New employees can bring new perspectives and vitality to the organization. Creating a suitable environment for new employees to innovate, maintain their work enthusiasm, and stimulate their innovative behavior is an important research topic. This study focused on recent college graduates and included 893 valid samples collected from Chongqing, China. A structural equation model was constructed from a multidimensional perspective to explore the mediating role of employee engagement between person-environment fit and new employees’ innovative behavior. The results show that person organization fit, needs supplies fit, and demands abilities fit can directly increase new employees’ innovative behavior; Emotional and behavioral engagement mediate the relationship between person organization fit and needs supplies fit on innovative behavior, and behavioral and cognitive engagement mediate the relationship between demands abilities fit on innovative behavior. This provides practical suggestions for enterprise managers on effectively promoting employees’ innovative behavior and leading enterprises to realize sustainable development.

This study aimed to conduct a personality-oriented job analysis to identify non-cognitive factors that may predict successful performance or performance difficulties in doctor of physical therapy (DPT) students. Eleven SMEs were recruited to participate in the study. Nine SMEs participated, including 6 DPT faculty members and 3 recent graduates who had passed the NPTE and were employed as physical therapists. A questionnaire with 22 POJA traits and definitions was developed. The wording of the scales was modified to be appropriate for student admissions rather than job applicants.

Abstract (en): This data collection provides the second wave of data in a longitudinal, multi-cohort study of American youth conducted by the National Opinion Research Center (NORC) on behalf of the National Center for Education Statistics. The first wave of data was collected in 1980 (ICPSR 7896) and the third wave was collected in 1984 (ICPSR 8443). Student identification numbers included in each record permit data from these surveys to be merged with other High School and Beyond files. The base-year (1980) study incorporated student data from both cohorts into one file. Due to the more complex design of the First Follow-Up and a resulting increase in the volume of available data, separate files have been created for the two cohorts. The sophomore cohort portion of this collection replicates nearly all of the types of data gathered in the base-year study (ICPSR 7896), including students' behavior and experiences in the secondary school setting, outside employment, educational and occupational aspirations and expectations, personal and family background, and personal attitudes and beliefs. Also, the same cognitive test was administered in the base-year and follow-up surveys. The senior cohort portion, in contrast, emphasizes postsecondary education and work experiences. Education data include the amount and type of school completed, school financing, aspirations, and non-school training. Information is also provided on labor force participation and aspirations, military service, and financial status. The senior cohort did not take the cognitive test for the follow-up survey. Both cohorts provide demographic data such as age, race, sex, and ethnic background. The Transcripts Survey provides information on individual students such as the type of high school program, the student's grade point average, attendance, class rank and size, and participation in special education programs, plus course-oriented data such as the year a course was taken, the type of course, credit earned, and grades received. The Offerings and Enrollments Survey file contains data on each school in the sample and include variables such as size and type of institution, type of schedule used, ethnic composition of the faculty and student body, busing, types of programs and specific courses offered, school facilities, number of handicapped students, and school staffing. In addition, information is provided on academic and disciplinary policies, and perceived problems in the school. The Local Labor Market Indicators file contains economic and labor market data for the geographical area of each school in the sample, given both by county and by Standard Metropolitan Statistical Area. The School Questionnaire file incorporates data elements from both the Base-Year School Questionnaire and the First Follow-up School Questionnaire, along with other information from sampling files, into a single record for each school. Topics include institutional characteristics such as total enrollment, average daily attendance rates, dropout rates, remedial programs, provisions for handicapped and disadvantaged students, participation in federal programs, teacher retention and absenteeism, per-pupil expenditures, school rules and policies, and ownership and funding of nonpublic schools. The universe for this collection consists of all persons in the United States who were high school sophomores or seniors in 1980. The base-year High School and Beyond Survey (ICPSR 7896) used a stratified, disproportionate probability sample of 1,122 schools selected from a sampling frame of 24,725 high schools. Within each school, 36 seniors and 36 sophomores were randomly chosen. For the First Follow-Up, the National Opinion Research Center attempted to survey all 1980 sophomores and a subsample of 1980 seniors who participated in the base-year survey. Supplementary questionnaires were utilized for those 1980 sophomores who were not currently attending any school, had transferred to other schools, or had graduated early. The Transcripts Survey includes every secondary-school course taken by a sub-sample of the sophomore cohort. The Course Offerings and Enrollments Survey contains data from schools that were selected as first-stage sample units (clusters) for the sampling of students in the base-year survey, and in which sophomore High School and Beyond students were actively enrolled during the 1981-1982 academic year. For the Local Labor Market Indicators file, economic variables were...

IntroductionCoronavirus (COVID-19) instigated unprecedented global effects on healthcare systems, economies, employment, education, travel, and social lives. In addition to increased mental health challenges, pandemic restrictions have triggered emerging cognitive concerns. University students are at particularly high risk of adverse lockdown-related effects, yet despite the substantial adaptions to learning necessitated by COVID-19, limited research has so far focused on the cognitive consequences of the pandemic among university students. This study aimed to comprehensively examine the nature, prevalence, and correlates of subjective cognitive concerns among 972 students (Median age = 22 years, 70% female) enrolled at Monash University, Australia, in December 2020.MethodsStudents completed the online THRIVE@Monash survey, 5 weeks following prolonged lockdown in Melbourne. Using group comparisons and hierarchical binary logistic regression analyses, we examined associations between demographic and enrolment characteristics, COVID-19-related experiences and impacts (author-developed questions), self-reported anxiety and depression symptoms (PROMIS Anxiety and Depression scales), and students’ perceived changes in everyday cognitive functions (author-developed questions).ResultsOver 60% of students reported subjective cognitive concerns (SCCs). After controlling for anxiety and depression symptoms, students reporting more SCCs were more likely to be younger, from White/European ethnic backgrounds, and in their first year of undergraduate study. No differences in SCCs were found between male and female students. Greater worry, anxiety, or stress related to COVID-19 (e.g., infection, leaving the house, hygiene and exposure prevention, impact on physical and mental health), and time spent reading or talking about COVID-19, were generally not associated with SCCs after controlling for anxiety and depression symptoms.DiscussionThese findings highlight vulnerable subgroups of students who might benefit from regular monitoring, education, and interventions to support their cognitive health during the pandemic and beyond. In addition, cognitive concerns may provide additional insight into mental health problems among students, and emphasize the importance of understanding factors that impact students’ long-term academic and career success.

Projected changes in fraction of jobs that can be performed remotely by 2-digit industry sector.

Projected change in fraction of jobs susceptible to automation by 4-digit industry.

New employees can bring new perspectives and vitality to the organization. Creating a suitable environment for new employees to innovate, maintain their work enthusiasm, and stimulate their innovative behavior is an important research topic. This study focused on recent college graduates and included 893 valid samples collected from Chongqing, China. A structural equation model was constructed from a multidimensional perspective to explore the mediating role of employee engagement between person-environment fit and new employees’ innovative behavior. The results show that person organization fit, needs supplies fit, and demands abilities fit can directly increase new employees’ innovative behavior; Emotional and behavioral engagement mediate the relationship between person organization fit and needs supplies fit on innovative behavior, and behavioral and cognitive engagement mediate the relationship between demands abilities fit on innovative behavior. This provides practical suggestions for enterprise managers on effectively promoting employees’ innovative behavior and leading enterprises to realize sustainable development.

As modern society experiences rapid changes, the unpredictability of the labor market is increasing. University students preparing to join the workforce may experience increased anxiety and stress due to the heightened uncertainty regarding their career plans. Regulating such negative emotions and adjusting to the changing circumstances may influence their career development. Thus, the current study aimed to investigate the relationship between cognitive emotion regulation (CER) — specifically adaptive CER and maladaptive CER — and career decision-making self-efficacy (CDMSE), with career adaptability (CA) as a mediating factor. The path analysis model consisting of adaptive CER, maladaptive CER, CA, and CDMSE was tested with 357 Korean university students who were facing the school-to-work transition. The results of the study were as follows. First, adaptive CER was positively related to CA and CDMSE, while maladaptive CER was negatively related to CA only. Second, CA and CDMSE were positively related. Third, CA partially mediated the relationship between adaptive CER and CDMSE and fully mediated the relationship between maladaptive CER and CDMSE. Based on these results, theoretical and practical implications are proposed, and the limitations of the study are discussed.

Projected changes in fraction of workforce engaged in Intermediate Work Activities (IWAs).

Projected change in fraction of jobs susceptible to automation by 2-digit industry sector.

University students are the most employed category of participants in cognitive research. However, researchers cannot fully control what their participants do the night before the experiments (e.g., consumption of alcohol) and, unless the experiment specifically concerns the effects of alcohol consumption, they often do not ask about it. Despite previous studies demonstrating that alcohol consumption leads to decrements in next-day cognitive abilities, the potential confounding effect of hangover on the validity of cognitive research has never been addressed. To address this issue, in the present study, a test-retest design was used, with two groups of university students: at T0, one group was constituted by hungover participants, while the other group was constituted by non-hungover participants; at T1, both groups were re-tested in a non-hangover state. In particular, the tests used were two versions of a parity judgment task and an arithmetic verification task. The results highlight that: (a) the response times of university students experiencing a hangover are significantly slower than those of non-hangover students and (b) the response times of hungover students are slower than those of the same students when re-tested in a non-hangover state. Additionally, it was also observed that the prevalence of hungover students in the university campus varies depending on the day of the week, with a greater chance of enrolling hungover participants on specific days. In light of the latter result, the recruitment of university students as participants in cognitive experiments might lead researchers to erroneously attribute their results to the variables they are manipulating, ignoring the effects of the potential hangover state.

IntroductionThis study is based on the social ecology theory and clarifies how emotional exhaustion acts as a proximal mechanism to transmit macro cultural norms, meso institutions and need systems, and micro cognition and behavioral processes to the mental health of college students.MethodsWe conducted a questionnaire survey in 26 universities in Zhejiang Province and received valid responses from 600 students. We used the covariance structural equation model to estimate direct effects and mediating effects, and used fuzzy set qualitative comparative analysis to identify asymmetric configurations sufficient to lead to high-risk outcomes.ResultsThe structural equation model showed that the culture of internal competition, academic pressure, employment pressure, rumination thinking, and negative personal behaviors significantly increased emotional exhaustion, while the laid-back culture and relationship needs were not significant. Emotional exhaustion significantly predicted poorer mental health and played a mediating role between each predictor and the outcome. The fuzzy set qualitative comparative analysis identified three types of paths.DiscussionThe results collectively indicate that emotional exhaustion is a transmission hub in the social ecosystem. The evidence of symmetric mean effects and asymmetric configurations mutually corroborates, suggesting the necessity of multi-level intervention and hierarchical implementation.

Career exploration, a critical antecedent to college students’ career choices and employment, offers essential guidance for their career development. However, existing research has not explored how changes in family economic stress impact career exploration. Drawing on social cognitive career theory, this study aims to deepen our understanding of the complex interplay between family economic stress and career exploration among vocational school students. We tested our hypotheses using three-time lagged data collected from 600 vocational school students studying in mainland China. As expected, family economic stress positively predicts career exploration via love of money. Additionally, both students’ effective part-time behavior and teacher support were found to positively moderate the indirect relationship between family economic stress and career exploration through love of money. We attempt to highlight the broader implications of understanding the nuanced ways in which economic background shapes career exploration. Theoretical and practical implications are discussed.

Cognitive student activation describes the mental stimulation of learners to engage in a deeper mental investigation of the subject matter within the learning context. Based on the “Angebots-Nutzungs-Modell” (Supply-Use Model), a lesson that is cognitively activating can be understood as a learning opportunity provided by the teacher, which learners can make use of based on their individual ability. This paper focuses on the side of the users, i.e., the cognitive activity of students during phases of collaborative work. Based on a videotaped English lesson of a 10th-grade class (N = 18), low- and medium-inference, indicator-based coding and rating systems were used to investigate the micro level of student-teacher and student-student interactions. The focus of the analysis was to examine triggers of student’s individual high cognitive activity during group work phases. After a basic coding to achieve a precise description of students activities, the level of cognitive activity in selected sequences was coded by a medium-inference rating system. Subsequently the sequences in which a student’s cognitive activity had previously been rated as high were assessed in a content analysis (Mayring, 2015) to determine what triggered a particular phase of high cognitive activity. Analyses show that the students are cognitively engaged at varying degrees and at different times. It is interesting to note that high cognitive activity is not necessarily interrelated with the frequency of verbal participation. Even students with little verbal participation several times exhibit high cognitive engagement. This can be attributed to different aspects and triggers: On the one hand, students are cognitively activated by working with the material and by stimuli provided by the teacher. On the other hand, they engage in cognitive activity among themselves by asking one another questions or by benefiting from the discussion between other group members.

During the last three decades, thousands of highly qualified social workers who graduated from Romanian universities were employed in the public systems of social work of the European Union. Social group work is studied as a compulsory discipline for undergraduate students. The major focus of our study was the effectiveness of the learning of Social Work Methods with Groups (SWMG) of students, using workshops in a full-time undergraduate program from Romania. We were interested in finding out the perceptions of students about their learning processes and outcomes in the context of teaching the same discipline exclusively in the online medium, due to the pandemic, and in the face-to-face environment via traditional classroom instruction. This study had a mainly quantitative design, covering two academic years between 2018 and 2020 for the two cohorts of social work students. The core analysis was focused on the activities of students at the SWMG laboratories: 50 students in 2020 and 92 students in 2019. Descriptive, inferential statistics and thematic content analysis were applied to two types of deliverables of students: the self-assessment sheet and the group plan. The results of our study showed that training of cognitive and self-awareness skills prevailed among the students who learned online in 2020, while the acquisition of interpersonal skills was reported at a significantly higher level by students who learned in the face-to-face medium in 2019. The students in the traditional classrooms favoured the training of other professional skills, too, like problem-solving skills. However, students who studied exclusively online attributed a significantly greater overall usefulness of SWMG workshops for professional practise than their peers who participated in the face-to-face laboratories. A remarkable result was that more therapeutic and support groups were preferred in the online environment, maybe related to the concerns generated by the pandemic. Remote education forced most students to return to their original places of residence, mostly in the countryside and brought negative psychological effects caused by social isolation due to the pandemic. Remote learning is not the most desirable educational option. Students gain most from blended teaching-learning vehicles: face-to-face and online medium.

Medical scientists have dual commitments to clinical care and research efforts. Such commitments can create hectic and stressful work schedules, which may impact on well-being and cognition. In this study, we tested the hypothesis that brief mindfulness coaching (three 1.5 hour online group sessions over 12 weeks) can benefit medical scientists. We conducted a waitlist-controlled intervention study (n = 43) with M.D./Ph.D. preclinical or graduate students and post M.D./Ph.D. trainees/faculty. Assessments of quantitative outcomes included self-reports of burnout, mindfulness, self-compassion, and well-being, as well as objective neuro-cognitive assessments. The results showed no effect of intervention on self-report measures. However, amongst cognitive measures, selective attention performance was significantly improved following the intervention (bias corrected effect size, Hedges’ g = 1.13, p = 0.005). Extent of improvement in selective attention correlated with suppression of visual alpha oscillations – a neural marker for distractibility – measured using electroencephalography (EEG) (r = −0.32, p 

Connections between our findings and the Social Cognitive Career Theory (SCCT) model.

Confidence level, work pattern and physical distraction grades (based on test scores) of dental students (higher grades signfy greater confidence, non-restricted work patter and low levels of distraction) together with their haemoglobin levels

This study assesses how entrepreneurship education influences the entrepreneurial intentions and employability of students. It also investigates the mediation effect of entrepreneurial intentions on the relationship between entrepreneurial education and employability, as well as the direct effects on employability. In this research, a quantitative method was used to gather data from 397 university students through a survey questionnaire measured on a seven-point Likert scale using a convenience sampling method. We utilized structural equation modeling (SEM) to examine the data. A CMV model was used to evaluate the model’s fitness, validity, reliability and of the data, and an SEM technique was used to test the hypotheses. The study found that entrepreneurship education could boost students’ employability as well as their desire to start their own businesses. It shows how important entrepreneurship education is for learning the skills and knowledge needed to start a business. The study also suggests that having entrepreneurial intentions can enhance one’s employability. This study reveals a heightened understanding of how entrepreneurship education impacts on entrepreneurial intention and employability. These insights can guide improvements in entrepreneurship programs to align with local employment needs. Moreover, the identified mediator, entrepreneurial intentions, presents a targeted opportunity for intervention, suggesting practical ways to cultivate entrepreneurial skills and mindset, ultimately enhancing employability prospects in the region. Unlocking the doors to career success and personal enterprise, our study delves into the transformative power of entrepreneurship education. We discovered that not only does such education enhance employability among students, but it ignites a passion for entrepreneurship itself. Picture a world where learning to start your own business not only opens doors to self-employment but also boosts your overall job prospects. Our findings shed light on the vital role entrepreneurial intentions play in this journey, offering a roadmap for educators and policymakers to refine programs that not only meet local employment needs but also foster a mindset of innovation and empowerment. Join us in envisioning a future where education becomes the key to unlocking both traditional job opportunities and the entrepreneurial spirit within us all.