RESUMO: Esta pesquisa investigou como uma população de 40 universitários percebe o trabalho, sua carreira e a relação desses com relacionamentos interpessoais. O objetivo geral foi analisar como universitários participantes de um projeto de extensão de planejamento de carreira num centro universitário privado percebiam o trabalho, sua carreira e a existência de relação desses fatores com relacionamentos interpessoais. Foram objetivos específicos desta pesquisa: a) pesquisar aspectos da construção do projeto de carreira dos participantes; b) investigar a influência percebida dos relacionamentos na construção deste projeto; c) descrever percepções sobre o trabalho dos participantes; e, d) verificar possíveis relações entre esses fatores. Buscou-se com este estudo contribuir para o crescente campo de pesquisa dos relacionamentos interpessoais e para a exploração novos eixos temáticos dentro da área da orientação profissional, bem como agregar conhecimento para o planejamento de novas modalidades de intervenção em jovens adultos e universitários. Os dados foram colhidos através de questionário composto por uma questão fechada e seis abertas e foram tratados a partir de análise de conteúdo. A maioria da população relatou percepção positiva do trabalho através de quatro concepções diferentes e também perceber a dimensão social do trabalho. Metade dos participantes relatou não perceber que as pessoas em geral trabalham com o compromisso de transformar a sociedade. Ao nomear pessoas que conheciam que se dedicavam ao trabalho segundo deles mesmos, os sujeitos citaram o pais, o(a) chefe e a mãe; ao nomear pessoas que não se dedicam ao trabalho segundo sua concepção, citaram colegas de trabalho, amigos e irmãos, e o pai, a mãe, os professores e os filhos como as pessoas mais importantes para a carreira. As respostas sugeriram um cenário complexo no qual há participação de diversos relacionamentos no processamento de informações e na elaboração de percepções e concepções relativas ao trabalho e à carreira.
PALAVRAS-CHAVE: carreira; relacionamento interpessoal; trabalho.
The purpose of the study was to determine the major parenting styles and their influence on senior secondary school students’ social interaction in the area. The study made use of a sample of 1517 senior secondary class 2 students. It was an expost facto design with a structured questionnaire for data collection. The instrument was pre-tested to establish its validity and reliability. The results indicated that most parents seemed to adopt authoritative parenting style in their child rearing. The study showed that parenting styles have significant influence on students’ social interaction. It was inferred that authoritative parenting enables students to have positive self-concept, self assertuion, self reliance, understanding, and creativity that lead to high performance and social competence while other parenting styles lead to anti-social behaviour. Authoritative parenting style is therefore recommended to enhance students’ social interaction. Parents, students, school authorities and Government would benefit from the study.
The purpose of the study was to determine the major parenting styles and their influence on senior secondary school students’ social interaction in the area. The study made use of a sample of 1517 senior secondary class 2 students. It was an expost facto design with a structured questionnaire for data collection. The instrument was pre-tested to establish its validity and reliability. The results indicated that most parents seemed to adopt authoritative parenting style in their child rearing. The study showed that parenting styles have significant influence on students’ social interaction. It was inferred that authoritative parenting enables students to have positive self-concept, self assertuion, self reliance, understanding, and creativity that lead to high performance and social competence while other parenting styles lead to anti-social behaviour. Authoritative parenting style is therefore recommended to enhance students’ social interaction. Parents, students, school authorities and Government would benefit from the study.
This paper critically reviews two literatures related to adolescent social skills:
That evaluating the relationship between adolescent peer interactions and peer acceptance, and that
examining the characteristics of teenage same-sex frz&oJships. Although studies in each area are
limited by almost exclusive reliance on verbal report, they consistently point to numerous positive
and negative behaviors that social skills training outcome studies have virtually ignored. Social
skills assessment and training programs could expand their focus by assessing and training skills
involving cooperating, sharing and helping displaying loyalty, initiating activities, and developing
intimacy. Furthermore, negative responses associated with peer rejection should receive more
expl;Cit attention. Final&, friendship initiation and maintenance, as well as demonstrated acquisition
of specific skills, should become key criteria for determining successful social skills intervention.
Scholars across many disciplines have grappled with questions of what it means for a person to
be and interact online. Who are we when we go online? How do others know we are there and
how do they perceive us? Within the context of online learning, scholarly questions tend to
reflect more specific concerns focused on how well people can learn in a setting limited to
mediated interactions lacking various communication cues. For example, how can a teacher and
students come to know each other if they cannot see each other? How can they effectively
understand and communicate with each other if they are separated by space and, in many
instances, time? These concerns are related to issues of social presence and identity, both of
which are complex, multi-faceted, closely interrelated constructs.
Frederik Smit, Geert Driessen, Roderick Sluiter & Peter Sleegers (2007) IJPE ...Driessen Research
Types of parents and school strategies aimed at the creation of effective partnerships
International Journal of Parents in Education
2007, Vol..1, No. 0, 45-52
See discussions, stats, and author profiles for this publica.docxedgar6wallace88877
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/242464700
Social Work Students and the Research Process:
Exploring the Thinking, Feeling, and Doing of Research
Article · September 2007
CITATIONS 35
READS 1,988
6
authors
, including:
Tina Masch
i
Fordham Universit
y
114
PUBLICATIONS
1,325
CITATIONS
E
SEE PROFIL
y
Carolyn Bradle
Monmouth Universit
y
15
PUBLICATIONS
197
CITATIONS
E
SEE PROFIL
Robert Youdi
n
Princeton Universit
y
9
PUBLICATIONS
63
CITATIONS
E
SEE PROFIL
Carol Cleavelan
d
George Mason Universit
y
35
PUBLICATIONS
158
CITATIONS
SEE PROFIL
E
Some of the authors of this publication are also working on these related projects:
Substance Abuse TextbookView project
Dissertation View project
All content following this page was uploaded by Tina Maschion 20 May 2014.
The user has requested enhancement of the downloaded file.
Social Work Students and the Research Process: Exploring the Thinking, Feeling, and Doing of Research
Tina Maschi, Carolyn Bradley, Robert Youdin, Mary Lou Killian,
Carol Cleaveland, and Rosemary A. Barbera
The purpose of this pilot study was to explore how social work students enrolled in a research course report their thoughts, feelings, and satisfaction with the research process. A pretest and posttest, self-report measures, the State-Trait Anxiety Scale (Y1), and subscales of the Research Process Survey were used to track the thoughts, feelings, and actions of 111 social work research students during a fifteen-week semester. Results of paired sample t-tests revealed that although social work students experienced a decrease in negative thoughts and feelings (e.g., anxiety) about the research process, they were not satisfied with it. These findings have important implications for social work education. Helping students increase not only their positive thoughts and feelings about research but also their satisfaction level can assist with the long-term educational goal to educate social work professionals who can provide high-quality services, evaluate practice, and improve practice, policy, and social service delivery.
Keywords: CSWE accreditation standards, social work education, research, teaching, student writing, student satisfaction, library research
Research coursework is an inevitable part of every social work student’s educational experience and a formative step that shapes how he or she will integrate research knowledge and skills into professional practice. The Council of Social Work Education (2002) Educational Policy and Accreditation Standards mandates that social work education programs provide “qualitative and
Tina Maschi, Ph.D., LCSW, ACSW, is assistant professor in the Fordham University Graduate School of Social Service, New York City. Carolyn Bradley, Ph.D., LCSW, LCADC, is assistant professor in the Monmouth University Department of Social Work in West Long Branch, New Jersey. Robert Youdin, Ph.D., is lecturer and Mary.
Frederik Smit, Geert Driessen, Roderik Sluiter & Peter Sleegers (2007). Types...Frederik Smit
In order to expand parental participation in the education of their children, teachers should be equipped with some basic and possibly new skills for communication and cooperation purposes. Schools host a very diverse population of pupils, and the purpose of the present study was therefore to attain a better understanding of what various groups of parents expect of education and the school in order to develop a framework for school strategies to involve different types of parents. The research included a review of the literature, consultation with three expert panels, a web survey of 500 school leaders, an interactive focus group, 20 case studies to identify promising practices and the identification of strategies to expand parental participation. The results showed parents in ‘white’ schools to support teachers during activities (parents as supporters). Non-minority parents and certainly those from higher social milieus were accustomed to having a say in school matters (parents as politicians). In schools with many disadvantaged pupils, in contrast, little or no attention was paid to having parents have a say in school matters. A bottleneck in ‘white’ schools was that parents do not have time to participate due to their work (career parents). A bottleneck in ‘black’ schools is that parents do not perceive themselves as qualified to participate (absentee parents). It is further shown that strategies which parallel the different types of parents can be identified for school teams to realize effective partnership relations.
Journal of Public Affairs Education 545Expressing concern.docxaryan532920
Journal of Public Affairs Education 545
Expressing concern over the quality of public
administration research, researchers have long
studied how public affairs doctoral programs
prepare students to conduct research (e.g.,
Brewer, Facer, O’Toole, & Douglas, 1998;
Rethemeyer & Helbig, 2005; White, Adams,
& Forrester, 1996).1 Previous studies have
offered programmatic suggestions such as
structured research experiences (Brewer,
Douglas, Facer, & O’Toole, 1999), examined
the “importance” of the dissertation topic
(Cleary, 2000), promoted theory development
in dissertation research (White et al., 1996),
and recommended coursework in mathematics
(Rethemeyer & Helbig, 2005). Scholars also
acknowledge the importance of mentoring,
socialization, and professional identity dev
elopment for doctoral students in public affairs
(Rethemeyer & Helbig, 2005; Schroeder,
O’Leary, Jones, & Poocharoen, 2004), and a
growing body of literature from other fields
examines doctoral students’ socialization ex
periences (e.g., Gardner, 2007, 2008, 2010;
Green 1991). Increased knowledge of public
affairs doctoral students’ professional identity
development is important because it can assist
Knowing, Doing, and Becoming:
Professional Identity Construction
Among Public Affairs
Doctoral Students
Amy E. Smith
University of Massachusetts Boston
Deneen M. Hatmaker
University of Connecticut
ABSTRACT
Public administration scholars have long examined how doctoral students in public affairs are trained
to become researchers. Our study adds to this body of knowledge by examining socialization and
professional identity construction processes among doctoral students conducting public affairs
research. We develop a multilevel model of the organizational, relational, and individual level
tactics through which they learn to become researchers. In particular, our study offers insight into
the interactions between students and faculty that contribute to their development, as well as into
students’ own proactivity. Our study uses interview data from doctoral students in multiple
disciplines who are conducting research in public affairs. We conclude with a discussion of our
model and recommendations for doctoral programs.
kEywORDS
doctoral students, professional identity, socialization, mentoring
JPAE 20 (4), 545–564
546 Journal of Public Affairs Education
faculty and programs in effectively preparing
students to be productive scholars. As such,
this study contributes toward understanding
how doctoral students interested in public
affairs develop their research professional
identity. It also offers insights and recom
mendations for public affairs doctoral pro
grams and faculty as they socialize students
into the research profession.
Our study adds to the existing knowledge
about the training of public affairs doctoral
students in several ways. This paper develops
a multilevel model of research professional id
en tity deve ...
Dr. Wm. Kritsonis, Editor, NFEAS JOURNAL, www.nationalforum.comWilliam Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS, 17603 Bending Post Drive, Houston, Texas 77095
www.nationalforum.com
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
This chapter highlights theory and research that clarifies how communication establishes and maintains interpersonal relationships. Although all interpersonal communication episodes have implications for the relationships between participants, we focus on research traditions that specifically address communication’s role in the initiation, development, and maintenance of intimacy within personal relationships.
Frederik Smit, Geert Driessen, Roderick Sluiter & Peter Sleegers (2007)ed ...Driessen Research
Smit, F., Driessen, G., Sluiter, R., & Sleegers, P. (2007). Types of parents and school strategies aimed at the creation of effective partnerships. In H. Phtiaka & S. Simeonidou (eds.), Schools and families in partnership: Looking into the future (pp. 61-70). Nicosia, Cyprus: Cyprus Association of Inclusive Education/University of Cyprus.
This paper critically reviews two literatures related to adolescent social skills:
That evaluating the relationship between adolescent peer interactions and peer acceptance, and that
examining the characteristics of teenage same-sex frz&oJships. Although studies in each area are
limited by almost exclusive reliance on verbal report, they consistently point to numerous positive
and negative behaviors that social skills training outcome studies have virtually ignored. Social
skills assessment and training programs could expand their focus by assessing and training skills
involving cooperating, sharing and helping displaying loyalty, initiating activities, and developing
intimacy. Furthermore, negative responses associated with peer rejection should receive more
expl;Cit attention. Final&, friendship initiation and maintenance, as well as demonstrated acquisition
of specific skills, should become key criteria for determining successful social skills intervention.
Scholars across many disciplines have grappled with questions of what it means for a person to
be and interact online. Who are we when we go online? How do others know we are there and
how do they perceive us? Within the context of online learning, scholarly questions tend to
reflect more specific concerns focused on how well people can learn in a setting limited to
mediated interactions lacking various communication cues. For example, how can a teacher and
students come to know each other if they cannot see each other? How can they effectively
understand and communicate with each other if they are separated by space and, in many
instances, time? These concerns are related to issues of social presence and identity, both of
which are complex, multi-faceted, closely interrelated constructs.
Frederik Smit, Geert Driessen, Roderick Sluiter & Peter Sleegers (2007) IJPE ...Driessen Research
Types of parents and school strategies aimed at the creation of effective partnerships
International Journal of Parents in Education
2007, Vol..1, No. 0, 45-52
See discussions, stats, and author profiles for this publica.docxedgar6wallace88877
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/242464700
Social Work Students and the Research Process:
Exploring the Thinking, Feeling, and Doing of Research
Article · September 2007
CITATIONS 35
READS 1,988
6
authors
, including:
Tina Masch
i
Fordham Universit
y
114
PUBLICATIONS
1,325
CITATIONS
E
SEE PROFIL
y
Carolyn Bradle
Monmouth Universit
y
15
PUBLICATIONS
197
CITATIONS
E
SEE PROFIL
Robert Youdi
n
Princeton Universit
y
9
PUBLICATIONS
63
CITATIONS
E
SEE PROFIL
Carol Cleavelan
d
George Mason Universit
y
35
PUBLICATIONS
158
CITATIONS
SEE PROFIL
E
Some of the authors of this publication are also working on these related projects:
Substance Abuse TextbookView project
Dissertation View project
All content following this page was uploaded by Tina Maschion 20 May 2014.
The user has requested enhancement of the downloaded file.
Social Work Students and the Research Process: Exploring the Thinking, Feeling, and Doing of Research
Tina Maschi, Carolyn Bradley, Robert Youdin, Mary Lou Killian,
Carol Cleaveland, and Rosemary A. Barbera
The purpose of this pilot study was to explore how social work students enrolled in a research course report their thoughts, feelings, and satisfaction with the research process. A pretest and posttest, self-report measures, the State-Trait Anxiety Scale (Y1), and subscales of the Research Process Survey were used to track the thoughts, feelings, and actions of 111 social work research students during a fifteen-week semester. Results of paired sample t-tests revealed that although social work students experienced a decrease in negative thoughts and feelings (e.g., anxiety) about the research process, they were not satisfied with it. These findings have important implications for social work education. Helping students increase not only their positive thoughts and feelings about research but also their satisfaction level can assist with the long-term educational goal to educate social work professionals who can provide high-quality services, evaluate practice, and improve practice, policy, and social service delivery.
Keywords: CSWE accreditation standards, social work education, research, teaching, student writing, student satisfaction, library research
Research coursework is an inevitable part of every social work student’s educational experience and a formative step that shapes how he or she will integrate research knowledge and skills into professional practice. The Council of Social Work Education (2002) Educational Policy and Accreditation Standards mandates that social work education programs provide “qualitative and
Tina Maschi, Ph.D., LCSW, ACSW, is assistant professor in the Fordham University Graduate School of Social Service, New York City. Carolyn Bradley, Ph.D., LCSW, LCADC, is assistant professor in the Monmouth University Department of Social Work in West Long Branch, New Jersey. Robert Youdin, Ph.D., is lecturer and Mary.
Frederik Smit, Geert Driessen, Roderik Sluiter & Peter Sleegers (2007). Types...Frederik Smit
In order to expand parental participation in the education of their children, teachers should be equipped with some basic and possibly new skills for communication and cooperation purposes. Schools host a very diverse population of pupils, and the purpose of the present study was therefore to attain a better understanding of what various groups of parents expect of education and the school in order to develop a framework for school strategies to involve different types of parents. The research included a review of the literature, consultation with three expert panels, a web survey of 500 school leaders, an interactive focus group, 20 case studies to identify promising practices and the identification of strategies to expand parental participation. The results showed parents in ‘white’ schools to support teachers during activities (parents as supporters). Non-minority parents and certainly those from higher social milieus were accustomed to having a say in school matters (parents as politicians). In schools with many disadvantaged pupils, in contrast, little or no attention was paid to having parents have a say in school matters. A bottleneck in ‘white’ schools was that parents do not have time to participate due to their work (career parents). A bottleneck in ‘black’ schools is that parents do not perceive themselves as qualified to participate (absentee parents). It is further shown that strategies which parallel the different types of parents can be identified for school teams to realize effective partnership relations.
Journal of Public Affairs Education 545Expressing concern.docxaryan532920
Journal of Public Affairs Education 545
Expressing concern over the quality of public
administration research, researchers have long
studied how public affairs doctoral programs
prepare students to conduct research (e.g.,
Brewer, Facer, O’Toole, & Douglas, 1998;
Rethemeyer & Helbig, 2005; White, Adams,
& Forrester, 1996).1 Previous studies have
offered programmatic suggestions such as
structured research experiences (Brewer,
Douglas, Facer, & O’Toole, 1999), examined
the “importance” of the dissertation topic
(Cleary, 2000), promoted theory development
in dissertation research (White et al., 1996),
and recommended coursework in mathematics
(Rethemeyer & Helbig, 2005). Scholars also
acknowledge the importance of mentoring,
socialization, and professional identity dev
elopment for doctoral students in public affairs
(Rethemeyer & Helbig, 2005; Schroeder,
O’Leary, Jones, & Poocharoen, 2004), and a
growing body of literature from other fields
examines doctoral students’ socialization ex
periences (e.g., Gardner, 2007, 2008, 2010;
Green 1991). Increased knowledge of public
affairs doctoral students’ professional identity
development is important because it can assist
Knowing, Doing, and Becoming:
Professional Identity Construction
Among Public Affairs
Doctoral Students
Amy E. Smith
University of Massachusetts Boston
Deneen M. Hatmaker
University of Connecticut
ABSTRACT
Public administration scholars have long examined how doctoral students in public affairs are trained
to become researchers. Our study adds to this body of knowledge by examining socialization and
professional identity construction processes among doctoral students conducting public affairs
research. We develop a multilevel model of the organizational, relational, and individual level
tactics through which they learn to become researchers. In particular, our study offers insight into
the interactions between students and faculty that contribute to their development, as well as into
students’ own proactivity. Our study uses interview data from doctoral students in multiple
disciplines who are conducting research in public affairs. We conclude with a discussion of our
model and recommendations for doctoral programs.
kEywORDS
doctoral students, professional identity, socialization, mentoring
JPAE 20 (4), 545–564
546 Journal of Public Affairs Education
faculty and programs in effectively preparing
students to be productive scholars. As such,
this study contributes toward understanding
how doctoral students interested in public
affairs develop their research professional
identity. It also offers insights and recom
mendations for public affairs doctoral pro
grams and faculty as they socialize students
into the research profession.
Our study adds to the existing knowledge
about the training of public affairs doctoral
students in several ways. This paper develops
a multilevel model of research professional id
en tity deve ...
Dr. Wm. Kritsonis, Editor, NFEAS JOURNAL, www.nationalforum.comWilliam Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS, 17603 Bending Post Drive, Houston, Texas 77095
www.nationalforum.com
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
This chapter highlights theory and research that clarifies how communication establishes and maintains interpersonal relationships. Although all interpersonal communication episodes have implications for the relationships between participants, we focus on research traditions that specifically address communication’s role in the initiation, development, and maintenance of intimacy within personal relationships.
Frederik Smit, Geert Driessen, Roderick Sluiter & Peter Sleegers (2007)ed ...Driessen Research
Smit, F., Driessen, G., Sluiter, R., & Sleegers, P. (2007). Types of parents and school strategies aimed at the creation of effective partnerships. In H. Phtiaka & S. Simeonidou (eds.), Schools and families in partnership: Looking into the future (pp. 61-70). Nicosia, Cyprus: Cyprus Association of Inclusive Education/University of Cyprus.
Aspectos históricos, teóricos e terapêuticos da Gestalt-TerapiaFábio Nogueira, PhD
Mini-curso desenvolvido para VI Semana de Psicologia: Diálogos da Multiplicidade - Formação do Psicólogo. Este evento foi realizado pelo PET-Psicologia/UFES nos dias 2, 3 e 4/setembro de 2014
Want to move your career forward? Looking to build your leadership skills while helping others learn, grow, and improve their skills? Seeking someone who can guide you in achieving these goals?
You can accomplish this through a mentoring partnership. Learn more about the PMISSC Mentoring Program, where you’ll discover the incredible benefits of becoming a mentor or mentee. This program is designed to foster professional growth, enhance skills, and build a strong network within the project management community. Whether you're looking to share your expertise or seeking guidance to advance your career, the PMI Mentoring Program offers valuable opportunities for personal and professional development.
Watch this to learn:
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* How to Get Involved: Steps to participate and resources available for support throughout the program.
Learn how you can make a difference in the project management community and take the next step in your professional journey.
About Hector Del Castillo
Hector is VP of Professional Development at the PMI Silver Spring Chapter, and CEO of Bold PM. He's a mid-market growth product executive and changemaker. He works with mid-market product-driven software executives to solve their biggest growth problems. He scales product growth, optimizes ops and builds loyal customers. He has reduced customer churn 33%, and boosted sales 47% for clients. He makes a significant impact by building and launching world-changing AI-powered products. If you're looking for an engaging and inspiring speaker to spark creativity and innovation within your organization, set up an appointment to discuss your specific needs and identify a suitable topic to inspire your audience at your next corporate conference, symposium, executive summit, or planning retreat.
About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For event details, visit pmissc.org.
Exploring Career Paths in Cybersecurity for Technical CommunicatorsBen Woelk, CISSP, CPTC
Brief overview of career options in cybersecurity for technical communicators. Includes discussion of my career path, certification options, NICE and NIST resources.
New Explore Careers and College Majors 2024Dr. Mary Askew
Explore Careers and College Majors is a new online, interactive, self-guided career, major and college planning system.
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Jill Pizzola's Tenure as Senior Talent Acquisition Partner at THOMSON REUTERS...dsnow9802
Jill Pizzola's tenure as Senior Talent Acquisition Partner at THOMSON REUTERS in Marlton, New Jersey, from 2018 to 2023, was marked by innovation and excellence.
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Resumes, Cover Letters, and Applying OnlineBruce Bennett
This webinar showcases resume styles and the elements that go into building your resume. Every job application requires unique skills, and this session will show you how to improve your resume to match the jobs to which you are applying. Additionally, we will discuss cover letters and learn about ideas to include. Every job application requires unique skills so learn ways to give you the best chance of success when applying for a new position. Learn how to take advantage of all the features when uploading a job application to a company’s applicant tracking system.
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Perception of work, relationships and career: a study with undergraduate students
1. Perception of Work, Relationships and Career:
A Study with Undergraduate Students
Fábio Nogueira Pereira1
Centro Universitário do Espírito Santo (UNESC)
Abstract
This study researched how a population of 40 undergraduate students attending a career planning project in a
private college perceived work, career and their relation with interpersonal relationships. The questionnaire
revealed that most subjects perceived work positively, reported through four different perceptions of work,
reported perceiving a social dimension of work, but about half of it reported that they didn’t perceive people in
general working in a way that showed being concerned about changing society. When the subjects listed people
who worked with the same values they held, reports ranged through parents, bosses and friends; when asked
about people that didn’t have the same values, they listed work-mates, peers and siblings; when asked about
most important people for their career, they listed their parents separately, teachers and children. Data suggested
a wide participation of relationships in processing information and constructing conceptions related to work and
career.
Keywords: career; interpersonal relationships; work.
Percepções sobre Trabalho, Relacionamentos e Carreira:
Um Estudo com Universitários
Resumo
Esta pesquisa investigou como uma população de 40 universitários percebe o trabalho, sua carreira e a relação
desses com relacionamentos interpessoais. O objetivo geral foi analisar como universitários participantes de um
projeto de extensão de planejamento de carreira num centro universitário privado percebiam o trabalho, sua
carreira e a existência de relação desses fatores com relacionamentos interpessoais. Foram objetivos específicos
desta pesquisa: a) pesquisar aspectos da construção do projeto de carreira dos participantes; b) investigar a
influência percebida dos relacionamentos na construção deste projeto; c) descrever percepções sobre o trabalho
dos participantes; e, d) verificar possíveis relações entre esses fatores. Os dados foram colhidos através de
questionário composto por uma questão fechada e seis abertas e foram tratados a partir de análise de conteúdo. A
maioria da população relatou percepção positiva do trabalho através de quatro concepções diferentes e também
perceber a dimensão social do trabalho. Metade dos participantes relatou não perceber que as pessoas em geral
trabalham com o compromisso de transformar a sociedade. Ao nomear pessoas que conheciam que se dedicavam
ao trabalho segundo deles mesmos, os sujeitos citaram o pais, o(a) chefe e a mãe; ao nomear pessoas que não se
dedicam ao trabalho segundo sua concepção, citaram colegas de trabalho, amigos e irmãos, e o pai, a mãe, os
professores e os filhos como as pessoas mais importantes para a carreira. As respostas sugeriram um cenário
complexo no qual há participação de diversos relacionamentos no processamento de informações e na
elaboração de percepções e concepções relativas ao trabalho e à carreira.
Palavras-chave: carreira; relacionamento interpessoal; trabalho.
Percepción acerca de Trabajo, Relacionamientos y Carrera:
Una Investigación con Estudiantes de Pregrado
Resumen
Este estudio investigó cómo 40 estudiantes universitarios perciben el trabajo, la carrera y su relación con las
relaciones interpersonales. El cuestionario reveló que la mayoría de los estudiantes percibe positivamente el
trabajo y cuatro diferentes percepciones acerca del trabajo. La mayoría informó percibir una dimensión social
del trabajo, pero sin enbargo que cerca de la mitad informó que no perciben las personas en general trabajando
con un compromiso con el cambio de la sociedad. Cuando preguntados acerca de las personas que trabajan y
tienen los mismos valores que ellos tenían, informaran sus padres, jefes, sus madres y amigos; cuando se
preguntó acerca de las personas que no siguen la misma concepción que ellos, informaran compañeros de
trabajo, amigos y hermanos. Cómo personas importantes para su carrera, lo informaran sus padres y madres
separadamente, los maestros y sus niños. Lo estudio sugiere una participación amplia de las
relaciones interpersonales en el tratamiento de la información y la construcción de conceptos relacionados con el
trabajo y la carrera.
Palabras clave: carrera; relacionamiento interpersonal; trabajo.
1
fabionogueirapereira@gmail.com
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2. Moving toward an understanding of career as part of something broader and that
choices go on throughout life is a must for career counseling research and practice (Duarte,
2009; McCarthy, 2009). Thus, some authors promote the idea of such change and reviewing
theory due to different work, career and interpersonal relationships configurations
experienced nowadays (Bock, 1995; Ferretti, 1997; Lassance & Sparta, 2003; Lisboa, 1998;
Lisboa, 2002; Ozella, 2002; Pereira & Garcia, 2007, 2009; Pimenta, 2001; Soares, 2002;
Whitaker, 1998). Starting from a complex context in which career choices are made, career
develops and relationships are built, one can establishes a more critic and complex
perspective on career as a social product. Therefore, in doing so researchers may contribute to
a better understanding of relationships within a dialectic-systemic point of view (Pereira &
Garcia, 2007, 2009).
In October 2009, the Brazilian Career Counseling Association (ABOP) held its 2nd
Latin-American Congress and 9th Brazilian Career Counseling Symposium. From 141
researchers presented thirty papers were on high school students, twenty on college
undergraduates, two on elementary students and two on vocational and technical education
students. There were also ten papers on relationships within the family, two on friendship and
one on interpersonal relationships in general (Melo-Silva & Lassance, 2009). These numbers
give us a glimpse on an increasing interest for taking career as mentioned above, part of a life
project, which was the topic approached in two conferences during this event (Duarte, 2009;
McCarthy, 2009).
Keeping a healthy balance among study, work and relationships is a challenge to be
conquered by many. Studying the impact of different relationships upon the building of a
career project may allow the theoretical and technical development in both research fields.
Researches on this balance, on the intersection between career counseling and interpersonal
relationships may make major contributions to both research fields so to fulfill important
gaps. This paper aims on searching for basic principles within psychosocial processes,
interpersonal relationships and career planning for further theoretical contributions.
Robert Hinde’s (1979; 1987; 1997) perspective on analyzing social phenomena is
taken in this research as a primary theory background. Hinde is acknowledged by his efforts
in building a interpersonal relationships science and theoretical instruments that consider
social behavior in a complex dialectical-systemic scenario with different levels and
dimensions (Hinde, 1997). According to his perspective, interpersonal relationships start from
specific interactions into more consistent and complex relationships. The dialectical-systemic
logic used by this author states that relationships unfold into group formations and so on to
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3. form the whole of society. Hinde’s idea relates different factors in multiple levels, each one
affecting the other mutually and dialectically, considering the social-cultural structure,
individual psychological processes and environmental factors.
Relationships: from childhood to adulthood
Stable relationships are established since childhood, and some of them last throughout
High School and sometimes until adulthood (Garcia, 2005b; Garcia & Brandão, 2010; Pereira
& Garcia, 2007, 2009; Souza & Hutz, 2008). School is a very common and proper primary
place to effectively develop relationships outside the family and kinship ties (Garcia, 2006a;
Garcia & Dettogni, 2010; Pereira & Garcia, 2007, 2009).
The intimacy once provided by family is later complemented by peers’ and friends’
during adolescence (French, Rianasari, Pidada, Nelwan & Buhrmester, 2001; Thomas &
Daubman, 2001; Tsai, 2006) and peers’ influence on school life and achievements, clothes
wore, drinking and tobacco habits, and drug abuse is noted by several researches (Auhagen,
1996; Bearman & La Greca, 2002; Beaudoin & Lachance, 2006; Duck, 2004; French e cols.,
2001; Garcia, 2006a; Kenny & Bledsoe, 2005; La Greca & Harrison, 2005; La Greca &
Lopez, 1998; Laursen, 1996; López & Salas, 2006; Markward, McMillan & Markward, 2003;
Nelson & McLeod, 2005; Reinhardt, Boerner & Horowitz, 2006; Wasserstein & La Greca,
1996; Wilson & MacGillivray, 1998). Friends become an important source of social and
emotional support to youngsters as time goes by (Garcia, 2006a; Duarte & Souza, 2010).
However, family remains a key player in interpersonal relationships processes so that friends
play different and complementary roles.
Family usually continues as a reference and support source, especially for structural
support, and peers and friends’ role is related to exploring the social environment and
providing emotional support (Bámaca & Umaña-Taylor, 2006; Duarte & Souza, 2010; Garcia
& Brandão, 2010; Laursen, 1996; López & Salas, 2006). Feedback given by people with
which one relates influences self-image construction, stimulates positive self-elaboration,
self-efficacy and reaffirms a sense of comprehension of the world, of health issues and social
acceptance and belonging (Auhagen, 1996; Duck, 2004, 2009; Fitzpatrick, 2009; Hinde,
1997) and may also affect our opinions and attitudes toward life (Bless, 2001; Gondim, 2002;
Martin & Hewstone, 2003; Rashotte, 2007).
Peers, friends and family members may play different roles in relationships
development and social behavior. Not only social, structural and emotional support is
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4. provided by them but also they promote favorable situations in which certain social behavior
may be seen as positive and expected, so that the social network’s approval, disapproval,
denial or interference in our behaviors may undermine a person’s intentions (Fitzpatrick,
2009). In playing such roles, close relationships promotes the elaboration of one’s personality,
behaviors, emotions and attitudes toward life. Thus, the relationship network is a relevant
research issue for social sciences since they interfere in psychosocial processes such as career
planning.
Work, relationships and career planning
Humans are historical animals whose working efforts result in actions that are beyond
the effort itself, i.e. human work also means something. Thus, humans construct pleasure or
suffering meanings and communicate them through work, leisure activities and relationships
(Codo, 1996). Reviewed literature points out different ways of experiencing work and the
career development (Codo, 1996; Morin, 2001; Morin, Tonelli & Pliopas, 2007; Porto &
Tamayo, 2003). An international research by MOW (1987) noted six different conceptions of
work: A) work adds value to something; B) work is a central aspect of life; C) work is an
activity that benefits others; D) work is unpleasant; E) work is demanding physically and
mentally; F) work is a regular, paid activity.
Morin, Pliopas & Tonelli (2007) propose a more qualitative understanding and
complement the conceptions above with three dimensions: a) an individual dimension, which
involves personal satisfaction, independence and survival, career growth and learning
oportunities, and Professional identity; b) an organizational dimension, composed by notions
of utility, the possibility of maintaining interpersonal relationships and social insertion; and,
c) a social dimension, in which work is a form of social contribution. In a research with a
population of fifteen business graduate students, Morin, Pliopas & Tonelli (2007) observed a
higher scoring in positive perceptions of work (conception B from MOW, 1987), so that it
was reported to be related to independence due to salary earning, an unique, individual and
creative contribution. Some subjects from this sample reported that would abdicate parto f
their earnings momentarily if there was a possibility of learning and developing skills at work.
According to Erick Erickson (Erickson & Erickson, 1998 cited in Magalhães &
Gomes, 2005a; Erickson, 1998 cited in Magalhães & Gomes, 2005b), it is common to observe
in medium adulthood (44- 60-year-olds) a greater perception of minding about the future and
the next generations. This would probably happen due to the consolidation of intimacy in
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5. interpersonal relationships and of a professional career. Magalhães and Gomes (2005a)
pointed positive relation between generativity and career commitment in a research with 733
professionals. This reference also noted that the sample perceived work as important to the
development of personal identity and self concept, and that career planning was related to
generativity due to the possibility of doing something about a wrong career related choice and
attitudes that sought generative fulfillment through work. Subjects with social interest also
showed generativity related to career resilience, i.e. they showed ability in tolerating negative
aspects of work and perceiving coping related positive aspects. Magalhães and Gomes
(2005b) found higher generativity scores among medium adulthood subjects.
The last decade has brought many changes onto the labor market and job offers for the
newly graduates became scarce. Competitivity in the job market grew in such a way in Brazil
so that a diploma and being qualified for work doesn’t mean one will necessarily get a job
(Nunes & Carvalho, 2007). Therefore, expectations for being successful getting a job, earning
a salary and making one’s career plan come true all fell into conflict and not favorable once
confronted with reality (Gondim, 2002; Lima & Abdal, 2007; Nunes & Carvalho, 2007). It’s
also common to observe discrepancies between the profile asked by the job market and how
students develop their abilities along their majors (Araújo, Sousa, Muniz, Gomes &
Antonialli, 2008). Henceforth, paying the bills and make a living seems to be more important
for part of the population than achieving results according to the career plans.
Another aspect that should be noted is that some students don’t even think of a career
plan due to such scenario nor meditate on their getting into the job market. It seems students
are taken by politics, the economy and social drives without knowing what to do once they
graduate. Teixeira and Gomes (2005) pointed out how the perception of how the labor market
works, personal competence and being self-aware are more important to students than
objective conditions related to career decisions. Their research also noted that the perception
of support related to the students’ career planning contributes to facilitating the decision
processes and exploring career options. Thus, it seems reasonable to investigate close
interpersonal relationships (e.g. family, friends, peers, workmates) and their function for self-
perception, self image elaboration and career planning.
Previous researches have noted that thinking about one’s own identity and becoming
an adult, summed with the expectations for a life project and a consolidated career may cause
distress in high school students (Bohoslavsky, 1998; Müller, 1998; Silva & Soares, 2001;
Soares, 2002). Youngsters experience several different interpersonal relationships (peers,
friendships, kinships, among other) throughout their everyday life and such relationships may
19
6. become source of social support and help coping with distress and anxiety resulted from the
process of career choice and career planning (Pereira & Garcia, 2007, 2009; Silva & Soares,
2001). Peers, friends and parents are important people when talking about and elaborating
information and content related to career choice (Pereira & Garcia, 2007, 2009). Adolescents
exchange with their friends informations about graduation courses, universities and the job
market as well as discuss their career plans and choices. Youngsters seems to discuss with
their parents topics related to parents’ work and career experiences, and the job market.
Magalhães, Lassance and Gomes (1998) refer to peers as a group of people of about
the same age that could help youngsters discuss their plans for future, career, training for the
labor market and personal experiences during this period of life. Adolescents look for close
relationships as a emotional support source to make decisions. Parents, siblings, relatives,
peers and sometimes a career counselor are a reference in this process according to Santos
(2005).
Pereira and Garcia (2007) has observed in a population of 96 high school students
from a private school different psychosocial processes (social support, social influence and
cooperation). This sample answered a questionnaire about their interpersonal relationships
(friendship, peers and family) and career choice. The results showed the existence of a
complex relationships between friendship and career choice among adolescents, thus
revealing that the choice process involves several different partners or social agents, such as i
the systemic perspective adopted by Hinde (1997) for interpersonal relationships. Adult
references (parents, teachers and professionals) influenced the sample’s career options in a
more direct or vertical way. Friends and peers discussed about these options and exchanged
information about careers, courses and universities, showing a horizontal cooperative
behavior so to help making their choice by the time of high school graduation. As observed in
this sample, social influence would be more related to the career plan objectives and to adult
references. Moreover, cooperation would be more related to information processing in order
to choose a college major.
Despite friends’ growing importance as a source of companionship, intimacy and
social support, for example, friends and parents played different and complementary roles for
youngsters (Laursen, 1996). Adolescents look for peers in order to share new experiences
more often than with their families, which would be an instrumental and emotional support
source to explore life. During adolescence, youngsters would look for immediate support
away from kinship and friends seem to be essential playing such role (López & Salas, 2006).
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7. Throughout the college years, students have the chance to explore career related
environments by specific, optional, practical and professional subjects. Participating in
activities such as internships, congresses, Summer courses, study groups and so forth, and
getting in touch with teachers and professionals also contribute to their exploration. Besides
the environment exploration, the students have the opportunity to think about their
characteristics, abilities and interests. The project in which the sample from this research
participated had the above mentioned goals.
Teixeira, Bardagi and Hutz (2007) didn’t find positive correlation between age and
environment exploration or self explration in a sample of 384 college undergraduates.
However, the possibility of increase in exploration activities due to contextual and social
demands related to defining a career project and new career choices wasn’t discarded by these
authors. Furthermore, the convergence of professional and personal goals doesn’t necessarily
happen, according to some authors. Expectations on such matters are a result of a complex
system consisted of social, economical and cultural aspects – including gender related factors
and the attempts of balancing career and family demands (Cyrino, 2009; Saavedra & Taveira,
2007).
Previous research by Zortea and Tokumaru (2010) with 77 woman about interpersonal
relationships within their family and social and economical aspects in the metropolitan region
of Grande Vitória noted that income and family structure were related to how the sample
perceived conflicts within the family. They also pointed out that the subjects usually looked
for support from their husbands and secondarily from their mothers, as well as the possibility
of their accumulating parental responsibilities.
Dutra, Veloso, Fisher and Nakata (2009) found a predispositon for perceiving the
social network as an advantage for employability. This research had a sample of 83,576
workers from 491 companies and the authors noted that the sample didn’t perceive the
influence of the social network in the processes of career development or individual coping
strategies. Teixeira and Gomes (2005) concluded from researching a sample of 252 college
undergraduates that self-eficacy and self-concept perception and emotional support received
from the family were related to career decisions, exploring career options and processing
information about the job market. These results were similar to Pereira and Garcia’s (2007;
2009) with a sample of high school students.
Engaging in career planning and the influence of vocational interests and personality
aspects on managing the exploration processes mentioned above is noted by Magalhães and
Gomes (2007) as relevant aspects. College undergraduates who were more aware of their own
21
8. career goals reported more often being satisfied with their career and invested in it as well as
scored higher in entrepreneurial-like behaviors (Lemos, Bueno, Silva & Genicolo, 2007).
Kilimnik, Sant’Anna, Oliveira and Barros (2008) point out coping strategies in a
sample of twelve graduate students who reported trying to converge the career project and
other aspects of life, and adapting their career projects to the job market. This sample reported
their search for new career options without having to quit their job what seems to be related to
changing personal values or putting them aside for some time so to meet a balance between
career and their families. Schein (1993) notes that changes in career anchors are better
observed and clearer in longitudinal studies. Possible influences in these changes besides
career related aspects may be the reelaboration of self-concept and personal values as a result
of interpersonal relationships interactions. Souza and Lassance (2010) propose that further
researches are needed in order to meet new possibilities of career counseling interventions
which would consider such psychosocial phenomena related to interpersonal relationships.
Personal values and interpersonal relationships cross career and personal projects in a dialect-
systemic way and require the ability to adapt to and cope with changes. Career projects are
part of a broader life project (Savickas, 1997; Duarte, 2009) and benefiting from these
relationships may be crucial for balancing both projects.
Research objectives
This research intended to investigate how college students who attended a career
planning project perceived work, their career, and relations between both and interpersonal
relationships. In order do to so, a) aspects related to the subjects’ career plan development
were described and analyzed; b) the perceived influence of interpersonal relationships on the
subjects’s career plan was described and analyzed; c) the subjects’ perceptions on work were
described and analyzed; and, d) possible relationships among the above mentioned were
examined.
This research is relevant both socially and scientifically because the development and
construction of a career project is a cornerstone for stablishing a professional career, also with
several consequences to interpersonal relationships and to life in a broader sense. From a
scientific perspective, the present study investigated an aspect seldom researched in both
vocational and career counseling and interpersonal relationships fields, especially in Brazil.
The impact of relationships onto the construction and development of career projects and of
the participation of relevant relationships on the perception of work and career. Just a few
22
9. references in Brazil take into consideration interpersonal relationships as part of the career
development process and life planning yet.
Method
The sample consisted of 40 college undergraduates (13 male e 25 female) who
attended a career planning project. Only one of the subjects had already gone throught
vocational assessments previous to enrolling in college. The subjects’ average age was 27,6
years old (18- to 57-years old) and they were majoring in three different bachelors
(Accountability, Business Administration and Law School). The majority of students who
attend this college studied at public high schools, work full time and go to college at night;
some of the students were granted with scholarships from federal or state government funds,
or from the college.
The project’s purpose was to teach strategic planning techniques and do group
interventions in two-hours sessions during three weeks. The questionnaire which was used to
collect data for the research was used in the first week before any intervention was done, and
consisted of one closed question and six open questions.
All ethical aspects concerning the requirement of a voluntary informed consent
process and maintaining the subjects’ identity anonymous were met. Data was tabulated and
results organized in categories within each investigated aspect in order to allow content
analyses. Descriptive statistics was used to present result and no statistical tests were done so
to assess variables and correlations.
Results and Discussion
Subjects were asked to choose from a three-expression set (to be, to do, to have) at
least one that represented the way they thought about their career and which was predominant
in their career and professional identity. The questionnaire described the expression to be was
focusing on professional identity, to have on financial related aspects of work, and to do on
doing professional activities or a job. Subjects could answer more than one option and, as
mentioned beloew in table 1, the three options had similar report frequency.
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10. Table 1. Expressions that ilustrate my career at the moment
TO BE TO HAVE TO DO
Frequency 22 (55%) 16 (40%) 25 (62,5%)
Didn’t answer 1 (2,5%)
Subjects justified their answer describing the expression to be as related to being
recognized as a professional at work and by the social network, as well as to their satisfaction
about their career. The expression to have was reported to be related to purchasing power and
earning a salary. Explanations of the expression to do were related to working, investing in
education and in implementing a career project. Subjects more often reported the expression
to have as a result of studying and working.
Data was also grouped according to aspects of work perceived by the subjects (table 2)
and four report groups were similar to those proposed by MOW (1987). It was observed a
higher frequency in positive perceptions of work (A, 22,5%; B, 50%; C, 17,5%),
predominantly the perception B as noted also by Morin, Tonelli e Pliopas (2007).
Table 2. Perceptions of work
Groups Frequency
A 9 (22,5%)
B 20 (50%)
C 7 (17,5%)
D 4 (10%)
E -
F -
Reports grouped in perception B may have occured due to the fact that most students
from the institution were the research was held come from public school background, work
full time and go to college at night. However, there wasn’t any statistical testing to assess
variables and possible correlations because the research had a descriptive purpose. Some
subjects complained during the project sessions about their working conditions and reported
their desire to apply what they had learned at the career planning project to increase their life
quality and make career changes.
Most of the subjects (97,5%) report perceiving themselves as persons who relate work
to social transformation (see table 3), as the social dimension of work previously mentioned
by Morin, Tonelli e Pliopas (2007). But less than half of them (42,5%) reported perceiving
others as persons who think like them about the social dimension of work. Only a smaller part
of them (15%) named people who they perceive as having the same perception on work (see
table 4). Our data differ from those of Magalhães and Gomes (2005a, 2005b), which observed
24
11. greater drive to generativity in middle adulthood. Subjects from our sample also reported
worrying about the development of society and social transformation.
Table 3. Impact of work on society
Perceived the influence of work on society
Yes 21 (97,5%)
Didn’t answer 1 (2,5%)
Perceived that others work and worry about the development of society
and social transformation
Yes 17 (42,5%)
No 23 (57,5%)
Such data suggests the possibility of possible stereotyped reports or a desire to be
perceived as one who worries about society or understands the social and transformational
role of work. This phenomenon could have happened due to the subjects attending a career
planning project, and further researches should analyze two different groups of subjects in
order to also have one control group composed of students who didn’t attend a similar project.
Table 4. People who have similar and different perceptions of work
Similar perception of work
Father 15 (37,5%)
Boss 10 (25%)
Mother 4 (10%)
Siblings 2 (5%)
Another relative 2 (5%)
Fiancé(e)/Boyfriend/Girlfriend/Husband/Wife 2 (5%)
Teacher 1 (2,5%)
Workmate 1 (2,5%)
Friend 1 (2,5%)
Acquaintance 1 (2,5%)
Parents 1 (2,5%)
Didn’t answer 2 (5%)
Different perception of work
Workmate 16 (40%)
Friend 4 (10%)
Siblings 3 (7,5%)
Another relative 3 (7,5%)
Boss 2 (5 %)
Themselves 2 (5%)
Acquaintance 1 (2,5%)
Politicians 1 (2,5%)
Didn’t answer 6 (15%)
Our data complements Morin, Tonelli e Pliopas’ (2007) on the relevance of
interpersonal relationships to the organizational dimension of work (see table 4 and 5).
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12. Subjects usually reported reference persons as having perceptions of work similar to theirs
(relatives: father, 37,5%; mother, 10%; siblings, 5%; another relative, 5%;
fiancé(e)/boyfriend/girlfriend/husband/wife, 5%; parents, 2,5%; or, boss 25%). Reports about
people who didn’t share perceptions of work were usually related to peers (workmates, 40%;
friends, 10%).
Parents, teachers and children were named as more influencial to their career by the
subjects. Confronting data from tables 3, 4 and 5 (impact of work on society, people who
have similar perceptions of work, and most influential people for career), we noticed a similar
phenomenon pointed out by Pereira and Garcia (2007; 2009) in samples consisted of high
school students. Parents and teachers were reported as influential people, as well as positive
perceptions of family and themselves related to career development. However, peers (friends,
workmates and classmates) were perceived negatively in relation to their personal values
(perceptions of work and on others’ perception of the social dimension of work).
Tabela 5. Most influential people for career
People Frequency
Father 11 (27,5%)
Mother 10 (25%)
Teachers 4 (10%)
Children 4 (10%)
Boss 2 (5%)
Fiancé(e)/Boyfriend/Girlfriend/Husband/Wife 2 (5%)
Government 1 (2,5%)
Friends 1 (2,5%)
Classmate 1 (2,5%)
Didn’t answer 5 (12,5%)
According to the data collected, different interpersonal retionships participate
somehow in the process of building concepts related to work and career development. Each
relationships plays its role and contributes in a unique way to the processing of information
and to the elaboration of these concepts. We would like to point out the importance given to
family in latin populations (previously noted by Bámaca & Umaña-Taylor, 2006) and the role
played by friends during the transition from youth to adulthood, in the construction of a wider
and broader social network and as a support source to explore the environment (Duarte &
Souza, 2010; Garcia & Brandão, 2010; Laursen, 1996; López & Salas, 2006). These are
relevant aspects that should be investigated in further researches.
26
13. Final considerations
College education is an aspect of life that has become more object of researches more
often lately (Melo-Silva & Lassance, 2009), especially due to changes in the understanding of
career development (Duarte, 2009; McCarthy, 2009; Savickas, 1997) – including stages
ranging from the first career choice, through continued education to retirement, for instance.
This is a new approach that tries to break up with trait-factor theories, which look for the right
man for the job, and to provide an inclusive formation. Researches have investigated different
populations from private high school students and further than the career choice at the end of
basic schooling, which are very frequent in Brazilian references. This research intended to
seek such broader approach of a life project which includes career by investigating college
students who attended a career planning project and who went to public high schools.
Some phenomena related to the perception of work, career and intepersonal
relationships were described above. Most subjects from our sample (90%) reported a positive
perception of work, half of them (50%) having an understanding that work is a central part of
one’s life, with social dimensions and related to salary earning (perception B). Almost all
students (97,5%) reported a relationship between work and the development of society;
however, more than half of them also reported that doesn’t perceive others engaging in work
with an understanding of its social dimension. Our results were similar to Morin, Tonelli and
Pliopas (2007), especially due to their positive perception of work and its individual,
organizational and social dimensions, and of financial independence as its result. Data
diverged from Magalhães and Gomes (2005a, 2005b) because our sample, constituted mainly
by young adults, showed similar behavior to middle adulthood subjects on generativity.
Further investigations should examine possible stereotyped self-perception in samples,
through control groups and statistical testing. We also suggest assessing different populations
such as graduate students, senior workers and retirees, for example.
Perception of relevant persons to the subjects’ career and contribution to information
processing and elaboration of perceptions related to career and work were similar to Pereira
and Garcia (2007; 2009). Subjects also related further relevant persons, such as children,
love/life partners, siblings, classmates, workmates and their boss. Friends were not as
frequently named as relevant to career as previously noted by Pereira and Garcia (2007;
2009)in samples of high school students. We should also point out the reports of children and
siblings as relevant to the subjects’ career, which weren’t mention by Pereira and Garcia
(2007; 2009) or other reviewed references. The instrument used in this study named people
27
14. and asked subjects to grade their relevance to their career. Our methodology was different
from Pereira e Garcia (2007; 2009), which had open questions to assess this aspect, what may
have influenced in collecting different reports; however, we may also mention possible
discrepancies related to changes in the perception of interpersonal relationships and career
due to their development (Duarte & Souza, 2010; Dutra et al., 2009; French, Rianasari,
Pidada, Nelwan & Buhrmester, 2001; Garcia, 2006a; Laursen, 1996; López & Salas, 2006;
Santos, 2005; Schein, 1993; Thomas & Daubman, 2001; Tsai, 2006).
Our results remind us once again of the need for more researches on the role of
relationships throughout the career development so to observe changes in career anchors
(Kilimnik, Sant’Anna, Oliveira & Barros, 2008; Schein, 1993) and the influence
of relationships in career planning. Studies with other populations and larger samples could
contribute theoretically and with intervention proposals for varied populations, as
already discussed by Lassance and Souza (2010).
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Received: December 30th, 2010
Accepted: June 30th, 2011
34