幫助學生進行職業(yè)決策外文文獻翻譯2020

1、外文文獻翻譯原文及譯文標題：幫助學生進行職業(yè)決策外文翻譯 2020文獻出處：Ning-Kuang Chuang, Patrick C. Lee, Linchi Kwok. J. Journal of Hospitality, Leisure, Sport & Tourism Education, Volume 26,June 2020, 1-15譯文字數：5900 多字英文Assisting students with career decision-making difficulties: Can career decision-making self-efficacy and career

2、 decision-making profile help?Patrick Lee，etcAbstractBuilding on the counseling psychology literature, this study examined the effects of each dimension of career decision-making self- efficacy (CDMSE) and career decision-making profile (CDMP) on hospitality students career decision-making difficult

3、ies (CDD). A sequential regression analysis with 273 valid questionnaires was performed while controlling participants demographic background information. CDMSE and CDMP explain 27.9% and 25.6% of the variance in CDD respectively. Goal selection in CDMSE, as well as locus of control, effort invested

4、 in the process, procrastination, and speed of making the final decision in CDMP are significant predictors of CDD. Specific practical implications that assist students with CDD are discussed.Keywords：Career decision-making difficulties，Career decision-making profile，Career decision-making self-effi

5、cacy，University students，Career counselingIntroductionThe hospitality sector is among the top ten industries in the UnitedStates and has become the largest source of American employment (Doyle, 2018). The Bureau of Labor Statistics estimates that the number of jobs in this sector will grow by over 1

6、.3 million by 2026 (Doyle, 2018), indicating a significant increment in the demand of the labor supply. The increase in job opportunities has led to a growth in the number of applicants enrolling in hospitality management programs (Lee, Huh, & Jones, 2016). Despite the large turnout of hospitality m

7、anagement graduates (i.e., potential industry employees), many hospitality companies continue to wrestle with the challenge of attracting industry talents (Karatepe & Olugbade, 2016), given that only half of the hospitality graduates go on to pursue a career in the field (Chang & Tse, 2015). There a

8、re reports showing that many hospitality graduates may not choose to work in the industry upon graduation (Chang & Tse, 2015) or do not feel satisfied with their hospitality career after they enter the workforce (Rastogi, Karatepe, & Mehmetoglu, 2019), which may affect a hospitality companys turnove

9、r and retention management in the long term (Arasl & Arc, 2019; Mooney, Harris, & Ryan, 2016; Safavi & Karatepe, 2018).The reality is that many college students generally find it challenging to make decisions about their major and/or potential career paths (Bullock-Yowell, McConnell, & Schedin, 2014

10、; Lam & Santos, 2018; Leung, Hou, Gati, & Li, 2011). Some of them struggle even morewith career decision-making after they have completed their degree program (Sidiropoulou-Dimakakou, Mylonas, Argyropoulou, & Tampouri, 2012). Such career indecision can have a negative impact on students social, pers

11、onal, and professional life (Osipow, 1999). Students career indecision is not helpful when the hospitality industry expects most of our students to commence work or embark on a career in the hospitality industry once they graduate. It becomes critical for hospitality programs to provide students wit

12、h effective career counseling and assist them with meaningful career decisions related to the hospitality industry (Chuang, 2011; Lee, Lee, & Dopson, 2019).Career counseling or career advisory services in universities are hence advocated to aid students in the career decision-making process and help

13、 them overcome any career decision-making difficulties they may encounter (Gati, Krausz, & Osipow, 1996; Swank & Jahn, 2018). From a decision-theory perspective, the primary role of a career counselor is to assist students in identifying a career goal that matches their personality, interest, as wel

14、l as their personal goals (Zopiatis, Theocharous, & Constanti, 2016), allowing them to make an informed career decision (Gati & Tal, 2008). The transition from completing education to entering the workforce, for instance, can be a trying and stressful process for college students (Wendlandt & Rochle

15、n, 2008). A declaration for young adulthoods independence and dream-job fulfillment begins with a selfand career assessment; they make career choices aligned with their personal and life goals. Dealing with an unknown future, topped with finding a satisfying job, has caused “anxiety, sense of stagna

16、tion, and a feeling of threatened by uncertainty” among college seniors (Lipshits- Braziler, Braunstein-Bercovitz, & Kapach-Royf, 2019, p. 441). The difficulty of making a conscious career decision and its corresponding psychological and emotional compression have resulted in frequent job change and

17、 turnover among the recent graduates (Wendlandt & Rochlen, 2008). In recognition of such a complex career decision-making process (Santos, Wang, & Lewis, 2018), university counselors and guidance advisors are therefore highly encouraged to define student career challenges and provide direct support

18、by clarifying the pathways for career decisions (Chuang 2010), and at the same time, communicate with the students about the industry expectations (Kong, Wang, & Fu, 2015). Typically, the first step in career counseling is to identify the difficulties that students face when making career decisions

19、(Brown & Rector, 2008; Gati et al., 1996), gage their information processing capabilities (Lipshits-Braziler & Gati, 2019), and define their decision goals (Sauermann, 2005).Among the career counseling resources available in a university campus, 57 percent of freshmen and 41 percent of seniors cited

20、 the college advising and recruitment office as the most useful career-relatedservices; in particular, departmental career service center and course instructors were perceived by the senior students as equally helpful as the career service centers (Chuang & Dellmann, 2010). In fact, many college stu

21、dents perceived college professors as “their best or most accessible vocational resources” (Vespia, Freis, & Arrowood, 2017, p. 25). Within the hospitality discipline, students consider the guidance provided by those passionate and enthusiastic faculty members the most influential entity in their ca

22、reer decision-making process, as compared to social media, parents, and other sources (Lee et al., 2019). It is hence not surprising to see hospitality students often seek career advice from their professors and instructors, especially from those with managerial experiences and good industrial conne

23、ctions. A good number of hospitality professors and instructors, however, might not have received formal training in career counseling to assist students with their career decision-making process. Studies providing insightful information on what leads students CDD can be especially helpful to hospit

24、ality professors and instructors as they begin providing career counseling services to the students.A review of the relevant literature (e.g., Fabio, Palazzeschi, Asulin- Peretz, & Gati, 2013; Gadassi, Gati, & Wagman-Rolnick, 2013; Gati, Gadassi, & Mashiah-Cohen, 2012 & 2013, 2011; Penn & Lent, 2019

25、; Willner, Gati, & Guan, 2015) revealed two key factors that mayhave a critical impact on students career decision-making: Career decision-making self-efficacy (CDMSE) and career decision-making profile (CDMP). Substantial recent literature, for example, has provided evidence that personal factors h

26、ave an important implication for students decisional difficulties, including vocational identity (Galles, Lenz, Peterson, & Sampson, 2019), decision ambiguity tolerance (Storme, Celik, & Myszkowski, 2019), and locus of control and perceived barriers (Ulas & Yildirim, 2019). Particularly, the influen

27、tial role of CDMSE in decision-making difficulties has been repeatedly emphasized (e.g., Lam & Santos, 2018; Penn & Lent, 2019). CDMSE has a direct or indirect impact on choice goal behavior via outcome expectations (Chuang, 2010), which can be used to predict an individuals vocational behavior (Chu

28、ang, Goh, Stout, & Dellmann-Jenkins, 2007). Research has shown that people with a comprehensive information gathering profile will find it easier to make career decision changes in new career-related circumstances (Gadassi et al., 2013) or they will experience fewer difficulties in making career-rel

29、ated decisions (Gadassi, Gati, & Dayan, 2012).While the impacts of students personal and vocational attributes on their career decision-making process have been extensively reviewed, the decision-making styles and strategies students used to gauge their career decision are gaining popularity, yet st

30、ill under-explored, especially in the hospitality settings. Consequently, we purposefully include a relativelynew construct from the career counseling literature - CDMP in this study, with an attempt to pinpoint specific areas for improvement among students and hospitality educators in their career

31、counseling meetings. CDMP is used to describe how people approach the career-decision process (Gati et al., 2012), which was first introduced by Gati and his colleagues in 2010 in Germany, with its English version recently validated by Ebner, Thiele, Spurk, and Kauffeld (2018). CDMP has been concept

32、ualized as a personality attribute characterizing the individuals typical behavior when involved in the decision-making process (Gati, Landman, Davidovitch, Asulin-Peretz, & Gadassi, 2010). Because CDMP is a relatively new construct in understanding CDD, research remains limited in examining the spe

33、cific outcomes of CDMP on CDD. Different from the current literature in counseling psychology and hospitality management, this study examines both CDMSEs and CDMPs impacts on CDD within one research setting. Our special interest is focused on the effect of each dimension of CDMSE and CDMP on CDD. Ou

34、r findings fill the gap by providing new insights into the current understanding of hospitality management students CDD. Through an in-depth analysis of what dimensions of CDMP and CDMSE significantly affect a hospitality students CDD, specific and practical implications can be advanced to better as

35、sist counselors/advisors and especially hospitality professors and instructors who have not received formal training in counselingpsychology in providing more effective counseling services. Theoretically, our results also provide additional empirical evidence to support that CDMP, a relatively new c

36、onstruct in the counseling psychology literature, can be a valid predictor of CDD.Career decision-making difficulties (CDD)The rapid changes taking place in the hospitality industry increases the difficulty of making the right career decision for hospitality students because of the changing labor ma

37、rket, various career paths, and a large number of career possibilities (Lipshits-Braziler, Gati, & Tatar, 2015; Nachmias & Walmsley, 2015). Students are responsible for their career decisions; they need to take the initiative to solve career-related problems, overcome career decision-making obstacle

38、s, and make the right career decisions (Leung et al., 2011). If students join the industry without a good understanding of the field, they may eventually leave the hospitality sector (Brown, Arendt, & Bosselman, 2014). Unfortunately, apart from some understanding of the industry, the new generation

39、of students does not have enough experience and skills to make educational and career decisions (Leung et al., 2011). Some students may make such decisions easily; others may need professional help (Garcia, Restubog, Bordia, Bordia, & Roxas, 2015; Grant, Miller, & Rosa, 2016). Others may receive ins

40、ufficient support from their parents and teachers (Leung et al., 2011). Hence, hospitality educators have to step in to assist studentsin making career decisions because the level of participation by hospitality educators has a direct influence on the achievement level of the hospitality students in

41、 the job market (Faitar & Faitar, 2013).Lipshits-Braziler et al. (2015) emphasized that the stress caused by making such an important decision can increase the difficulties experienced by an individual when making his or her career decision since making a career-related decision is a complex process

42、. Hence, there is an urgent need for career counselors/advisors to identify CDD so as to help graduates to overcome such difficulties more effectively (Masdonati, Massoudi, & Rossier, 2009; Masdonati, Perdrix, Massoudi, & Rossier, 2014). Milot-Lapointe, Savard, and Le Corff (2018) suggested that car

43、eer counselors/advisors can facilitate effective change in relation to CDD after individual career counseling. Research also showed students overall level of CDD could be lowered with assistance in CDMP and CDMSE after years of appropriate career counseling services (e.g., Perdrix, Stauffer, Masdona

44、ti, Massoudi, & Rossier, 2012).Gati et al. (1996) developed a framework and taxonomy of CDD with a questionnaire, which has been empirically tested and supported in different research settings (e.g., Babarovic & Sverko, 2019; Creed & Yin, 2006; Gati, Osipow, Krausz, & Saka, 2000; Gati & Levin, 2014;

45、 Gati & Saka, 2001, 2001; Vahedi, Farrokhi, Mahdavi, & Moradi, 2012). CDD, which has been examined with different constructs such as locus ofcontrol (e.g. Lease, 2004; Zhou, Guan, Xin, Mak, & Deng, 2016), self- efficacy (e.g. Gadassi et al., 2013; Gati et al., 2000; Sidiropoulou- Dimakakou et al., 2

46、012), career indecision (e.g. Lam & Santos, 2018; Mau, 2001), career decision ambiguity tolerance (Storme et al., 2019) and extroversion (Di Fabio & Palazzeschi, 2009), is known as an important construct in evaluating and understanding the factors relating to the career development of adolescents an

47、d young adults. According to Gati et al.s (1996) framework, CDD can be classified into three major clusters: (1) lack of readiness, which occurs prior to the career decision- making process; (2) lack of information, which typically arises during the process; and (3) inconsistent information, which o

48、ccurs during the decision-making process. These clusters are further sub-divided. The first cluster, i.e., lack of readiness, includes three categories of difficulty: (a) lack of motivation to engage in the career decision-making process; (b) general indecisiveness concerning all types of decisions;

49、 and (c) dysfunctional beliefs, including irrational expectations. The second cluster, i.e. lack of information, includes four categories of difficulty: (a) lack of knowledge about the steps involved in the process, (b) lack of information about self, (c) lack of information about various career alt

50、ernatives, and (d) lack of information about ways of obtaining additional information. The third cluster of difficulty, i.e. inconsistent information, involves (a) unreliable information, (b) internal conflicts,and (c) external conflicts. A total of ten categories thus constitute the taxonomy of CDD

51、.The CDD model was developed based on the decision theory, which has had an important role in understanding the career decision-making process (e.g., Osipow & Fitzgerald, 1996; Perez & Gati, 2017; Vertsberger & Gati, 2016). An individual with a rational career decision-making mind should select a ch

52、oice with the highest utility, where the utility of each choice is a function of the perceived gap between the individuals preferences and the alternatives characteristics in each of these attributes (Vertsberger & Gati, 2016). The CDD model reflects the situation of an “ideal career decision maker”

53、 which implies that an individual is aware of the need to make a career decision, is willing to make such a decision, and is capable of making the “right” decision (Gati, Ryzhik, & Vertsberger, 2013). Because of the complication of the process of career decision-making, any discrepancy with the “ide

54、al” career decision-making is viewed as a potential issue that may influence the individuals decision process in two ways: (1) by preventing an individual from making a decision, or (2) by leading to a less than optimal decision (BullockYowell et al., 2015; Gati et al., 2000). Hence, from a decision

55、 theory perspective, one of the primary roles of career counselors/advisors and faculty is to guide the students through a process that contributes to a better career decision (Gati & Tal, 2008).DiscussionTo assist the educators, advisors, and counselors who play an essential role in hospitality stu

56、dents career decision-making process, this study assessed the impacts of CDMSE and CDMP on students CDD while controlling the influence of students career backgrounds within one research setting. While current literature generally suggests CDMSE and CDMP affects CDD (e.g., Bullock-Yowell et al., 201

57、4; Gati et al., 2011, 2010; Willner et al., 2015; Xu & Tracey, 2015), we adopted a large scale from current literature that allow us to take a deeper look into the five dimensions of CDMSE (Betz et al., 1996), the 12 dimensions of CDMP (Gati & Levin, 2012), as well as the 12 dimensions of CDD (Gati

58、et al., 2000). Besides the general conclusion that CDMSE and CDMP may have significant impacts on students CDD, our analysis with the key dimensions of CDMSE, CDMP, and CDD reveals several interesting findings, which help advance specific implications for hospitality educators/counselors to take imm

59、ediate actions.Our findings, for example, report that the hospitality students participated in this sample only reported low to moderate level of CDD, which contradicts to the counseling psychology literature that suggests college students, in general, would experience challenges in making a career decision (e.g., Bullock-Yowell et al., 2014; Leung et al., 2011