جستجوی مقالات مرتبط با کلیدواژه « career development » در نشریات گروه « روانشناسی »

This research was conducted with the aim of investigating the effect of career interventions on career development of Iranian students

The studied population includes articles and researches published in reputable scientific journals in the field of research between 2001 and 2023, which were searched by searching keywords in databases using non-random sampling method and considering the screening criteria of 17 researches. The tool for collecting data and information needed in systematic studies based on meta-analysis includes the use of a checklist. The tool for collecting data and information needed in systematic studies based on meta-analysis includes the use of a checklist. The reliability of the effect sizes of the variables extracted from the selected studies was obtained by examining the significance level and the T statistic in the meta-analysis method. Statistical indicators of meta-analysis method and STATA software were used for data analysis.

The results of the research showed that the effect sizes of career path interventions in the growth of the career path of all researches are significant at different levels, and the highest effect size related to the research of Malekiha and Oliyanasab (2019) equals 9.23 and the lowest effect size related to the research of Heydarnia et al. (2019) equals -1.30.،The research, the total effect size is equal to 1.80, which is significant at the level of (P<0.05).

, it can be concluded that career interventions have had a positive and significant impact on career development student in Iranian universities,

This study aimed to investigate the mediating role of career adaptability in the relationship between career development and career calling, and its impact on work-family conflict among teachers in Farsan city The research method was descriptive correlational through Structural Equation Modeling (SEM). The statistical population comprised all 1,340 teachers in Farsan during the 2021-2022 academic years. Following Klein's rule, a sample of 250 individuals was selected via a multi-stage cluster sampling method. Data collection involved the use of several measures; the Career Adaptability Assessment Scale (CAAS), the Calling and Vocation Questionnaire (CVQ), the Career Development Inventory - Short Form (CDI-A-SF), and the Work-Family Conflict Scale (WCFS). Subsequent analysis of the collected data was conducted using Structural Equation Modeling (SEM).The results indicated that the model of work-family conflict, based on career calling and career development with the mediating role of career adaptability, demonstrates a satisfactory fit.Career development factors have a direct relationship with work-family conflict (t = 3.01, β = 0.29, p < 0.01), while career calling factors also have a direct relationship with work-family conflict (t=2.42, β = 0.22, p<0.05). The Bootstrapping test indicated that career calling and career development are indirectly related to work-family conflict through the mediating influence of career adaptability (p < 0.05). These findings suggest that enhancing career development and career calling, coupled with an increase in career adaptability among teachers, could contribute to a reduction in work-family conflicts. Such interventions are recommended for fostering a more harmonious balance between professional and family life among educators.

This research was conducted with the aim of identifying the components of career development of secondary school students based on the opinion of experts and discovering the strategies, causal, intervening, background conditions and consequences of career growth.

The current research is applied and qualitative type of grounded theory. The community of this research included all career counseling specialists and teachers in Tehran and Isfahan in the academic year of 2022-2023. Sampling was purposeful of theoretical type and continued until the limit of theoretical saturation and finally selection of 15 experts. The participants were subjected to semi-structured interviews. In order to analyze the data, thematic analysis method was used.

Data analysis led to the production of 15 main themes, including the growth components of students' career paths, individual changes, community changes, short-term concerns, long-term concerns, background factors. Factors (family, education and macro systems), causal factors (individual factors and society factors), intervening factors (family and school dysfunction), strategies (issue-oriented and emotion-oriented) and Results (individual growth and community growth) 41 core codes and 336 codes were opened.

The results of the research showed that the development of the students' career path requires the multi-faceted attention of the family, the individual, the society and the educational institution, and each of these institutions alone cannot determine the path of career development. In fact, the society observes the greatest impact of the development career, because students are considered as the future builders of the society.

The development of the career path is a topic that has been widely studied in the scientific texts of psychology and has been mentioned in the theories related to occupational psychology. Also, several studies have been conducted on the developmentof children's career paths, but no specific research was found that provided a model for the developmentof children's career paths.

The current research was conducted with the aim of modeling the development of children's career path based on a grounded theory study.

The current research was carried out with a qualitative approach, on a grounded theory method is of the emergent type. The statistical population of the research included all specialists related to the subject of the research who had a scientific background and related experience, and 18 of them participated in this research using theoretical sampling. Also, in order to collect data, semi-structured in-depth interview method was used. The interviews continued until reaching the saturation of the categories and forming the essence of the basic domain. At the same time as the interviews, data analysis was performed and validated with the emergent method including substantive coding (including open and selective coding) and theory using ATLAS.ti8 software.

In the data analysis, 306 non-repeated codes, 29 fundamental codes and finally 9 categories and 3 theoretical codes emerged. According to the participants in the research, in general, the Developmentof children's career path is formed as a path from adaptation to adaptability and includes factors, process and competencies.

According to the findings, it seems that the development of children's career path is a complex and continuous process that is influenced by several factors, including family background, gender, culture, school experiences, and personal interests and abilities. Therefore, to effectively guide and support the development of children's career paths, a holistic approach that includes various components is necessary.

Career interventions include preparing the career for children, including equipping them with the skills, education, and experiences necessary to pursue the goals of the career. Starting this process early is essential because it can help children identify their interests and strengths, set goals, and decide on their future career. Despite the importance of career interventions on career development, there is a research gap in this field regarding children.

The present study was conducted with the aim of investigating the effectiveness of career intervention on children's career development.

The current research design was a semi-experimental, pre-test - post-test type with a control group. The statistical population of the research included all male students of the third grade of primary school in the city of Isfahan in the academic year 2022-2023. The statistical sample included 30 people who were selected by cluster-random sampling method and randomly replaced in two groups of 15 people. Intervention sessions based on travel in the world of profession and work (Prideaux et al., 2000) were conducted in 10 sessions of 120 minutes for the participants of the experimental group, but no intervention was conducted for the members of the control group. To collect data, childhood career development scale (Schultheiss & Stead, 2004) was used, and for data analysis, multivariate analysis of covariance (MANCOVA) and SPSS26 software were used.

The findings of the research showed that career intervention is effective on children's career progress. Covariance analysis of scores of information, curiosity/exploration, sources of control, key figures, time perspective and planning in the studied groups showed that there is a significant difference between the groups (P<0.05), that is, career intervention can Improve the grades of experimental group students. Also, the covariance analysis of interest and self-concept scores in the studied groups showed that there is no significant difference between the groups (P<0.05), which means that the career intervention could not increase the scores of the experimental group participants.

According to the results of the present study, it seems that career interventions, by increasing self-awareness, career knowledge and decision-making skills, have been effective in helping children's career development. These interventions also enable children to explore different career options and make informed decisions about their career paths.

The aim of this study was to identify the determinants of school with high standards of job growth. The research was applied and the mixed method was used in terms of data collection. In the quantitative part, the Student Occupational Standards Questionnaire published by the American School Counseling Association (2004) was used to identify occupational schools, and in the qualitative part, in-depth interviews were used to examine school occupational indicators. The statistical population of this study was all first and second secondary schools for girls in Kermanshah. T After identifying the three schools as vocational schools, in the second phase, 10 agents from the three schools were selected by in-depth sampling method for in-depth interviews. In the last two interviews, no new information was obtained and the data were saturated. After reviewing the data obtained from the research and coding the data of each group in three stages of open, axial, selective coding, a total of 90 concepts related to vocational school indicators were obtained, which were classified into 27 categories, which were finally indexed. Vocational schools were classified into 8 general areas: school education system, non-formal education programs, student job empowerment, school strategies for career growth, quality of organizational relationships in school, supportive school environment, student job resources,

Obsessive-compulsive disorder is a type of neurotic disorder that is included in the category of anxiety disorders, so it may affect the career development of individuals. Thus, the purpose of the study is to compare people with obsessive-compulsive disorder and normal people regarding their career development, career decision-making, and career identity. The research method was causal-comparative, and the study population included all the students of the University of Isfahan in the academic year 2015-2016. The sample was selected by random time sampling from the University of Isfahan students who had visited the counseling center. Then, the subjects were assessed by the Yale-Brown obsessive-compulsive scale, and we diagnosed 85 with obsessive-compulsive disorder, and 50 others were normal. The students in the sample responded to Career Development Inventory-Australia (Creed & Patton, 2004), My Vocational Situation Inventory (Holland et al., 1980), Career Indecision (Osipow et al., 1976), and Career Self-awareness (Kermani, 2011). The results showed that there were significant differences between the two groups, namely people with obsessive-compulsive disorder and normal people, regarding the variables of planning, discovery, self-awareness, and indecision (p<0.001) and the variable of decision-making (p<0.05). But the difference between the two groups regarding the career identity variable was insignificant. Obsessive-compulsive disorder plays a significant role in career development and career decision-making. Differential analysis showed that the research variables explain approximately 50% of the group membership variance. Therefore, focusing on these variables in job counseling for obsessive individuals is very important.

The aim of the current study was a comparison between the effect of career adaptability education to preschool children and attachment-based counseling to their parents on children’s’ career development in Isfahan city.

Statistical population including all of preschool children, aged 5 to 7 and parents of 5 to 7-year-old preschool children in Isfahan city. 30 preschool children, aged 5 to 7 selected voluntary and randomly divided to two experiment and control groups (10 children in each group). Data was gathered by using preschool children’s’ career development questionnaire. The parent group received the Attachment-based counseling and the children group received the Career adaptability education both in 8 sessions and The control group did not receive any education. Data was analyzed by using SPSS-18 and analysis of covariance.

The results showed that both career education to children and parents has significant effect on children’s’ career development (P<0.001), and It was no significant differences between the effect of two methods (P<0/05). Also the secondary finding from research suggest that two methods had significant effect on time perspective, internal curiosity, information and external curiosity (P<0/05).

Therefore, the research findings illustrated that career educations to children and parents can have beneficial result on childrenchr('39')s career development.