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The Work Values of First-Year College Students: Exploring Group Differences
Abstract
A sample of 3,570 first-year college students were surveyed regarding the factors they deemed most important to their long-term career choice. Students as a whole identified intrinsic interest, high salary, contributions to society, and prestige as their 4 most important work values. Additional analyses found men more likely to espouse extrinsic values, women more likely to espouse social values, and students from median parental-income groups more likely to espouse intrinsic values. In light of these results, counselors are encouraged to place a greater emphasis on the role of work values in the decision-making process.
... Several studies show extrinsic factors to be most important in the United States (Duffy & Sedlacek, 2007;Haslett & Leidel, 2015). Furthermore, Lee, Terada, Shimizu, Lee, and Lee (2017) indicated that job security, which is an extrinsic factor, is the overall most important work value held by workers in the United States. ...
... Jones (2006) also found that the most disliked features of a job are low salary, inadequate managers, and dull work. It has been indicated that individual background and gender both influence the way in which a person's work values are developed (Duffy & Sedlacek, 2007). Locke (1976) defines job satisfaction as an enjoyable emotional state, which is a direct consequence of an individual's job. ...
... Another factor that influences the development of the work values of an individual is gender. Numerous studies have noted the differences between male and female work values (Duffy & Sedlacek, 2007;Jones, 2006;Westover, 2010). In one study of 51 varying work values, 43 (84%) of those work values were influenced significantly by gender (Haslett & Leidel, 2015). ...
... It is conceptually similar to the notion of "Valued working outcomes" developed by the MOW team (1987) and shares some affinities with the notion of work orientation (Sumo) put forward by Morin (2006), with the "Greater good motivations" developed by Steger et al. (2012), as well as the conception of "Meaningful work" proposed by Lips-Wiersma and Wright (2012). Overall, studies have shown that the achievement of those goals that are most important for people plays a determining role in their satisfaction at work (Duffy & Sedlacek, 2007), their motivation at work (Merriman, 2017), their life satisfaction and well-being (Eid & Diener, 2004;Robert, 2007), as well as the meaning given to their work (Lips-Wiersma & Wright, 2012;Rosso et al., 2010;Shea-Van Fossen & Vredenburgh, 2014;Steger et al., 2012) and to their lives Patillon et al., 2015). Finally, the Purposes of work dimension is considered to be relatively independent of occupational and life circumstances (e.g., Mercure & Vultur, 2010;Saunders & Nedelec, 2014). ...
... According to some studies, there is no difference between genders (e.g., Kuchinke et al., 2008;Steger et al., 2012). Others indicate that women place more emphasis on the intrinsic purposes of work than men (e.g., Duffy & Sedlacek, 2007;Lips-Wiersma & Wright, 2012), whereas others have found the opposite (e.g., Ueda & Ohzono, 2012). Finally, a few studies have revealed that men have greater expectations in terms of autonomy, promotion, and good pay than women, whose expectations lean toward interpersonal relationships and convenient working hours (Sharaby & Harpaz, 2013;Warr, 2008). ...
... Moreover, the magnitude of the difference on the RWQ sub-dimensions according to these sociobiographical variables were generally weak, in agreement with other studies (e.g., Allan et al., 2014;Arnoux-Nicolas et al., 2016;Gavriloaiei, 2016;Jiang & Johnson, 2018;Steger et al., 2012;Vultur et al., 2020). For example, as found in previous studies (Duffy & Sedlacek, 2007;Lips-Wiersma & Wright, 2012), women tried more than men to achieve purposes related to self-fulfillment and well-being. In addition, people without a university degree or who worked in technical, semi-specialized, or non-specialized jobs had a more negative subjective work experience than those holding a university degree or having a professional or management level job. ...
This study aims to assess the psychometric qualities of the Relationship to Work Questionnaire (RWQ). Confirmatory factor analyses on 845 French–Canadian workers support a six-dimension structure: Absolute centrality of work, Relative centrality of work and work valence, Purposes of work, General expectations regarding working life, Obligations and duties of employers and society to workers, and Obligations and duties of workers to employers and society. Furthermore, configurational, metric, and scalar invariances were observed for age, gender, education, and job qualification. Results also support convergent validity of the examined sub-dimensions. Discussion focuses on the study’s limitations and RWQ’s usefulness for research and practice.
... The same study also found the most disliked features of a job to be low salary, inadequate managers, and dull work. Extrinsic work factors are said to be most important among workers in the United States (Duffy & Sedlacek, 2007;Haslett & Leidel, 2015). A recent study noted that workers in the U.S. believe that job security is the most important work factor (Lee, Terada, Shimizu, Lee, & Lee, 2017). ...
... Even so, it seems that disparities are present in individuals' personal work values. Duffy and Sedlacek (2007) argued that the development of personal work values is contingent upon both gender and individual background. ...
... Differences between the work factors that males and females value have been noted in several studies (Duffy & Sedlacek, 2007;Jones, 2006;Westover, 2010). It has been found that amongst older adolescents and adults, males usually favor jobs characterized by high pay, risk taking, advancement opportunities, influence or authority over others, high status, and a high degree of responsibility ( Many studies have found that men find extrinsic factors to be most important, while women appreciate intrinsic factors, more specifically the social aspects, of work (Duffy & Sedlacek, 2007). ...
... It is possible that career values may vary with socio-economic status. Duffy and Sedlacek (2007a), for example, found that students whose parents were in middle income brackets, as opposed to high or low, were more likely to indicate intrinsic values. The affiliation among high or low income-earning families with extrinsic values may be attributed to a social reproduction with income effects being felt more in the extreme income bands and influencing their own motivation and goals more acutely. ...
... Findings contravene the traditional notion that males are more extrinsically-driven (Duffy and Sedlacek 2007a;Sortheix et al. 2013). This may indicate an easing of traditional societal expectations that males will 'provide' for the family, creating associated pressures with earnings, job status for class assignment and job security, and that females' career decisionmaking are still influenced by competing role priorities (see Battle and Wigfield 2003). ...
... The study builds on previous empirical work on student career values (Allen et al. 2017), adding to the dearth of research in this area (Duffy and Sedlacek 2007a). The study findings enhance our understanding of the main career values that shape students' career goals and planning, as well as the influence of individual characteristics. ...
The paper draws on evidence from a survey of Australian and UK students (N=433) on students’ career values and their relationship to their proactivity in career self-management. Much of the dominant approaches to careers have focused on career competencies and adaptability in the context of increased movement from traditional to more self-managed career trajectories. Limited attention has been given to the role of career values in shaping individuals’ approaches to career management, particularly among higher education students. This study reveals data on a range of career values among students on a continuum between intrinsic and extrinsic careers. It revealed a preponderance of intrinsic career values and a clear relationship emerged on the strength of career values and levels of proactivity towards career management. Further, higher levels of intrinsic and extrinsic career values were reported for certain student groups. The article discusses the implications of these data for enhancing students’ career planning and engagement.
... Like employed adults, college students are striving to enter various careers that hopefully allow for correspondence between their values and that of their work environment to occur. Work values can greatly impact the choices that students make about their future careers, therefore knowing students' work values can aid professionals to provide the best guidance and information for students (Duffy & Sedlacek, 2007). ...
... Research into the work values of college students is limited. Duffy and Sedlacek (2007) found that first-year college students tended to report high salary, societal contributions, and prestige as their top work values. Duffy and Sedlacek (2007) also found that those whose parents were in the middle-income bracket typically endorsed intrinsic work values (values that have an internal motivation, rather than an external) highest. ...
... Duffy and Sedlacek (2007) found that first-year college students tended to report high salary, societal contributions, and prestige as their top work values. Duffy and Sedlacek (2007) also found that those whose parents were in the middle-income bracket typically endorsed intrinsic work values (values that have an internal motivation, rather than an external) highest. However, those whose parents were in the low and high-income bracket typically endorsed extrinsic work values (values that have an external motivation, rather than internal) higher. ...
Social class is often examined across social science disciplines and contains two distinct parts: socioeconomic status (SES) and subjective social status (SSS). Researchers have established that college students from various SES backgrounds experience college differently, however little research has examined how universities and those that work with college students can help aid the career development of students given their SES. Career development is a broad area of research; therefore, the current study examines a number of career development variables that are key in understanding college students’ career development, such as career adaptability, career decision-making difficulty, work values, and vocational interests. All can influence career development in different ways and have been found to be directly related to job satisfaction and positive mental health outcomes. Therefore, the current study examined how SES and SSS interact to predict career adaptability, career decision-making difficulty, work values, vocational interests, and interest-major congruence. Results suggest a significant relationship between social class and the work values of Comfort and Safety. Implications and limitations of findings are discussed.
... Generational research also considers men and women homogeneously as a singular cohort. This is problematic because research on gender differences in the context of work values indicates that work values differ between men and women (Beutell & Brenner, 1986;Duffy & Sedlacek, 2007;Kaifi et al., 2012;Terjesen et al., 2007). For example, Pollmann-Schult (2009) found that men are more extrinsically oriented on pay and status than women. ...
... With respect to gender, Study 1 finds that women on average emphasize certain work values (e.g., altruism, aesthetic, and supervisor relationship) more than men, and the reverse holds true for men on other work values (e.g., intellectual stimulation, prestige, and management). Thus, our findings suggest that women and men espouse different work values despite sharing a common generation (Beutell & Brenner, 1986;Duffy & Sedlacek, 2007;Kaifi et al., 2012;Terjesen et al., 2007). Study 2 further shows that gender moderates the relationship between part-time work and Millennials' willingness to enter into long-term employment. ...
There has been a stream of research that explores how the present generation of workers (i.e., Millennials) may be different from previous generations (e.g., Baby Boomers and Gen Xers). This line of research often considers Millennials as homogeneous and concludes any differences to be “generational effects.” However, it is unlikely for a generation, which spans almost 20 years, to be uniformly homogeneous with respect to their work values and attitudes. Findings on generational differences conducted in the United States are also often generalized to other countries, ignoring the potential for national influences. In this regard, we apply a multi-method approach using three samples to demonstrate that there are differences within the Millennial generation that affect work values, preferences for work/life balance, and attraction to employer attributes. Specifically, we focus on the heterogeneity resulting from differences in age, gender, relationship status, and nationality. Our results suggest that Millennials are not as homogeneous as we assumed, and this can limit the effectiveness of managerial policies designed to improve individual and work outcomes for an entire generation of workers. Our study demonstrates that it is important for us to understand how individual, relational, and contextual factors may contribute to the heterogeneity within a generation.
JEL CLASSIFICATION M12, M14, M54
... In several cases, however, the participants were unable to link their college experiences to their current jobs, which was disappointing for them. Previous studies on first-generation college students (Duffy & Sedlacek, 2007;Nunez & Cuccaro-Alamin, 1998) support this finding. For example, in a recent study of reasons why college students choose a specific career (Duffy & Sedlacek, 2007), participants from low-income families and all of the male participants were more likely to value career for financial reward or prestige. ...
... Previous studies on first-generation college students (Duffy & Sedlacek, 2007;Nunez & Cuccaro-Alamin, 1998) support this finding. For example, in a recent study of reasons why college students choose a specific career (Duffy & Sedlacek, 2007), participants from low-income families and all of the male participants were more likely to value career for financial reward or prestige. ...
A dearth of research exists exploring the career and work development of adult men and the influence of family-of-origin on that development. In this qualitative study, the researchers used a phenomenological approach to examine the career and work experiences of men whose parents have no education beyond high school and the influences of family on these experiences. We describe five constituents: (a) what work is like; (b) preparation/education; (c) who or what influenced them; (d) how to act at work; and (e) challenges/opportunities/choices; and one essence: mottos from father, which articulate the meaning of the experience of work and career and the family influence on the experience. In conclusion, we provide implications for counselors working with adult men whose parents lack post-secondary education.
... The gender stereotype still exists though different outcomes not always strengthen this idea. Duffy & Sedlacek (2007) and Bayrakova (2015) found that university students (woman) are better in social activities and altruism, while Vacha-Haase et al. 1994) demonstrated on the contrary. According to Johnson & Elder (2002) the level of education also could influence the formation of work values. ...
... Hartung (2009) claims that work values might be more important than interest and skills, as often occur that a person holds more than one interest thus values can help clarify career options (Rysiew, Shore, & Leeb, 1999). Duffy & Sedlacek (2007) experienced that 47% of the university students consider values, while only 29% regard interest as a motif in his/her career decision. The reasons why work values (and interest) need illumination are: clear values result action and achievement short-and long-term goals (Brown, 1995;Niles & Harris-Bowlsbey, 2009;Rokeach, 1973); values help rank the level of commitment to different life roles (Lokan, 1995) and the selection of work along with interest, experience, skills; minimize the negative employment outcomes (Brown, 2002;Niles & Harris-Bowlsbey, 2009;Feldman, 2007); increase satisfaction at the workplace (Duffy 2010 ...
Interest and work values form each other though values have a more stable base. Kozma (2005) says that students prefer university majors linked to their values, while Sőrés (2012) claims that values get stronger during university education. According to Bocsi (2014) higher education is a transition: the least pragmatic the trainings are, the most changes in values happen over working years. We have examined secondary school students' work values and interest (n=150) by using Super Work Values Inventory and Holland Interest Inventory, and then compare the results to prior higher educational researches. The result shows that the two age-group's value list is similar at the first places. However, intellectual work, work performance, and creativity is more important for higher education students, which indicates the starting point of becoming intellectuals. Furthermore, Kiss (2015) demonstrated the main values linked to STEM fields and we have found that secondary schools students do not share exactly those values. As for interest, secondary school students are mostly sociable (both girls and boys), and they like economics and arts, but show slight interest in realistic and investigative activities. On the whole, the young do not find neither in values, nor in interest the STEM fields attractive, however they have the biggest chance to live and benefit from the fourth industrial revolution. We would like to raise the attention that there is lot to do to reach the goals of EU STEM Coalition.
... Two important factors that are thought to mediate the relationship between masculinity, femininity, and choice of a STEM career are occupational values and academic climate. Research on gender differences in occupational values suggests that masculine and feminine personality characteristics are associated with a set of desired job traits that predispose women to careers that allow for opportunities to exercise altruism, to have close social relationships, and for community service, and men to careers that provide opportunities for status, power, high income, and the use of technology (Diekman et al. 2010;2011;Duffy and Sedlacek 2007;Evans and Diekman 2009;Halaby 2003;Weisgram, Dinella, and Fulcher 2011). Although the occupational values hypothesis posits that women have greater representation in the life sciences because feminine personality characteristics are associated with occupational values that predispose them to sciences that are concerned with the well-being of living things and the environment, the "chilly climate" hypothesis posits that when women do enter fields in which men are substantially overrepresented, they are likely to experience a discriminatory environment (Herzig 2004;Warrington and Younger 2000), and this chilly academic climate poses a substantial barrier to women pursuing careers in such fields. ...
... Other studies that have investigated gender differences in occupational values further support the hypothesis that masculine and feminine personality characteristics may explain the gender gap in science careers. Women, more so than men, tend to prefer occupations that provide opportunities to exercise altruism, have close social relationships, opportunities for community service, express artistic skills, and access to training and supervisory support (Duffy and Sedlacek 2007;Gati, Givon, and Osipow 1995;Halaby 2003;Mottaz 1986). Men, on the other hand, more often prefer occupations that provide discretion, autonomy, variety, high pay, esteem, professional advancement, authoritativeness, opportunities to work outdoors, and-most important for gender inequality in STEM careers-working with tools/objects, working with computers, jobs with math and technical skills, and technology (Gati et al. 1995;Halaby 2003). ...
Although women have advanced considerably in science achievement, course taking, degrees earned, and professional positions held over the past four decades, most of this growth in female representation within the sciences has been confined to the life sciences while women's representation in physical, engineering, and mathematical (PEM) sciences remains recalcitrantly low. Many studies of this problem emphasize that life sciences are more compatible with stereotypical feminine personality characteristics, while PEM sciences are associated with traits understood to be culturally masculine. Operationalizing masculine and feminine personality traits with the Bem Sex Role Inventory, we test a series of hypotheses addressing the extent to which masculine and feminine personality characteristics explain why female STEM majors are less likely to be enrolled in a PEM science major compared to a life science major with a sample of 425 STEM majors drawn from a large, public, STEM-oriented university.
... Their self-fulfillment arose from their commitment to inclusion for individuals with disabilities and supporting vulnerable children and their families. These findings extend previous research, indicating that special education principals possess a strong sense of calling and compassion satisfaction, aligned with ideals of contributing to the greater good (Duffy and Sedlacek, 2007;Fleckman et al., 2022). Unlike descriptions of self-fulfillment focused on personal growth or realizing potential (Baygi et al., 2017;Stebbins, 2016), these principals view it as fulfilling a meaningful purpose that transcends personal interests, aiming to improve the lives of those facing significant vulnerability and adversity. ...
Purpose
This study examined the diverse expressions of self-fulfillment among principals working in Israel’s special education system for complex disabilities. It addressed two primary questions: (1) What are the perceived manifestations of self-fulfillment among principals in the context of complex disabilities? (2) What examples of self-fulfillment do these school principals provide?
Design/methodology/approach
The study employed a qualitative methodology to explore the experiences of self-fulfillment among principals in Israel’s special education system for complex disabilities. Special education principals in this context are school leaders whose responsibilities focus solely on managing schools dedicated to children with severe and complex disabilities, such as autism spectrum disorder, intellectual disabilities and physical disabilities. Semi-structured, face-to-face interviews were conducted with 17 school principals, providing an in-depth understanding of their perspectives and experiences.
Findings
The study identified four patterns of self-fulfillment expressed by the participants: fulfillment in students’ advancement, fulfillment in facilitating social change, fulfillment through inclusive relationships and fulfillment as a mission and calling.
Originality/value
While self-fulfillment is acknowledged as a common work experience, the expressions and meanings attributed to it by principals working exclusively in special education settings have not been explicitly investigated. By examining the distinct context of special education for complex disabilities, where principals’ roles are driven by a sense of calling and social significance, this study revealed unique manifestations of self-fulfillment. These differ from the career-focused fulfillment seen in for-profit organizations.
... Previous research has examined the relationship between Job, Career, Calling attitudes, and their relationship with job satisfaction and occupations (Rijavec et al., 2016;Wrzesniewski et al., 1997), but the studies of university students are only focusing on the presence of "calling". A Romanian study (Dumulescu et al., 2015) found that nearly half of university students already identified their calling during university years while Duffy and Sedlacek (Duffy & Sedlacek, 2007) reported that 44% of the undergraduate students (sample of over 5000 students) endorsed a calling within the context of their career as being relevant to them. ...
In recent years, organizations have been seeking guidance on how to provide suitable working conditions for their employees. Particular attention is paid to attracting young people starting their careers, who can cope with the significant flow of information and the rapid changes in technology and business. The present study aims to identify the subjective work value orientations of career starters and investigates the presence of work value dimensions established in the literature, as well as the significance of work-life balance among the various orientation types. We applied the rarely used Q-methodology because it can quantify patterns of opinion within a group. Q-set was based on 28 focus groups (n = 154) and the qualitative coding of a one-question questionnaire (n1 = 773, n2 = 287) focusing on job choice aspects. Participants were Hungarian university students who plan to enter the labour market within 18 months. As a result of Q-sorting (n = 29), the paper presents 6 employee types of career starters according to work values. Intrinsic, extrinsic, convenience and social values and the crucial importance of work arrangements (flexible, remote, or on-site work) are strongly reflected in the work value orientations of young career entrants. As a practical implication for organizations, we highlight the possibility of using work value orientations for the preparation of value propositions and their integration in the recruitment process.
... Financial and job-market factors are related to the availability of jobs, opportunity for career advancement, career options flexibility, job security, excellent longterm earnings, and good initial salary are among the determinants influencing job seekers to decide on a career (Gul et al., 1989;Felton et al., 1994;Mauldin et al., 2000). Extrinsic factors refer to an importance placed on making money, job security, potential earnings, and job availability (Elizur, 1984;Ros et al., 1999;Duffy & Sedlacek, 2007). Other than financial rewards, extrinsic factors such as job security, opportunity for career advancement, and job availability were found to have significant relationship with career decisions as well. ...
Making a career decision is often challenging among students for which they are expected to decide on a career in times of uncertainty that will have an impact on the rest of their lives. The purpose of this study is to investigate the factors influencing undergraduate students’ career decision and to propose recommendations aimed to rectify career indecisions. The independent variables chosen for this research are extrinsic factors, intrinsic factors, and interpersonal factors, which is derived based on the tri-dimensional model of career choice proposed by Carpenter and Foster (1977). An additional independent variable which is industrial training was added as an extension of the research framework as it is perceived to potentially influence undergraduate students’ career decision as well. All data were collected from 200 undergraduate students from a private university using questionnaires and analysed using Statistical Package for the Social Sciences (SPSS Version 22). The study results indicate that intrinsic factors are the most influential in affecting undergraduate students’ career decision which is followed by interpersonal factors. However, extrinsic factors and industrial training were found to have insignificant relationship with career decision making.
... Secondly, developing new scales would lengthen research times and certainly add constraints in terms of questionnaire length. Indeed, several researchers have developed new items or used a single-item measure to address such limitations (e.g., Duffy & Sedlacek, 2007;Nauta et al., 1998). ...
Theory and empirical research in career counseling have acknowledged the critical contribution of social support to career development. However, the specific contribution of significant others’ support (teachers, parents, counselors) on career decision-making difficulties and the role of Web searching information on this latter outcome are still under investigated. To fill these gaps, 1094 grade 12 students from Ontario, Canada, responded to the Social Support Scale, Career Decision-Making Difficulties Questionnaire (CDDQ), and two specific items regarding the frequency of internet use in searching career-related information and the perceived usefulness of searched information. Findings confirmed the negative association between overall support and overall decision-making difficulties. However, unlike teachers’ support, parental and counselors’ support were essential in reducing the CDDQ ten career decision-making difficulties. More importantly, Ontario career counselors’ support shifted toward providing information. Moreover, higher career-related Web search behaviors significantly reduced CDDQ’s Unreliable information score. Implications of these findings are discussed.
... The second is the high level of union psychological involvement (Kelloway et al., 2000). Union officers' role experience is characterized by high work intensity to constantly serve union membership, swiftly address demands and concerns, and become the firefighters of labour disputes (Duffy & Sedlacek, 2007;Kelly & Heery, 2009). The third role-related stressor is the work-family/personal life balance (Kelloway et al., 2000). ...
We compare union officer occupational turnaway in Canada, Italy and the United States. We identify three forces that, in addition to industrial relations institutional settings, shape union officers' individual decisions on turnaway: push, pull and values. We analysed 101 semi-structured interviews with ex-union officers. To shed light on the diversity of their turnaway, we propose a typology composed of six types, each of which is based on one force or the interplay of two or three. Our findings suggest occupational values misfit is central. Former officers experienced a gap between their values and the union's external mission and/or internal functioning , or even developed a root occupational values difference. In addition, contextual characteristics seem to shape turnaway, including industrial relations institutions and societal values. Implications for trade union organizational policies are discussed.
... Interestingly, Gen Z women in our sample pay considerably more attention than Gen Z men to the demotivating effect of routine in performing the job, which also belongs to the intrinsic aspects of work. Our findings are in accordance with other studies highlighting the particular gender difference in women's inclination to intrinsic vs men's prioritization of extrinsic motivation (e.g., Duffy & Sedlacek, 2007;Johnson, 2001;Sortheix et al., 2013;Vallerand & Blssonnette, 1992). Our results give support to what seems to be a distinctive feature of female motivation, suggesting that, compared to men, women are more attentive to the intrinsic aspects of work and somewhat less to the extrinsic tangible rewards such as pay or benefits. ...
This study responds to the call for a more nuanced understanding of intragenerational variations and provides a detailed insight into how men and women in Generation Z perceive work motivation. Unlike most prior studies with a similar focus, this study is qualitative, employing a specific method of empathy-based stories (MEBS) to capture the (de)motivators in Gen Z directly through their native point of view. On a sample of 437 business students, the vast majority of whom reported having work experience, results reveal that Gen Z women pay significantly more attention to social aspects of interpersonal relationships at the workplace, intrinsic factors of having a dream job, low levels of routine, experiencing job success, and an extrinsic need to receive recognition for the work done, while Gen Z men are more attentive to the altruistic factor of making a meaningful difference at work, extrinsic factor of benefits, and leisure-related aspects of happy personal life and no stress at work. Findings inform evidence-based motivation policies, which may help target more precisely recruitment and motivation programs in companies.
... To address the first research question (RQ1), ECAs were asked to indicate the extent to which they agreed with eight statements about their career values, using a five-point Likert scale (1 = strongly disagree to 5 = strongly agree). The statements broadly aligned with the body of literature on known intrinsic and extrinsic career values (for example, Duffy and Sedlacek 2007;Jin and Rounds 2012). More specifically, six of the items derived from Jackson and Tomlinson's (2019) study of career values among higher education students and the two additional items, learning ('it is important for me to learn while I'm working') and enjoyment ('it is important for me to enjoy my work'), were identified from Deloitte's (2016) study on career values among millennial workers. ...
Amid a global war for accounting talent, this paper extends our understanding of early career accountants’ (ECAs) career values and the alignment between their career expectations and experiences when entering the profession. Drawing on survey data from 305 ECAs and 165 managers/recruiters of ECAs in Australia, the paper uses social cognitive career theory and person–organisation fit theory to explore the dynamic interplay between individual and contextual factors and career values, career choices and subsequent career satisfaction. The findings emphasise the importance of both intrinsic, and to a lesser extent extrinsic, career values for ECAs, with variations by gender and organisation setting. ECAs and managers identified different perceptions of attractors to diverse organisational settings. While ECAs were generally satisfied with their careers, satisfaction varied by organisation type. Intrinsic career values were positively associated with ECAs’ career satisfaction, along with age and closer alignment between career expectations and experiences. Our analyses suggest implications for the recruitment and retention of new accounting talent and calls to engage with individual and contextual influences on career values, experiences and satisfaction. Specifically, the paper highlights how different organisations can tailor their strategies to better attract and retain early career accountants to support more sustainable careers.
... Th e first stage is the extrinsic and intrinsic work values time of socialization before employment, when individuals' work value preferences are shaped by the family, and later by the school, peer groups, and the media. Th e second stage is related to the experiences gained while doing paid work, and is either grounded in the first stage or can take an entirely different course due to specific circumstances (starting a family, personal qualities, opportunities) Duffy & Sedlacek 2007;Bocsi et al. 2017). ...
There are various international encyclopedias and handbooks on the sociology of education available to education researchers worldwide, encompassing an immense and irreproducible body of knowledge. However, education is as much embedded in a certain region’s society as it is within global phenomena. This volume has been compiled by a group of education researchers, and aims to identify the most important factors affecting the processes of education, based on research on the social reality of the Central and Eastern European region. The chapters of this book are arranged into three thematic units. i)Theories in the sociology of education, ii)Communities involved in education. iii) The contexts of education. This volume gives a comprehensive picture not only in terms of its subject matter but also with respect to the wide range of international literature referred to. Its use as a textbook at various levels of higher education is facilitated by definitions of the key concepts at the beginning of each chapter, as well as by a set of questions and tasks, in addition to recommended further reading at the end of each chapter. As is the case with all books, the full meaning of the words and sentences unfolds through readers’ interpretations; therefore, all readers are kindly invited to join the interpretive community of the sociologists of education.
... Besides, since previous studies have emphasized the differences in values and labor participation between men and women (Duffy and Sedlacek, 2007;Hagström and Kjellberg, 2007), we hope to compare whether there are differences in labor values between boys and girls. At the same time, we also want to test the robustness of the model through comparative analysis across gender. ...
... Les valeurs de travail, par le simple fait qu'elles jouent un rôle non négligeable dans le processus de décision de carrière et dans la transition vers l'âge adulte (Balsamo et al., 2013 ;Chow et al., 2017 ;Duffy et Sedlacek, 2007 ;Sortheix et al., 2015), présentent un réel intérêt dans l'étude des rapports au travail et à l'emploi des jeunes. Dans une perspective universaliste des valeurs, on les retrouve partout, mais à des degrés divers selon le contexte social qui en dissuade ou sanctionne certaines, tout comme il en promeut ou récompense d'autres (Schwartz, 1999). ...
... Multinomial logistic regression showed patterns that differed from those of previous studies. Gender differences can also impact work values, and while women are more people-oriented and interested in job security, men are more interested in wages, influence and power (Duffy and Sedlacek, 2007;Elizur and Koslowsky, 2001). However, in the results of this study, women were more likely to belong to the group seeking job security and income than men; thus, the results of previous studies were partially supported. ...
Purpose
The purpose of this study is to identify latent classes of work values that influence the career choices of Korean workers through a person-centred approach. Because work values may be diverse in individuals, investigating the various combinations of those values will help understand individual's decisions to take, maintain and leave a job.
Design/methodology/approach
The authors used a total of 15,103 datasets collected at the national level in South Korea. Data were analyzed by using latent class analysis (LCA); a three-step approach was employed to address classification.
Findings
As the results of this study, Class 3, “seeking balanced work values rather than income,” presented the highest level of job satisfaction, whereas Class 1, “seeking job security and income,” exhibited the lowest.
Originality/value
Employing an assessment tool to identify the distinct combinations of work values that individuals possess and then providing them with appropriate training and development programs and customized Human Resource (HR) policies aligned with the classes will be essential tasks for HRD (Human Resource Development)/HRM (Human Resource Management) practitioners.
... Besides, since previous studies have emphasized the differences in values and labor participation between men and women (Duffy and Sedlacek, 2007;Hagström and Kjellberg, 2007), we hope to compare whether there are differences in labor values between boys and girls. At the same time, we also want to test the robustness of the model through comparative analysis across gender. ...
To explore the positive and negative effects of labor values on mental health from the aspects of life satisfaction and psychological distress, and further verify the mediating role of social support. A total of 2,691 primary and secondary school students were surveyed by Labor Values Scale, the Multidimensional Scale of Social Support, General Health Questionnaire and Satisfaction with Life Scale, and the results of which showed that as: (1) labor values can positively predict life satisfaction, while they are negatively correlated with psychological distress; (2) social support can play a mediating role between labor values and life satisfaction; and (3) social support can also play a mediating role in the relationship between labor values and psychological distress. This study revealed that the specific path and mechanism of labor values on mental health. This provided a reference for families and schools to further implement the education of labor values on primary and secondary school students and helped to promote the social construction of an education system that aimed at cultivating individual all-round development.
... Unfortunately, previous studies (e.g., Vansteenkiste et al., 2007) that examined their association with work values only included intrinsic and extrinsic factors of work values. Several studies in the work values literature showed that representing the full array of values is better achieved using a four-factor structure (Busque-Carrier et al., 2021;Ronen, 1994;Ros et al., 1999), considering that (a) each factor has a distinctive relation with several variables like personality traits and vocational interests (Hirschi, 2008) and educational aspirations (Duffy & Sedlacek, 2007); (b) each factor has a unique developmental pattern (Jin & Rounds, 2012); and (c) a four-factor model showed superior data fit when compared to the intrinsic-extrinsic model (Busque-Carrier et al., 2021). Moreover, identifying how each of these four factors of work values is related to PNS and PNF at work would contribute to a more refined understanding of workers' value system and functioning. ...
This study investigated the mediating role of basic psychological needs at work in the association from work values to job satisfaction. Using a four-factor model of work values, we tested how each work value factor was related to basic psychological need satisfaction and frustration at work. The sample included 228 workers (72% female) surveyed twice over a 7-week interval. Results showed that need satisfaction at work was positively predicted by intrinsic and social work values and negatively predicted by extrinsic work values. Need frustration at work was positively predicted by extrinsic and status work values and negatively predicted by intrinsic work values. Also, need satisfaction fully mediated the relationship from intrinsic, extrinsic, and social work values to job satisfaction. These findings suggest that organizational and career development interventions aiming to enhance employees need satisfaction at work should aim to promote growth-oriented work values endorsement rather than instrumental work values.
... To our knowledge, very few studies have tried to identify work values profiles, and none have done so using a four-factor model (i.e., intrinsic, extrinsic, social, and status). Estimating work values profiles using a four-factor model rather than two- (Vansteenkiste et al., 2007) or three-factor models (Macnab et al., 2005;Manhardt, 1972;Super, 1970) should be favored in light of previous findings showing that each of the four factors had a unique association with key constructs (e.g., personality traits, vocational interests, educational aspirations; Duffy & Sedlacek, 2007;Hirschi, 2008;W€ ohrmann et al., 2016 ), had a distinctive developmental pattern (Jin & Rounds, 2012), and offered a superior fit to the data when compared to other models (Busque-Carrier et al., 2021a). Hence, this study sought to identify profiles of work values using a four-factor model. ...
The association between work values and key motivational variables has been repeatedly supported in previous studies. However, little attention has been devoted to understanding intraindividual patterns of work values and how combinations of work values relate to other motivational variables. This study aimed to identify profiles of work values based on a four-factor model (i.e., intrinsic, extrinsic, social, and status). It also investigated how profile membership relates to basic psychological need satisfaction and frustration at work using a self-determination perspective. A sample of French Canadian adults (N = 476) participated in this study by filling out an online questionnaire. Latent profile analyses revealed five distinct work values profiles. Results showed that participants in more positive profiles (i.e., high level of intrinsic, social, and status work values) generally reported higher level of need satisfaction and lower level of need frustration at work than participants belonging to more negative profiles (i.e., low level of intrinsic, social, and status work values). These results support the importance of considering work values in organizational and career development interventions, and to do so using a person-centered approach, to better understand need satisfaction and frustration at work.
... Financial and job-market factors are related to the availability of jobs, opportunity for career advancement, career options flexibility, job security, excellent longterm earnings, and good initial salary are among the determinants influencing job seekers to decide on a career (Gul et al., 1989;Felton et al., 1994;Mauldin et al., 2000). Extrinsic factors refer to an importance placed on making money, job security, potential earnings, and job availability (Elizur, 1984;Ros et al., 1999;Duffy & Sedlacek, 2007). Other than financial rewards, extrinsic factors such as job security, opportunity for career advancement, and job availability were found to have significant relationship with career decisions as well. ...
Making a career decision is often challenging among students for which they are expected to decide on a career in times of uncertainty that will have an impact on the rest of their lives. The purpose of this study is to investigate the factors influencing undergraduate students’ career decision and to propose recommendations aimed to rectify career indecisions. The independent variables chosen for this research are extrinsic factors, intrinsic factors, and interpersonal factors, which is derived based on the tri-dimensional model of career choice proposed by Carpenter and Foster in 1977. An additional independent variable, which is industrial training, was added as an extension of the research framework as it is perceived to potentially influence undergraduate students’ career decision as well. All data were collected from 200 undergraduate students from a private university using questionnaires and analysed by utilising Statistical Package for the Social Sciences (SPSS Version 22). The study results indicate that intrinsic factors are the most influential in affecting undergraduate students’ career decision which is followed by interpersonal factors.However, extrinsic factors and industrial training were found to have insignificant relationship with career decision making.
... Ben-Shem ve Avi-Itzhak (1991) ise İsrail birinci sınıf öğrencilerine yaptığı araştırmada iş değerleri ve boş zaman kararlarının kariyer tercihlerine zayıf da olsa etkiledikleri sonucuna ulaşmışlardır. Duffy ve Sedlacek (2007) ise öğrencilerin iş değerlerinin uzun vadeli kariyer seçimlerine etkisini incelemiş ve içsel değerlere sahip öğrencilerin kariyer tercihlerinde daha özgürce davranabilecekleri işler arzuladıkları sonucuna ulaşmışlardır. Brown (2002) ...
Bu araştırmanın amacı turizm eğitimi gören üniversite öğrencilerinin iş değer algılarının kariyer tercihlerine etkisinin incelenmesidir. Ayrıca araştırmada öğrencilerin cinsiyeti, eğitim gördüğü bölüm ve gelir durumları ile iş değer algıları arasındaki ilişki incelenmiştir. Araştırmanın evrenini Bingöl Üniversitesi’nde turizm alanında eğitim gören öğrenciler oluşturmaktadır. Araştırmanın amacı doğrultusunda bütün öğrencilere ulaşılması hedeflenmiş ve 203 öğrenciden 198’ine ulaşılarak anket formu doldurtulmuştur. Araştırma anket formları 2019 Eylül-2019 Kasım ayı tarihleri arasında öğrenciler ile yüz yüze görüşülerek doldurtulmuştur. Araştırmada veri analizi sürecinde SPSS istatistik programından faydalanılmıştır. Araştırma sonuçlarına göre öğrencilerin iş değerleri ile cinsiyetleri arasında anlamlı bir farklılık olmadığı sonucuna ulaşılmıştır. İş değeri alt boyutlarından işin anlamlılığı ve yararlılığı, iş ortamı ve özerklik alt boyutları ile aile gelir durumu algısı arasında anlamlı bir farklılık olduğu tespit edilmiştir. Ayrıca iş değeri alt boyutlarından özerklik ile öğrencilerin eğitim gördüğü bölümler arasında anlamlı bir farklılık olduğu bulgulanmıştır. Son olarak iş değeri alt boyutlarından insan ilişkileri ve özerklik ile öğrencilerin kariyer tercihleri arasında anlamlı bir farklılık olduğu belirlenmiştir.
... When organizations do not implement skill flexibility, the core factor is status and independence, and conversely, when organizations implement skill flexibility, creativity will be triggered by competence and growth. Organizations reinforce skill flexibility so that employees can concentrate more on individual ability growth, entire career building, and fully exert individual talents [63], which is consistent with targets of competence and growth value. ...
This study explored employees behavior flexibility, status, and independence value as vital factors of employee creativity. Based on the theory of interaction creativity, we theorize the core factors, synergistic effects, and substitution effects of employee creativity. This paper adopted a qualitative approach using a self-administrated survey to collect data. Data were collected from 380 Chinese employees via an online and offline survey. The results contribute to creativity literature and expand the study on employee’s creativity performance. Moreover, it opens the black box of employee creativity from a new insight by exploring the effects of human resource flexibility and work values. The paper suggests that to obtain innovation and organizational sustainability, companies should not only advocate human resource flexibility management but also combine the work values of employees.
... However, these differences, although statistically significant, were not substantial. These results are consistent with the analyses of youth and college students cohorts which found men more likely to espouse extrinsic job rewards and females more likely to place greater importance on intrinsic, altruistic, and social job values (Duffy & Sedlacek, 2007;Hirschi, 2010;Johnson & Mortimer, 2011). ...
The purpose of this study was to investigate the network of relations among domain-specific self-perceptions of competence/adequacy, self-esteem, locus of control, and work value orientations through employing a structural equation modeling approach. The sample of the study consisted of 510 Greek tertiary education students who completed the Self-Perception Profile for College Students, the Work Values Scale and the Nowicki–Strickland Locus of Control Scale. The results showed that intrinsic orientations appear to be more strongly rooted in the competence and the social domains of self-perception than extrinsic values. Specifically, the three competence (job competence, academic competence, and creativity) and the two social relationships with peers domains (close friendships and social acceptance) had a direct effect on intrinsic work values, with all effects being positive. In contrast, extrinsic values were directly affected by only two specific domains: job competence whose effect was negative and social acceptance which exerted a positive effect on extrinsic values, as it did on intrinsic values. Self-esteem exerted its influence on work value orientations only indirectly via its impact on locus of control, which in turn had an effect on extrinsic values indicating that individuals with a more extrinsic locus of control orientation endorse a more extrinsic work value orientation. The results of the present study can inform, through the proposed model, a better understanding of the differential importance of the domain-specific self-perceptions in shaping work value orientations.
... Publikacje poświęcone były głównie możliwym wpływom powołania na rozwój indywidualnej drogi zawodowej lub służyły zbadaniu innych jeszcze powiązań (między innymi Hirschi, 2011;Hirschi i Herrmann, 2013a;2013b;Hunter i inni, 2010;Miller- -Perrin i Thompson, 2007, jak również Duffy i Sedlacek, 2007a; oraz Duffy i inni, 2012 na pracownikach najróżniejszych grup zawodowych). W tym kontekście wykazano, że odczuwanie powołania pomaga w dokonaniu świadomego wyboru zainteresowań zawodowych, jak również implikuje większe zdecydowanie w wyborze zawodu (Duffy i Sedlacek, 2007b;Steger, Pickering, Shin i Dik, 2010) ...
... Hirschi, 2011, Hirschi & Herrman, 2013Hunter et al., 2010;Miller-Perrin & Thompson, 2007sowie Duffy & Sedlacek, 2007aBunderson & Thompson, 2009sowie Duffy et al., 2012 Arbeitnehmern unterschiedlichster Berufsgruppen), widmeten sich einzelne Untersuchungen auch den Auswirkungen von Berufung auf die individuelle berufliche Laufbahnentwicklung. In diesem Kontext konnte gezeigt werden, dass die Wahrnehmung einer Berufung zu einer größeren Klarheit hinsichtlich beruflicher Interessen führe, als auch eine höhere Entschlossenheit in der Berufswahl impliziere (Duffy & Sedlacek, 2007b;Steger, Pickering, Shin, & Dik, 2010). Ebenso konnten positive Einflüsse auf die berufliche Laufbahnentwicklung und das organisationale Commitment berichtet werden (Dobrow & Tosti-Kharas, 2011;Duffy et al., 2012;Duffy et al., 2011b;Peterson, Park, Hall, & Seligman, 2009;. ...
... Studies show that people's most important values or goals are those on which they base their choices and decisions (Ruiz-Quintanilla, 1991;Wils, Luncasu, & Waxin, 2007). Likewise, they play a decisive role in job satisfaction (Duffy & Sedlacek, 2007;Super & Sverko, 1995) and in work motivation (Mercure & Vultur, 2010;Merriman, 2017;Roberson, 1990) and contribute considerably to the meaning given to work (Brief & Nord, 1990;Rosso et al., 2010;Shea-Van Fossen & Vredenburgh, 2014). ...
The paper presents first the theoretical foundations used to develop a pre-experimental version of a questionnaire on relationship to work, and then the four stages of its initial validation leading to an experimental version. These stages included: (1) Defining the dimensions and sub-dimensions of the relationship to work concept; (2) Operationalizing the dimensions and sub-dimensions and creating the items; (3) Verifying the face and content validity and developing the pre-experimental questionnaire; (4) Testing the pre-experimental questionnaire with 550 workers and 538 students, assessing its psychometric properties and elaborating the experimental questionnaire.
... Furthermore, in the North American context, Leong et al. (2005) measured the work values of medicine students using the Values Scale (Super & Nevill, 1986) and found that altruism, success, promotion, aesthetics, authority and autonomy are the most appreciated values, while the least appreciated are resistance to frustration and risk. In the same environment and with identical instruments, Duffy and Sedlacek (2007) found in a study with 3570 university students that students (especially women) are inclined first to intrinsic values and second, to high salaries, contribution to society and prestige. This difference of evaluations by gender is a result repeated in numerous studies. ...
Work values are key elements in the competence training of university students, but little is known about the evolution of these values throughout university education. In this study, 362 Spanish university students were followed throughout the four years of their degree programmes. All of them completed a Work Values Scale that includes intrinsic, social and extrinsic work values. The results show that the values remain constant except for those identified as extrinsic values of territorial mobility. The evolution of these values is associated with other variables, such as combining studies with family or employment responsibilities, with the possibility of dropping out from studies, with the need of another year to finalize them or with the attributions that youths make regarding their evolution at university.
... Giacomin, Jansen, Pruett, Shinnar, Llopis and Toney (2010) found that although students were motivated by similar factors and perceived similar barriers to creation, American, Asian and European students did not share the same entrepreneurial intentions or dispositions. Duffy and Sedlacek (2007) found that African Americans and Asian Americans were more likely to express extrinsic values, while Whites were more likely to express intrinsic value. More specifically, Black adolescents tended to place a greater emphasis on social values whereas adolescent White men tended to favour work values focused on economic rewards and job security. ...
This study investigated the influence of University Students’ Demographic Variables on their Entrepreneurial Business Venture Choices in Cross River State, Nigeria and its implication for management effectiveness. Two null hypotheses were formulated and tested at. 05 level of significance. Ex post facto design was adopted for the study. The population of the study comprised three thousand, nine hundred and sixty (3,960) final year students of nine (9) faculties from two universities (University of Calabar and Cross River University of Technology) in Cross River State. The sample was three hundred and ninety six (396) final year students drawn from the faculties through stratified random sampling technique. A researcher-developed questionnaire named “Students’ Demographics and Entrepreneurial Business Venture Choice Questionnaire (SDEBVCQ)” was used for data collection. Contingency Chi-square analysis was used in testing the two hypotheses. Results of the analysis revealed that there is a significant influence of ethnic/geo-political and family business background on entrepreneurial business venture choices of university students. Based on these results, it was recommended that wide range of business choices should be provided in the entrepreneurial programme for students to choose from with emphasis on their demographics. The university system should device strategies to assist the students that indicated their intentions to start enterprises while in school and after graduation through incubation programmes.
... Intrinsic, or cognitive, values relate to feedback, achievement, creativity, meaningful and challenging work, the use of abilities, independence, altruism, and the internal satisfaction of employees (Ginzberg et al. 1951;Miller 1974). Extrinsic work values relate to job security, income, prestige, status, and supervisory relations, surroundings, variety, and way of life (Duffy and Sedlacek 2007;Elizur 1996;Ginzberg et al. 1951;Miller 1974 Ros, Schwartz, and Surkiss 1999). The definitions and measurement of these values however vary, not least depending on the research objectives (Barrick, Mount, and Gupta 2003;Elizur et al. 1991;Meglino and Ravlin 1998;Roe and Ester 1999). ...
Understanding what characterizes individuals who choose to work for the public sector is critical to public management research and practice. This article explores the effect of Big Five personality traits, PSM, and work values on the attractiveness of public sector employment. The hierarchical model approach allows disentangling possible existing relationships between those concepts and provides answers to whether specific work values and PSM dimensions drive the attractiveness of public sector employment or whether the variance is accounted for by deeper level personality traits. Multi-group analyses revealed important gender effects, suggesting that considering gender as a control variable may be insufficient.
... Ugyanakkor korábbi elemzéseink során m ár találkoztunk azzal a jelenséggel, hogy a férfiak minden itemet alacsonyabbra értékelnek (Bocsi 2015). Éppen ezért ez esetben az egyes itemek pozícióit is megvizsgáltuk. ...
Tanulmányunkban a kedvezőtlen társadalmi hátterük ellenére kimagasló
teljesítménnyel felsőoktatásba jutó hallgatók, a reziliens-ígéretek
családalapítási terveit vizsgáltuk a CSAK 2017 országos kutatás hallgatói
adatbázisát felhasználva. A reziliens-ígéreteket és kontrollcsoportjaikat a
bemeneti eredményesség és a családi háttér alapján azonosítottuk. Azt a
kérdést tettük fel, hogy párkapcsolati mintázataikban és a családdal
kapcsolatos jövőterveikben hogyan érvényesülnek a társadalmi hátterükből
érkező elvárások (korai elköteleződés és gyerekvállalás, karrier háttérbe
szorulása) és a megcélzott társadalmi réteg mintái (későbbi elköteleződés és
gyermekvállalás, ugyanakkor stabilabb családok, biztosabb fészekrakás,
karriercentrikusság).
A jelenlegi párkapcsolatokra vonatkozó eredményeink alapján
elmondható, hogy a hallgatók összességében hordozzák társadalmi hátterük
örökségeit: a reziliens-ígéretek körében a leggyakoribb az egy évnél hosszabb
kapcsolat, az együttélés és a házasság, míg a hasonló eredményekkel belépő,
de jó családi hátterű kontrollcsoport tagjai, a nyertesek a rövidebb távú és
lazább elköteleződésű kapcsolatok idejét élik. Ugyanakkor a nyertesek
számára a legfontosabb, hogy hasonló családi hátterű párjuk legyen. A
reziliens-ígéretek eközben kevésbé válogatósak a párkapcsolatot, s jobban a
házasságkötést illetően. Emellett panaszkodnak az egyetemi világtól távoli
kapcsolatokra. A reziliens-ígéretek és kontrollcsoportjaik egyhangúan nem
rendelik alá a karriernek sem a házasságkötést, sem a gyermekvállalást. A
gyermekvállalást társadalmi hátterük mintázatainak megfelelően a nyertesek
későn, a reziliens-ígéretek korán tervezik. A reziliens-ígéretek ugyanakkor
hangot adtak annak az elvárásuknak is, hogy korai gyermekvállalás melletti
elköteleződésük megvalósításához megfelelő munkapiaci és családpolitikai
feltételek álljanak a rendelkezésükre.
Tanulmányunk terjedelmi korlátái miatt nem állt módunkban
elemezni a hallgatók jelenlegi mintázatait a család és karrier
összeegyeztetésében. A jövőben vizsgálandó kérdés, hogy a reziliens-ígéretek
hátránykompenzálással terhelt karrierépítése hogyan egyeztethető össze
magánéletükkel, szabadidős tevékenységeikkel, s a hallgatóévek során, majd
azt követően hogyan változik mindez. További érdekes kutatási irány lehet a
felsőoktatásból kilépők családalapításának vizsgálata a társadalmi háttér
alapján tipikus és atipikus csoportokban.
Jövőnk társadalmát illetően elgondolkodtató, hogy milyen
összefüggés van (vagy lesz) kibontakozóban két jelenség között: a felsőbb
társadalmi rétegek csökkenő gyerekszáma, valamint a felsőoktatás még
mindig magas beeresztő képessége között. Ha ugyanis csökken azok száma,
akikre szüleik kedvező iskolai végzettségüket átörökíthetik, erőteljesebben
kiterjedhet a felsőoktatás merítési bázisa a társadalom alsóbb szegmenseire.
Ugyanakkor általában nő az iskolázottsági szint a társadalomban, s egyre
magasabb (talán a kitolódott szülések felhalmozása miatt?) a diplomás anyák
aránya az éves születésekben (pl. 2000. és 2001. évben 15,8%, 2011. és 2012.
évben pedig 34,2%, KSH 2014). Mi lesz az expanziós csúcson áteső
felsőoktatás (Polónyi 2016a, 2016b, Híves & Kozma 2014, Hrubos 2014,
Berács et al. 2015, Nyüsti 2012, 2013, Szemerszki 2016), a magas diplomás
arány és a szülési kor tetőzése (Kapitány & Spéder 2015) utáni társadalom
találkozásából?
... Perceived behavioral control and human agency are positively associated with self-efficacy beliefs (Bandura, 1982;Terry and O'Leary, 1995). Higher levels of dedication and calling for the profession is associated with higher level of motivation and perseverant effort (Thatcher et al., 2012) and provides a sense of confidence and certainty to individuals (Duffy and Sedlacek, 2007). Belonging to a PM professional community is recognized as a means to improve self-efficacy through networking activities and providing the opportunity for the PM professional to observe from peer behavior and lean, have access to social and technical support and receive competence feedback. ...
For many years project management has been moving toward professionalization through voluntary certification. Simultaneously, recruiters increasingly use voluntary professional certification as a signal of applicant competencies and likely future performance, to increase the efficiency of the selection process. This practice increases the value of certification to holders and leads to the growth of certification. However, despite significant research into the value of voluntary certification in numerous occupations, results linking certification with performance are tentative at best. We contribute to the growing body of research exploring the performance signaling ability of certification by empirically examining the case of project management professional certification using survey responses from 452 (certified (370), and uncertified (82)) international project managers. Our findings provide some support for this recruitment and selection practice, not through a direct relationship between certification and performance but by showing that self-efficacy mediates the relationship. Certification also relates to higher levels of professionalism. We conclude with a discussion of the implications of these findings for recruiters, project management professionals, and professional associations.
... Saks and Shore (2005) linked variation in selected major income streams with family wealth while Monaghan and Jang (2017) associated that variation with gender and identified other factors that could explain the wealth link. Intrinsic interest, prestige, ethnicity, gender, student beliefs, personality traits, math interest, perceived quantitative skill needs, course or major attributes, desire to earn an advanced degree, parental income, concern about skill obsolescence, and job characteristics can play roles in major selection (Beggs, Bantham, & Taylor, 2008;Blakemore & Low, 1984;Dickson, 2010;Duffy & Sedlacek, 2007;Eide & Waehrer, 1998;Johnson & Muse, 2017;Lounsbury, Smith, Levy, Leong, & Gibson, 2009;Malgwi, Howe, & Burnaby, 2005;Musu-Gillette, Wigfield, Harring, & Eccles, 2015). Wiswall and Zafar (2015) asked about salary expectations for different majors. ...
Changes in the mix of business majors could result from perception shifts or from changes in the factors students consider when choosing majors. Two student surveys, distributed six years apart at a large US business school, were analysed to understand student choices. First- and second-year students were asked about their perceptions of all the business majors available and what major they were most likely to pursue. Models could explain some major choices (e.g., management) better than others (e.g., marketing). Over time, students appeared to place less emphasis on employment prospects and more emphasis on how exciting classes were and how interesting careers will be. Results may explain some changes in the mix of majors, help attract more students to some majors, and improve communications about majors.
... According to Wong and Yuen (2015), the concept of work values encompasses traits such as prestige, job security, work environment, colleague relationships, and personal qualities (e.g., teamwork, integrity, dependability, motivation). Career counseling has a history of recognizing individuals' work values as influential in their career decision-making processes (Carruthers, 1968;Chow et al., 2017;Duffy & Sedlacek, 2007;Super, 1995). Thus, work values are often assessed prior to providing career guidance. ...
In this investigation, a sample of counselors-in-training’s (CITs) work values, occupational engagement, and professional quality of life were explored at pre- and post-completion of a career counseling course. In relation to work values, participants highly valued balance, support, helping, and honesty within their careers, while power, competition, and risk-taking were least valued. Overall, participants increased their levels of occupational engagement from pre- to post-assessment over the course of the career counseling course. Finally, participants experienced moderate levels of compassion satisfaction and experienced low levels of burnout and compassion fatigue in relation to their professional quality of life. Implications of these findings for counselors, counselor educators, and CITs include: (a) incorporation of constructivist pedagogy; (b) discussion of essential counseling-related factors (e.g., burnout, compassion fatigue, compassion satisfaction); (c) the importance of wellness support; and (d) incorporation of assessments in counseling classrooms.
This qualitative explorative case study investigated career values and occupational aspirations of adolescent girls and boys and those that their parents aspired to for their child’s future. 45 high school students (53% girls) and their parents (n=45), from a relatively collectivist city in the Southeast region of Turkey participated to the study. Results showed that girls and their parents noted economic security; boys and their parents mentioned cultural identity, in common. Girls, boys, and their parents, all, attached importance to prestige, achievement, and loyalty to family. It was seen that both girls and boys appreciated leisure time besides work and life style, differently from their parents. In terms of occupational aspirations, while adolescent girls aspired to be English language teacher, doctor, nurse, and architect, mostly, adolescent boys aspired to be military pilot and officer, police officer, and doctor in the future. Girls' parents mentioned doctor, nurse, teacher, and lawyer and boys’ parents underlined engineer, lawyer and police officer as their aspirations for their children’s future occupations. The results implied the role of parental and contextual influences within a communal culture as well as adolescents’ own generational characteristics on career values and occupational aspirations.
Background: Personal values motivate action and have been shown to influence behavioral choices. Objectives: The purpose of this qualitative study was to identify which values are important to college student drinkers and what underlying principles and motivations support those values. A sample of 198 students who received a university mandate to complete an alcohol education intervention following a campus alcohol policy violation wrote essays regarding their values. These essays were categorized and thematically analyzed by the research team. Results: The majority of values fell under the category of Relationships, followed by Morality, Future Orientation, Wellness, and Benevolence. Conclusions: Most students placed a high value on their commitment to others, which may provide insight into effective and novel ways in which health messages could be communicated to college students. Additionally, findings show a relative lack of future-oriented values, particularly among the heavy-drinking students. Because future orientation is associated with engaging in less risky health behaviors, results suggest it may be beneficial to cultivate goal setting tasks early in college student education to enhance the efficacy of health promotion messages.
Introduction
Several scales were developed to describe and assess the work values system. Although some overlap is observed, none of these scales was developed to incorporate the whole array of work values that can be identified in the literature.
Objective
The goal of this set of studies was to develop and validate a work values scale based on a comprehensive review of the literature, namely the Integrative Work Values Scale (IWVS).
Method
A panel of experts (N1 = 9) and two French-Canadian samples of adults (N2 = 229; N3 = 476) were recruited to develop the IWVS and to test its reliability and validity.
Results
Omega coefficients revealed that the IWVS showed satisfying reliability estimates. Results also supported its content validity, convergent validity with general values, and factor validity.
Conclusion
Overall, these findings support the utility of the IWVS to assess the wide array of work values that were identified in the literature. Implications for theory and research on work values are discussed.
Work values refer to the business ethics and personal work preferences of individuals. Using the Filipino Work Values Scale, we characterised 10 work values of 141 full-time Filipino college students. Interpersonal, intellectual-achievement and occupational work values emerged as the most salient work values among the students. The rest appeared as either “weak” (environmental, material, managerial, religious, organisational and family-centred) or “very weak” (variety). Reflective of family influence over career orientation, some of the work values correlated with parents’ educational and professional backgrounds. As student work values are considered to influence long-term career choices and employability, comprehensively characterising work values may be useful in tailoring career counselling interventions that can help improve career pathing and job placements of students.
In this study, an attempt has been made to study the Work values of secondary grade teachers based on certain selected variables in the Cuddalore District of Tamilnadu, India. The Work Values Inventory (WVIT) constructed and standardized Mahalakshmi N (2014)) was used to collect the data from the sample of 300 secondary grade teachers. The survey method has been followed and the random sampling technique was used to select the subjects for the present study. The result of the analysis reveals that second-grade teachers are having a high level of work values. The rank order of work values of secondary grade teachers is 1).intrinsic values, 2).extrinsic values and 3).social values. There is no significant difference in the work values of secondary grade teachers about gender and type of school and there is a significant difference among the second-grade teachers about years of experience.
This study investigates the relationship between values and academic major in university students in Hong Kong. The study used a survey based on a convenience sample of 645 university students in Hong Kong who responded to a questionnaire comprising Schwartz’s Values Survey and Super’s Work Values Inventory. Comparison between several majors of study and their counterparts reveals that business, as well as humanities and art, students demonstrated general and work values in accordance with the literature. This gains partial support to the claim that there is a close connection between values and choice of academic majors.
The current multi-institutional study took place within the context of highly selective California institutions of higher education. The author built on social-cognitive career theory and the psychosociocultural framework to test a holistic structural equation model for Latina career decision making in science, technology, engineering, and mathematics (STEM). The hypothesized model fit the data well. Fourteen statistically significant paths were observed, indicating that campus climate, academic involvement, and faculty support and encouragement played an important role in Latinas’ STEM career decision-making process. Latina students with higher socioeconomic status, faculty support, and academic involvement were more likely to have STEM career goals. Those who perceived their classroom climates as hostile and who had higher self-sacrifice values were less likely to pursue STEM career goals. Several implications for student affairs administrators, institutional policymakers, and counseling services are provided and offer important considerations when working with Latina undergraduates who wish to pursue STEM fields. Implications for research and theory are also discussed.
Purpose
An increasing number of students delay graduation or graduate without a job, because they are not ready to make a career decision. In addition, the growing number of young adults who are not in education, employment or training (NEET) has become a social concern in South Korea. To facilitate career decision-making of undergraduates, this study examined the effects of work value orientation and academic major orientation on career decision-making self-efficacy (CDMSE). The purpose of this paper is to examine the relationships among South Korean undergraduates’ intrinsic work value orientation, extrinsic work value orientation, academic major satisfaction and CDMSE.
Design/methodology/approach
Based on the literature review, this study tested a research model using structural equation modeling with survey results of 217 undergraduates.
Findings
The research results indicated that intrinsic work value orientation influenced academic major satisfaction and CDMSE. However, extrinsic work value orientation turned out to influence neither academic major satisfaction nor CDMSE. Academic major satisfaction also seemed to affect the CDMSE of the students in this study.
Originality/value
This study contributes to the field of career development by explaining the significance of undergraduates’ intrinsic work value orientation and academic major satisfaction on career decision-making. Whereas most research has focused on the effects of CDMSE, this study investigated the factors that influence undergraduates’ CDMSE.
The meaning people attribute to working is a multidimensional construct, accounting for personal values, expectations, beliefs and attitudes towards work, which originates and develops because of life cycle experiences. The main aim of this paper is to contribute to the investigation of the ‘meaning of working’ by focusing on the causal relationships between the core components of the construct in a sample of young people – namely the Millennials – who have not yet entered the labour market. Participants, 466 high school and 357 university students, selected from different educational domains, were invited to fill in a questionnaire encompassing the central variables of the ‘meaning of working’ protocol (that is, work centrality, work goals, valued working outcomes and societal norms about work). Results showed a direct relationship between work centrality and valued working outcomes, and a partial mediation effect of work goals and societal norms about work, in the relationship with work centrality. The results raise several research questions which need to be answered by further investigation, both as regards the current evolution of the construct of the meaning of working and as regards its measurement. The results can also be useful in helping to plan tailor‐made vocational guidance programmes as well as organizational training and development interventions targeted on the specific features of this new workforce.
This study examined the relationship between U.S. students’ employment experiences during college/university and their fourth-year professional career attitudes as defined by the Wabash National Study Professional Success Scale, including obtaining recognition from one’s colleagues for contributions to their field of expertise, having administrative responsibility for the work of others, working in a prestigious occupation, making a lot of money and becoming successful in a business of one’s own. This study considered three types of employment experiences (on-campus work; off-campus work; and completing an internship practicum, field experience, co-op or clinical assignment), as well as the number of hours spent engaged in on-campus and off-campus employment, and whether these measures of student employment were associated with students’ fourth-year professional career attitudes. Results suggest that on-campus work experiences, off-campus work experiences; and completing an internship practicum, field experience, co-op or clinical assignment, as well as the number of hours of employment during college have the potential to influence students’ fourth-year professional career attitudes.
Unsere Zukunft soll nachhaltig werden! Dieses Ziel haben sich die Vereinten Nationen in ihrer 2030-Agenda gegeben. Dies bedeutet vor allem, dass ein fundamentaler Wandel zu nachhaltigeren Managementpraktiken benötigt wird, in Anbetracht der Tatsache, dass Unternehmen eine wichtige Rolle in der Förderung einer rein wirtschaftlich angetriebenen Entwicklung in den vergangenen Jahren gespielt haben – mit verheerenden Konsequenzen für unseren Planeten. Hochschulen sind die Hauptverantwortlichen für die Vermittlung von Managementwissen und -kompetenzen und haben somit die Verantwortung, zukünftige Manager und Fachkräfte zu nachhaltig und ethisch handelnden Menschen auszubilden. Am Fallbeispiel der Cologne Business School wird in diesem Beitrag der erste Versuch unternommen, den Einfluss einer nachhaltigen Managementlehre auf die Arbeitgebererwartungen und Arbeitswerte der Managementstudierenden zu messen. Wünschen sich Studierende, die eine nachhaltige Managementausbildung erhalten haben eher einen Arbeitgeber, der sich durch seine nachhaltigen Praktiken auszeichnet? Ist es ihnen wichtig, dass sie Tätigkeiten ausführen können, die sie für gesellschaftlich wertvoll halten? Oder ist die „Generation Y“ nicht generell eine nachhaltigkeitsaffine Generation, auch ganz ohne nachhaltige Managementlehre? Diesen Fragen geht der folgende Text nach.
Work values have been receiving increased research attention. Ravlin, Meglino, and their associates have recently conceptualized and provided measurement of work values. Although the effects of work values on job satisfaction, commitment, and individual decision making have been studied, work values have not been explicitly linked to job choice decisions. Using a sample of professional degree students and a policy-capturing design, we examined the influence of organizational work values on job choice in the context of job attributes that have been shown to affect this decision process. Organizational work values significantly affected job choice decisions. Individuals were more likely to choose jobs whose value content was similar to their own value orientation.
Undergraduate students ( N = 111) completed the Boredom Proneness Scale (BPS) and the Survey of Work Values (SWV) as part of a study examining vocational preferences. The results indicated that individuals with high boredom proneness scores possessed significantly greater external work value scores, whereas those low in boredom proneness had significantly higher internal work values. The results are discussed in terms of their importance for career guidance, selection, and motivation strategies.
Attempted to analyze contents of work value items and to construct an explicit definition of the work values domain. A facet definition of work values is suggested that provides guidelines for selection items and the formulation of hypotheses about the structure of interrelationships among components of work values. Interview data were obtained from 2 samples of Israeli adults containing 489 Ss (median age 35 yrs) and 546 Ss (median age 38 yrs), respectively. Results of Guttman's smallest space analysis support the hypotheses. An empirical double-ordered conceptual system, a radex structure, was obtained that reflects the 2 facets of the definition: modality of outcome—material, social, and psychological—and type of outcome—performance relations (reward, resource). The fact that essentially the same structure was obtained in 2 independent samples lends substantial support to the definitional framework of work values suggested. (34 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A theory of basic individual values is presented and applied in studying work. Work goals or values are seen as expressions of basic values in the work setting. Basic values imply four types of work values-intrinsic, extrinsic, social, and prestige. These four types emerge in re-examinations of past research and in Study 1 of a representative Israeli sample (N = 999). Intercorrelations among these value types support theorising about the structure of work values. Study 2 explores the meaning of work as a vehicle for goal attainment. Spanish teachers (N = 193) and education students (N = 179) rated the importance of work and of a comprehensive set of basic values as guiding principles. For the teachers, work apparently serves to attain social stability and close social relations. For the students, work is associated with these goals and with promoting personal interests. independence, and excitement. In conclusion, we identify advantages of applying the theory of basic values to further studies of work.
Work values have been receiving increased research attention. Ravlin, Meglino, and associates have recently conceptualized, and provided measurement of, work values. The effects of work values on job satisfaction, commitment, and individual decision making has been studied to date. However, work values have not been explicitly linked to job choice decisions. Using a sample of professional degree students and a policy capturing design, the influence of work values on job choice was examined in the context of job attributes that have previously been shown to affect this decision process. Work values were found to exhibit significant effects on job choice decisions. Further, individuals were more likely to choose jobs whose value content was similar to their own value orientation. Implications of the results for the study of work values and job choice are discussed.
Gender differences in work values, measured by the 25-item Manhardt scale (1972), were examined among 820 (391 male and 429 female) undergraduate students at Ben-Gurion University of the Negev, Israel. Male and female students differed on 9 items. The single students' scores were similar to the scores of the total sample; among married students, there were gender differences on only 3 items. In the Faculty of Humanities and Social Sciences, male and female students differed on 13 items; in the Faculty of Engineering, they differed on 8 items; and in the Faculty of Medicine, they differed on 2 items. There was no consistent pattern of gender-based differences in work values. These findings show the need to control for background variables and field of study/occupation in examinations of gender-based differences in work values; they also indicate the need to revise and augment traditional explanations of gender differences in work values.
The purpose of this study was to examine barriers to and facilitators of career goals among college students in the framework of the Social Cognitive Career Theory (R. W. Lent, S. D. Brown, & G. Hackétt, 1994). Questionnaires were completed by 2,743 college freshmen. Chi-square tests and MANOVA were used to analyze the data. The authors found gender and ethnic differences in perceptions of barriers to career goals. Differences were found by ethnicity, but not by gender, in perceptions of facilitators of career goals. The authors examined factors influencing career choice goals and specific barriers and facilitators. They discuss implications for career counselors.
Kanter and Mirvis (1989) reported that 43% of Americans are cynical and that confidence in business and leadership has fallen from approximately 76% in the late 1960s to about 15% today. The purpose of the present study was to investigate interrelationships among cynicism, depersonalization, estrangement, work values, and basic personality traits. College students (N = 106) completed the 16PF (Cattell, Eber, & Tatsuoka, 1970), Gordon's (1978) Personal Profile-Inventory, Coopersmith's (1967) Self-Esteem Inventory (SEI), and a Life Attitudes Questionnaire containing the Kanter and Mirvis cynicism scales, four measures of work values (Buchholz, 1977), and some new items. Cynical students believed that workers are exploited and alienated from productive activity (Marxist exploitive belief system, r = .40; Buchholz). Unexpectedly, cynicism was positively correlated with the Buchholz Protestant Work Ethic Scale (r = .44), negatively correlated with selfesteem (r = −.39), and not correlated with the basic personality traits. Depersonalization and estrangement were related to personality characteristics such as neuroticism, high anxiety, and low leadership potential.
To test Herzberg's (1966, 1987; Herzberg, Mausner, & Snyderman, 1959) motivator-hygiene theory, I examined the relationship between work values and job satisfaction. Educators (N # 386) from 18 Canadian secondary schools were asked to report the degree to which they experienced 16 work values and five dimensions of job satisfaction. Factor analysis suggested five sets of work values: intrinsic work-related, intrinsic work-outcome, extrinsic job-related, extrinsic job-outcome, and extrinsic people-related. Regression analyses identified the best predictors for each of the five dimensions of job satisfaction. The results support and extend Herzberg's theory. In addition to those identified by Herzberg, other factors contributed portions of variance to the five dimensions of job satisfaction.
Contemporary approaches to career development emphasize the psychological and developmental dimensions of the task. This study suggests not only that consideration of race should form an integral part of that process but also that race too needs to be understood in a psychological and developmental way. While some claim that constructs associated with both racial identity theory and career development measure aspects of a client′s personality, virtually no research has explored the relation between these two perspectives. In this test using a White sample (N = 109), a canonical analysis revealed a significant relation between the psychological variables of "racial identity" and "work values" consistent with the theory of White racial identity development. Suggestions for future research are considered.
This study links the trajectories of adolescents' work values during the transition to adulthood to key indicators of social
origin and early experience. The findings, based on panel data from a national sample, indicate that individuals' work values
change substantially during this period of the life course, with “average trajectories” of work values indicating some growing
realism with age. Furthermore, work value trajectories are systematically tied to social origin and early experience, with
gender and race playing a particularly important role both in initial adolescent work values and in changes that occur across
the young adult years. The work values of young black women, for example, changed the most as they came to terms with their
occupational opportunities.
Ethnic differences in self-appraisals among 2,743 incoming college freshmen were examined. Results showed that Asian and Black students reported lower career and social self-appraisals than did White students, and Asian students reported lower career and social self-appraisals than did Black students. Practical and research implications are discussed. (Author/MKA)
Investigated how career certainty, grade level, and gender relate to short-term changes in work values (Human-Personal, Non-Work, Power-Control, Money-Security) among junior high and high school students (
N = 496). With scores based on multivariate analysis of variance (MANOVA), high and moderate career certainty groups scored significantly higher than the low certainty group on all work values except Non-Work at Time 1 (similar results were found at Time 2, 6 mo later). Between Time 1 and 2, each work value declined slightly but significantly; for both Human-Personal and Power-Control, however, the decline over time was greater for the high certainty group than for the low certainty group. Findings suggest that during adolescence, higher career certainty reflects greater engagement in a vocational identity search and a more active consideration of work values. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This book presents more than 200 strategies for career counseling. Using the latest theories and research, as well as experience, the volume authors provide approaches that work in today's college environment. Experts offer new ways of investigating career paths and advice for counseling diverse populations. Authors discuss the pros and cons of career classes and workshops, the emotional and spiritual facets of choosing a career, and using computers or the Internet as counseling aids. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
First-year students (N = 2,678) demonstrated differences on help-seeking attitudes and coping strategies by gender and race. African Americans had more positive attitudes toward seeking help for impersonal issues, whereas Asian Americans were more likely to use avoidant coping strategies. Women were more receptive to professional help than were men. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A career is defined as the combination and sequence of roles played by a person during the course of a lifetime. These roles include those of child, pupil or student, leisurite, citizen, worker, spouse, homemaker, parent, and pensioner, positions with associated expectations that are occupied at some time by most people, and other less common roles such as those of criminal, reformer, and lover. A Life-Career Rainbow is presented as a means of helping conceptualize multidimensional careers, the temporal involvement in, and the emotional commitment to, each role. Self-actualization in various roles, role conflicts, and the determinants of role selection and of role performance are discussed. The use of the Rainbow in career education and in counseling is briefly considered.
The results of recent investigations on work values suggest that the contradictory findings in regard to gender differences may be rooted in variations in the underlying structure of the work-values domain. In the present study a definitional framework for work values was proposed and tested. Smallest space analysis (SSA; Guttman, 1968) was performed on the ratings of 24 work-value items by samples of men and women from Hungary, Israel, and the Netherlands. A double-ordered conceptual system, a radex structure, was obtained in each of the samples, reflecting two hypothesized facets: modality of outcome (cognitive, affective, and instrumental) and type of system performance contingency. Essentially the same structure was obtained for women and men. However, women ranked affective outcomes as well as some of the instrumental and cognitive values higher than men did, whereas men ranked some other cognitive (influence, independence, responsibility) and instrumental (pay) items higher than women did. Personal growth and use of abilities were ranked higher by men in some samples and by women in others.
Manual for the Values Scale Gender and ethnic differences in career goal attainment. The Career Development Quarterly
- D D Neville
- D E K Super
- W E Sedlacek
- C M Alexander
Neville, D. D., & Super, D. E. (1989). Manual for the Values Scale (2nd ed.). Palo Alto, CA: Consulting Psychologists Press. Perrone, K., Sedlacek, W. E., & Alexander, C. M. (2001). Gender and ethnic differences in career goal attainment. The Career Development Quarterly, 50, 168–178.
Basic individual values, work values, and the meaning of work
- Ros