasts, video streaming, screencast, webcasts, and online video. The reference sections of each article were also searched and a citation search was conducted. Institutions receive pressure from a range of sources to implement web-based technologies, including from students and financial imperatives, but the selection of appropriate technologies must reflect the vision the institution holds. Students are positive about the availability of lecture recordings. They make significant use of the recordings, and the recordings have some demonstrated benefits to student learning outcomes. Lecturers recognise the benefits of lecture recordings for students and themselves, but also perceive several potential disadvantages, such as its negative effect on attendance and engagement, and restricting the style and structure of lectures. It is concluded that the positives of lecture recordings outweigh the negatives and its continued use in higher education is recommended. However, further research is needed to evaluate lecture recordings in different contexts and to develop approaches that enhance its effectiveness.

There is considerable diversity in the literature regarding age and gender differences on career maturity and career decision status. There is also a dearth of data on high school samples. The present study reports cross‐sectional data from 1,971 Australian adolescents, ages 12.51‐17.99 years, who completed the Career Decision Scale (S. H. Osipow, C. G. Carney, J. Winer, B. Yanico, & M. Koschier, 1976) and the Career Development Inventory (Australian; J. Lokan, 1984). Results illustrated a developmental progression in career maturity, although a less uniform pattern emerged with gender differences. Findings regarding career indecision also presented a complex picture and highlight the need to focus on other demographic and contextual factors.

The Life Orientation Test-Revised (Scheier, Carver & Bridges, 1994), measures of career maturity, career decision-making, career goals and wellbeing were administered to 504 high school students. Exploratory and confirmatory factor analyses demonstrated bidimensionality rather than unidimensionality for the LOT-R, with the two factors of optimism and pessimism being largely unrelated. Those with high optimism reported