School of Education, Loyola University Chicago, Chicago, Illinois 60611; email:
College of Education, University of Maryland, College Park, Maryland 20742; email:
Annu Rev Psychol. 2016;67:541-65. doi: 10.1146/annurev-psych-122414-033237. Epub 2015 Oct 2.
The present review organizes the vocational psychology literature published between 2007 and 2014 into three overarching themes: Promoting (a) agency in career development, (b) equity in the work force, and (c) well-being in work and educational settings. Research on career adaptability, self-efficacy beliefs, and work volition is reviewed in the agency section, with the goal of delineating variables that promote or constrain the exercise of personal agency in academic and occupational pursuits. The equity theme covers research on social class and race/ethnicity in career development; entry and retention of women and people of color in science, technology, engineering, and math (STEM) fields; and the career service needs of survivors of domestic violence and of criminal offenders. The goal was to explore how greater equity in the work force could be promoted for these groups. In the well-being section, we review research on hedonic (work, educational, and life satisfaction) and eudaimonic (career calling, meaning, engagement, and commitment) variables, with the goal of understanding how well-being might be promoted at school and at work. Future research needs related to each theme are also discussed.
本综述将 2007 年至 2014 年间发表的职业心理学文献组织成三个总体主题：促进（a）职业发展中的能动性、（b）劳动力中的公平性和（c）工作和教育环境中的幸福感。能动性部分回顾了职业适应性、自我效能信念和工作意愿的研究，目的是划定促进或限制个人在学术和职业追求中行使能动性的变量。公平性主题涵盖了职业发展中社会阶层和种族/民族的研究；女性和少数族裔在科学、技术、工程和数学（STEM）领域的入职和留任；以及家庭暴力幸存者和罪犯的职业服务需求。目标是探讨如何为这些群体促进劳动力中的更大公平性。在幸福感部分，我们回顾了关于享乐主义（工作、教育和生活满意度）和幸福论（职业召唤、意义、投入和承诺）变量的研究，目的是了解如何在学校和工作中促进幸福感。还讨论了与每个主题相关的未来研究需求。
