Mapping the Nomological Network of Career Self-Efficacy

This article examined the degree to which personality hardiness (control, commitment, and challenge), career beliefs (status, preference, motivation, and flexibility), self-efficacy (general and social), and occupational choice status related to career self-efficacy among a sample of 181 college juniors and seniors. Results from an intercorrelation matrix and regression analysis indicated that motivation, self-efficacy, occupational choice status, and commitment correlated significantly to career self-efficacy. Applications of these findings to career counseling are discussed.     

Teachers and the birth rate

A theoretical model is developed in which the market for teachers is linked to the time path of fertility in the general population. The model is simple in its components but when the components are combined they form a complex long-memory dynamic system. Simulation experiments are carried out to investigate the effects of changes in fertility rates on supply/requirements imbalances in the teachers' market, the median age of teachers, and other variables. The model (and by implication, the real-world system) is found to be highly volatile in response to fertility variations.This study was supported by a grant from the Social Sciences and Humanities Research Council of Canada. The authors are grateful for the able research assistance provided by Guy Brockington and Renqun Wang and for the helpful comments of the referees.     

Career and Personal Concerns Expressed by Career Counseling Clients

In this study, the authors used case notes to classify client concerns that surfaced during career counseling with adults in a university-sponsored community counseling center. A two-stage classification system was developed and used to estimate the frequencies of occurrence for career and personal issues that surface during career counseling. The authors concluded that a substantial overlap exists between the content of career counseling and that of psychotherapy.     

The imperfect empiricism of the social sciences

The social sciences suffer from a methodological false consciousness that calls into question their progressive nature as cumulative, knowledge-building enterprises. While the practioners of social science believe that they accumulate knowledge through a classical scientific dialectic of hypothesis and evidence (scientific empiricism), they in fact assume their hypotheses to be true images of the nature of the social world, and they resist evidence that gainsays these images (imperfect empiricism). The idea that the social sciences progress, in a linear or dialectical fashion, is itself derived from the perspective of scientific empiricism. In reality the progress of the social sciences is problematic, if the movement of these sciences is viewed in terms of their actual practice of imperfect empiricism. Seen from the latter perspective, the social sciences are—at any particular moment in time—an aggregate of conceptual communities that communicate only imperfectly with each other and that assert the correctness of their point of view while disdaining that of the others. Since the progressive advance of knowledge is uncertain in these circumstances, the question is raised as to why the natural sciences that—according to Kuhn—are also practioners of imperfect empiricism work, while the social sciences apparently do not.     

Uncertain population forecasting

"Errors in population forecasts arise from errors in the jump-off population and errors in the predictions of future vital rates. The propagation of these errors through the linear (Leslie) growth model is studied, and prediction intervals for future population are developed. For U.S. national forecasts, the prediction intervals are compared with the U.S. Census Bureau's high-low intervals." In order to assess the accuracy of the predictions of vital rates, the authors "derive the predictions from a parametric statistical model and estimate the extent of model misspecification and errors in parameter estimates. Subjective, expert opinion, so important in real forecasting, is incorporated with the technique of mixed estimation. A robust regression model is used to assess the effects of model misspecification."     

Comparison of the educational deficiencies of delinquent and nondelinquent students

This article assesses the differences in educational deficiencies between a statewide sample of delinquent students and a matched sample of nondelinquent students. Employing a research design that controls for a series of relevant individual and school variables, the study's findings document that delinquent students are characterized by a series of disproportionate educational deficiencies as compared to their nondelinquent student counterparts. Delinquent students were found to attain lower grade point averages, have poorer school attendance records, be retained more often in the same grade, and receive more school disciplinary actions. The article concludes that these documented educational deficiencies may play an integral role in the process of delinquency and, therefore, pose a number of public policy implications in relation to the prevention and treatment of delinquency.     

Monetary incentives in support of academic achievement: results of a randomized field trial involving high-achieving, low-resource, ethnically diverse urban adolescents

Significant resources have been directed at understanding and alleviating the achievement gap in education. Most programs focused on this aim rely on a top-down approach, including funding for infrastructure improvement, curriculum development, class size, and teacher salaries. This article presents findings from a randomized field trial that evaluates a bottom-up approach in which high-achieving students of diverse racial and ethnic backgrounds from poor families are given monetary incentives to maintain their academic standing. The evaluation was designed to explore the role of monetary incentives as a mechanism for promoting resiliency in the face of poverty-related challenge. Discussion of what motivates students to learn is framed as a function of normal cognitive and socioemotional development in challenging environments. Evaluation findings indicate that monetary incentives are effective in promoting academic success to different degrees and for different reasons depending on students' perception of the meaning of the incentive in relation to their emergent identity.