Disengaging from Unattainable Career Goals and Reengaging in More Achievable Ones

Autor/inn/en	Creed, Peter A.; Hood, Michelle
Titel	Disengaging from Unattainable Career Goals and Reengaging in More Achievable Ones
Quelle	In: Journal of Career Development, 41 (2014) 1, S.24-42 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-8453
DOI	10.1177/0894845312471195
Schlagwörter	Foreign Countries; College Freshmen; Career Choice; Adjustment (to Environment); Self Efficacy; Barriers; Career Planning; Career Exploration; Psychological Patterns; Goal Orientation; Well Being; Australia; Career Decision Making Self Efficacy Scale + Suchen Sie Ihr Suchwort? Ausland; Studienanfänger; Self-efficacy; Selbstwirksamkeit; Karriereplanung; Berufserkundung; Zielorientierung; Zielvorstellung; Well-being; Wellness; Wohlbefinden; Australien
Abstract	Participants were 181 university students who completed measures of career development (self-efficacy, perceived barriers, distress, planning, and exploration) and goal adjustment capacity (disengagement and reengagement). We expected (a) that when contemplating unachievable goals, those with a higher capacity to adjust their goals (i.e., to disengage and reengage) would report less distress, more career planning, and more exploration; and expected (b) that the relationships between goal adjustment and the outcome variables (distress, planning, and exploration) would be moderated by self-efficacy and perceptions of barriers. We found that those with a higher capacity to adjust their goals by disengaging and reengaging reported more exploration. Less distress was associated with disengagement, but not reengagement, whereas more planning was associated with reengagement, but not disengagement. Additionally, we found moderating effects for self-efficacy and perceptions of barriers; that is, having higher levels of efficacy and perceiving fewer barriers protected when goal adjustment capacity was lower. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10