The co-evolution of career aspirations and peer relationships in psychology bachelor students: A longitudinal social network study

Thiele, Lisa; Sauer, Nils Christian; Atzmueller, Martin; Kauffeld, Simone

doi:10.1016/j.jvb.2017.12.005

Cited by 19 publications

(22 citation statements)

References 52 publications

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“…carry out the meaningful teaching activities to achieve effective teaching goals (Sternberg and Lubart, 1999;Chen and Hu, 2008;Schechter, 2012;Fan and Chang, 2013). Investigating teachers' creative teaching needs to consider the influence of teachers' individual and peers, school community organization, school administrative operation, school culture environment and other factors (Gardner, 2011;Jeou et al, 2016;Lisa et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Influence of Self-Efficacy and Work Input on Physical Education Teachers’ Creative Teaching

et al. 2020

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Objectives: To explore the influence of different background factors on middle school PE teachers' self-efficacy, work input and creative teaching, and to reveal the relationship between teaching self-efficacy and work input on creative teaching. Methods: By means of self-efficacy, work engagement and creative teaching scale, a questionnaire survey was conducted among middle school PE teachers, and the data were processed and modeled by SPSS and AMOS statistical analysis software. Results: Physical education (PE) teachers' self-teaching effectiveness was influenced by background factors such as gender, age, teaching age, full-time or part-time work and educational level. Work input was only affected by age, teaching experience and educational level, while creative teaching seemed to be only related to background factors such as educational background and full-time or part-time work; PE teachers' general teaching effectiveness and personal teaching effectiveness had significant positive effects on energy input, concentration input, dedication input, cognitive creativity, skill creativity and emotional creativity; Concentration input had a significant positive impact on the three-dimensional of creative teaching, while energy input and dedication input had no impact on the three-dimensional of creative teaching; Work input as an intermediary variable of self-efficacy's influence on creative teaching had been verified, but the real intermediary role was not the whole work input, but the concentration input in its structure. Conclusion: Both general and individual teaching effectiveness had positive effects on work input and creative teaching, but the energetic and dedicated input in work input cannot promote teachers' creative teaching effectively. Therefore, the professional ethics training of PE teachers in their enthusiasm and dedication to work should be strengthened.

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Section: Introductionmentioning

confidence: 99%

The Influence of Self-Efficacy and Work Input on Physical Education Teachers’ Creative Teaching

et al. 2020

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“…Este tipo de trabajos permitirán analizar la evolución y caracterización de los intereses y valores vocacionales de los estudiantes pertenecientes a una misma cohorte de segundo de Bachillerato que optan por los estudios del grado de CCAFyD durante los cuatro años de duración de sus estudios de grado. Asimismo, permitirán analizar el efecto que desempeñan sus compañeros de titulación, en la consolidación de los intereses y metas profesionales al finalizar sus estudios universitarios (Thielea, Sauera, Atzmueller, y Kauffelda, 2018). Finalmente, en línea con los trabajos que ya se han realizado en otros países, consideraríamos de gran utilidad desarrollar en nuestro país instrumentos específicos para evaluar los intereses profesionales que presentan los graduados en CCAFyD hacia las principales actividades ocupacionales a las que dan acceso las distintas especialidades que se ofertan en los postgrados de CCAFyD como ya se viene realizando en otras áreas (Boglu, Rizeanua, y Burtăverde, 2015).…”

Section: Discussionunclassified

La transición del Bachillerato a la Universidad: identidad vocacional de los alumnos con preferencia por los estudios de Ciencias de la Actividad Física y el Deporte

Franco¹,

Álvarez²

2020

Rev. Complut. Educ

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Diversos estudios internacionales ponen de manifiesto la importancia que tienen los profesionales del mundo del deporte. Los perfiles de intereses y valores vocacionales de esta comunidad profesional definen en gran medida su identidad vocacional y su identificación puede ser de utilidad para llevar a cabo procesos de orientación. El principal objetivo de este trabajo es explorar la identidad vocacional específica de los estudiantes de 2.º de Bachillerato que tienen como opción preferente acceder a los estudios del Grado en Ciencias de la Actividad Física y el Deporte (CCAFyD) y contribuir así a mejorar los procesos de orientación vocacional de esta población. Participaron 4715 sujetos de 2.º de Bachillerato de la Comunidad de Madrid, el 43,9% son varones y el 56,1% mujeres, con una edad media de 17.37 años (DT= .65) que completaron la batería de cuestionarios de orientación que se ofrecen en el e-portafolio vocacional del Proyecto Orión (www.upcomillas.es/myvip). Los resultados revelan que existen diferencias en los intereses y valores vocacionales de los estudiantes de 2.º de Bachillerato que tienen como opción principal estudiar CCAFyD en relación al resto de estudiantes. Concretamente, manifiestan interés hacia el área vocacional de “Deportes”, pero también hacia “Protección y Seguridad”, “Sanidad” y “Enseñanza y Orientación”. Finalmente, como valores vocacionales característicos presentan “Realizar una actividad divertida” y tener un “Horario laboral conciliable con la vida personal”. Se discute si las características vocacionales que presentan los jóvenes que se plantean realizar estudios de CCAFyD son las que se precisan para el ejercicio profesional que demanda actualmente nuestra sociedad.

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“…As employment as psychologist mostly requires a master's degree and master programs usually require an excellent grade point average (cf. Thiele et al 2018), obtaining high grades is a necessary requisite to proceed with one's career plans. This, in turn, would increase motivation to achieve good grades (Morisano 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Peers are easily available (as compared to formal mentors) and find themselves in similar career-related situations (as compared to parents or school friends; Dennis et al 2005). Accordingly, peer support relationships have been linked positively to career outcomes such as academic performance (Dennis et al 2005;Thiele et al 2018) and satisfaction with life (Kong et al 2015). However, support exchange is a complex collective phenomenon comprising systemic effects which makes it necessary to employ a more systemic rather than a sole individual-centred perspective.…”

Section: Introductionmentioning

confidence: 99%

Quid pro quo? The benefit of reciprocity, multiplexity, and multireciprocity in early career peer support

2019

Self Cite

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In the early career phase of higher education, the social relationships with peers are a critical source of developmental support. Peer support relationships tend to be reciprocal and multiplex, such that the actors of the relationships both give and receive multiple facets of developmental support from one another. However, reciprocity and multiplexity alone cannot cover ties that are anti-aligned across the layers of the multiplex network (i.e., one type of support received, and another type of support given in exchange). Therefore, the goal of this study is to integrate reciprocity and multiplexity in order to give consideration to such real-world multilayer relationships. We transferred the approach on multireciprocity introduced by Gemmetto et al. (Phys Rev E 94: 042316, 2016) to weighted network data of 61 university students and explored the possible beneficial effect of reciprocity, multiplexity, and multireciprocity in terms of career outcomes (i.e., objective performance, subjective performance, satisfaction with life). Results revealed no general benefit of mutuality and balance in support relationships. Rather, positive effects emerged for specific constellations of mutuality and support types. Career support in combination with socioemotional support showed to be particularly relevant for early career factors.

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The co-evolution of career aspirations and peer relationships in psychology bachelor students: A longitudinal social network study

Cited by 19 publications

References 52 publications

The Influence of Self-Efficacy and Work Input on Physical Education Teachers’ Creative Teaching

The Influence of Self-Efficacy and Work Input on Physical Education Teachers’ Creative Teaching

La transición del Bachillerato a la Universidad: identidad vocacional de los alumnos con preferencia por los estudios de Ciencias de la Actividad Física y el Deporte

Quid pro quo? The benefit of reciprocity, multiplexity, and multireciprocity in early career peer support

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