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Managing boundaries between students' work and study roles is crucial for success at university. Little research has examined the strategies used to manage these roles, the factors that relate to implementing them, and the outcomes associated with their use. Boundary management theory, an identity-based perspective, explains boundary management processes; yet, few studies have examined how identity affects the enactment of boundary strategies. We investigated the extent to which identity-based concepts (i.e., student role salience and future-self) were related to different types of boundary strategies (i.e., temporal and communicative), how these related to work-study balance, and, in turn, academic satisfaction. We tested our model on a sample of 266 working university students (M[subscript Age] = 20.07 years, SD = 2.63; 74% women) and it accounted for 41% of the variance in academic satisfaction. Significant relationships were found among identity-based concepts, boundary strategies, work-study balance, and academic satisfaction, highlighting the importance of student identity and the use of temporal strategies in achieving greater work-study balance and academic satisfaction. Suggestions for how education providers can retain students who are struggling to manage work and study are discussed.

Based on the life history perspective, this study tested a serial mediation model in which family socioeconomic status (SES) related to person-job fit via resource scarcity, career exploration, and goal persistence. We expected that when seeking employment, higher SES students would perceive lower resource scarcity, and, in turn, adopt more adaptive career behaviors (i.e., career exploration and goal persistence) to maximize career success, which would then lead to better person-job fit upon graduation. Using a sample of 224 final-year students (mean age 21 years, 77% male), we found, as expected, that higher SES was related to more career exploration and goal persistence via lower perceived scarcity and that exploration and persistence were related to better person-job fit. In addition, higher SES was indirectly related to person-job fit via scarcity and the two career behaviors. The findings highlight the importance of family SES in young people's career development.

Studies about equine therapies or equine experiential learning recommend that significantly more research, specifically longitudinal research, across age groups, genders, contexts and client cohorts needs to occur in diverse contexts. There exists diverse equine-related programs which engage with a range of cohorts, specifically; young children who have experienced abuse; adolescents who have experienced abuse and family violence and adults who have experienced family violence, psychiatric disorders, social anxiety and social isolation. The most common outcomes from the equine learning program studied for this article, from the case-studies and the thematic analysis includes; behavioural changes, stress relief, mind and body awareness and control, forming a relationship with an intuitive practitioner, guided meditations as a means of creating independent meditation techniques and re-engagement with education, work, friendships and family relationships. The mind-body awareness that is gained by participants of the program provides skills and techniques for individuals (and families) to utilise in every-day, with lifelong learning a crucial aspect of the program.

Existing research on the effectiveness of career courses often lacks evidence on the comparative effects of different pedagogical formats. This study compared the effects of a flipped classroom approach to a traditional lecture-based approach for delivering a career course among Chinese undergraduate students. A longitudinal quasi-experimental field design was used to assess changes in the career outcomes between the flipped and non-flipped groups over three time points (pre-, post-, and two-month follow-up). Mixed-factorial ANOVAs showed the overall effects were stronger immediately post-course and at the two-month follow-up for the flipped approach, although both course designs decreased lack of career information and increased environmental exploration. The study suggests that the flipped classroom design has the potential to outperform traditional teaching approaches.

Relatively little is known about how working students manage their dual roles of work and study. To extend this research, we examined the direct and indirect relationships between boundary flexibility-ability (the appraised capacity to modify a boundary of one role to accommodate better the demands of another role) and boundary flexibility-willingness (the preparedness to do so) in both the work and study domains and outcomes of student burnout and study engagement in a sample of 851 working students (76% female; mean age 20.69 years). We tested the indirect paths via work-study conflict and facilitation. Both work and study flexibility-ability and flexibility-willingness, independently and in concert, were related to student burnout (46% variance explained) and study engagement (28% variance explained) as expected, and results supported work-study conflict and facilitation as underlying mechanisms in these relationships, with the indirect path via work-study conflict being more important than that via work-study facilitation. Thus, there are benefits for students when work and study boundaries are flexible and when students are willing to make use of this flexibility.

Much research has examined the association between precarious employment and wellbeing in adults, but little is known about this relationship in working students. Using a sample of 224 (M[subscript Age] 21 years; 68% female), we assessed self-perceptions of job precariousness across four domains (i.e., job insecurity, remuneration, conditions, flexibility) and tested the relationships between the four domains and student burnout, and whether these relationships could be explained sequentially by higher levels of job and financial strain and sleep disruption. Job insecurity alone related both directly and indirectly to burnout (via job and financial strain and poor sleep quality). Precariousness related to financial strain (insecurity, remuneration), job strain (insecurity, flexibility), and sleep quality (insecurity); financial and job strain related to sleep quality; and sleep quality related to burnout. By decomposing the job precariousness construct, the findings provide an improved understanding of how working in low quality, precarious jobs is related to student wellbeing.

We examined how mature-aged, non-traditional students (studying part-time, working full-time) managed their multiple roles by testing a serial, indirect effects model, in which student role congruence (i.e., extent to which students structure role boundaries to meet their own and others' preferences) was related to study engagement, and where work-study conflict/facilitation and exhaustion, in sequence, were underlying mechanisms that explained this relationship. We also untangled congruence between different role boundaries (i.e., work, study, family, leisure) to assess which were more important to facilitate engagement. We found, (N = 211; M = 37 years; 65% women), study engagement was predicted by study (direct and indirect) and leisure congruence (indirect), but not work and family congruence, with these relationships explained by reduced conflict (not facilitation) and, in turn, less exhaustion. The study suggests that how students manage their multiple role boundaries is important as this potentially affects their study engagement.

Informed by goal-setting/self-regulatory theories, we tested the mediating role of career-related effort (i.e., goal striving) in the relationships between career-related indecision (i.e., goal ambiguity) and career-related stress (i.e., affect) and perceived employability (i.e., career-related attitude) and examined the effect of financial distress as a moderator in these direct and indirect relationships. Using a sample of 202 young adults (M[subscript age] = 19.8 years, 81.7% female), we found career indecision was related negatively to effort and perceived employability and positively to stress, with effort mediating between indecision and both stress and perceived employability. However, financial distress influenced these relationships. The associations between career indecision and effort and perceived employability were more negative and the associations between career indecision and stress were more positive when financial distress was higher. The study contributes by identifying how financial distress affects the relationships between career indecision, effort, and other career variables.

Informed by a self-regulatory perspective, we tested a model (N = 233) in which job (e.g., autonomy), person (e.g., motivation), and study characteristics (e.g., engagement) predicted student job crafting, which, in turn, predicted work-study conflict and facilitation. Job, person, and study characteristics predicted task (46% of variance), cognitive (56%), and relational crafting (25%), and cognitive and relational crafting predicted greater work-study facilitation (53%). When students proactively modify their work environment, this is likely to assist them at work as well as facilitate their study life. Developing job crafting skills in students should improve both work and study functioning.

Abundant research has pointed to the importance of non-cognitive skills for success in life. This paper describes the development and validation of the "UiL", designed to measure 19 non-cognitive skills that have been identified as being important for school children in Denmark. First, we describe the development of the scales, and then report a preliminary validation with 1560 students from Grades 4-9. Second, we present a validation of the final UiL, which was revised and re-administered to the same sample of students. The final validation sample consisted of 1373 students (48.6% boys, ages 9-16 years). Results from the Confirmatory Factor Analysis indicated that the UiL had acceptable discriminant and convergent validity. The results from a RASCH partial credit analysis indicated that four of the 19 had excellent fit, with other scales needing nuanced interpretation because of some item misfit, local dependence, multidimensionality, and DIF by grade.

Parents or caregivers of children who are deaf or hard of hearing are required to make complex and rational decisions soon after the confirmation of hearing loss. Ways of facilitating decision-making have been a focus within the healthcare sector for two decades and shared decision-making is now widely viewed as the standard for good clinical care. A systematic literature review was undertaken to identify the extent to which the principles of shared decision-making and informed choice have been implemented for parents when they make decisions related to their children with permanent hearing loss. Five databases were searched for peer-reviewed papers describing the results of original research published from 2000 to 2017, yielding 37 relevant papers. Studies were reviewed using the three phases of decision-making--information exchange, deliberation, and implementation. Two decisions dominated these studies--implantable devices and communication modality. Most papers dealt with decision-making in the context of bilateral hearing loss, with only one study focusing on unilateral hearing loss. The review identified gaps where further research is needed to ensure the lessons learnt in the broader decision-making literature are implemented when parents make decisions regarding their child who is deaf or hard of hearing.

The ongoing COVID-19 pandemic has created challenges for young people in the labor market. Based on an evolutionary life history perspective, we tested how and when perceived scarcity of job opportunities during the pandemic related to job search outcomes. Using a sample of Master's student graduates (N = 1434; 40.2% female; mean age 25.6 years) from one Chinese university, we found that scarcity was related to higher anxiety, which then related to more haphazard job search strategies and, in turn, to fewer job offers and poorer person-job fit. Anxiety also related to more exploratory strategies and then to more offers and better fit. In addition, scarcity related to poorer fit through decreased focused strategies. Finally, the direct relationship between scarcity and anxiety, as well as the indirect relationships with job search outcomes, were amplified for those from disadvantaged backgrounds. Findings support life history theory and have implications for career practice. [ABSTRACT FROM AUTHOR]

Career goal feedback provides information about career goal suitability, adequacy of goal progress, and whether changes are needed to reach the goals. Feedback comes from external (e.g., parents, peers) and internal sources (e.g., self-reflection), and plays an important role in the career development of young people. As there is no existing measure that adequately captures this construct, we devised and validated a 24-item inventory for use with young adults. In Study 1, initial items were developed, expert reviewed, and administered to a sample of Chinese university students (N = 1,055; M[subscript AGE] = 19 years). We used exploratory factor analysis to test the factor structure and confirmatory factor analysis on a holdout sample to validate a third-order solution (one third-order factor manifested by three second-order factors). In addition, we provided evidence for convergent and incremental validity. In Study 2, we confirmed the factor structure on Australian university students (N = 184; M[subscript AGE] = 19 years).

We tested the across-time relationships between the person-based resources of assimilation (or goal pursuit) and accommodation (or goal adjustment) and two well-being outcomes (satisfaction with career progress and life satisfaction), and assessed if these relationships were mediated by self-perceptions (perceived goal attainability and optimism). Participants were 204 young adults (79% female; M [subscript age] 26 years), who were surveyed twice, 6 months apart. Consistent with the dual-process framework for goal management, assimilation was associated with more positive self-perceptions (attainability and optimism) and higher subsequent satisfaction with career progress and life satisfaction. Perceived goal attainability mediated between assimilation and the two satisfaction outcomes. Accommodation was associated with higher subsequent life satisfaction only. Thus, both assimilation and accommodation were related to better life satisfaction in young adults, but assimilation was more adaptive in the career domain.

We tested a model based on the dual-process framework that assessed the relationships among personal resources, career goal appraisals, career attitudes, and career goal management, which have not been previously assessed together. The model (tested on a sample of 486 young adults: 74% female, M[subscript]age = 22 years) proposed that personal resources (assimilation and accommodation) were associated with career goal management strategies (goal engagement and disengagement) and that these relationships were mediated by career goal appraisals (perceived attainability, importance, and substitutability) and career attitudes (career optimism and locus of control). Career optimism mediated between assimilation and goal engagement, and importance mediated between accommodation and goal disengagement. The results contribute to a better understanding of goal management processes in the career domain and have implications for the application of the dual-process framework to career development in young adulthood.

Student satisfaction at university is receiving increasing attention. While academic discipline has been associated with student satisfaction in many studies, we found no previous reviews of student satisfaction within psychology, a discipline with among the largest undergraduate enrolments. In this paper, we review the student satisfaction literature, with a focus on undergraduate psychology. Searches of relevant databases and reference lists were used to source articles for this narrative review. Evidence regarding institutional, teaching, and student variables associated with student satisfaction is discussed. Teaching variables, particularly teaching quality and expertise, tend to show the strongest relationships with student satisfaction. Institutional variables, such as services, facilities, image, and research activity, are also important. Individual student characteristics including achievement and attitudes have been associated with psychology students' satisfaction. Recommendations to improve satisfaction include helping psychology students to develop accurate expectations of courses, facilitating teaching quality and style that matches psychology students' preferred thinking styles, and assisting students to develop self-efficacy and other positive attitudes. Further research to understand and improve psychology students' satisfaction would be beneficial.

We tested a cross-sectional, mediation model of career calling, in which career calling was associated positively with life satisfaction and perceptions of future employability, and these relationships were explained by the self-regulatory mechanisms of work effort, career strategies, and emotional regulation. Using a sample of 664 emerging adults (74.8% female, mean age = 20.2 years) and structural equation modeling, we found that higher career calling was associated with higher life satisfaction and perceived employability. In addition, higher calling was associated with more work effort, greater use of career strategies, and higher emotional regulation. Work effort and emotional regulation mediated the relationship between career calling and life satisfaction. Additionally, work effort, emotional regulation, and career strategies mediated between career calling and perceived employability. We interpreted the results from a developmental and goal-setting perspective and made recommendations for practice.