ABSTRACT
In the 12 years since Dudgeon et al. (2006) reviewed major pressures on freshwater ecosystems, the biodiversity crisis in the world's lakes, reservoirs, rivers, streams and wetlands has ...deepened. While lakes, reservoirs and rivers cover only 2.3% of the Earth's surface, these ecosystems host at least 9.5% of the Earth's described animal species. Furthermore, using the World Wide Fund for Nature's Living Planet Index, freshwater population declines (83% between 1970 and 2014) continue to outpace contemporaneous declines in marine or terrestrial systems. The Anthropocene has brought multiple new and varied threats that disproportionately impact freshwater systems. We document 12 emerging threats to freshwater biodiversity that are either entirely new since 2006 or have since intensified: (i) changing climates; (ii) e‐commerce and invasions; (iii) infectious diseases; (iv) harmful algal blooms; (v) expanding hydropower; (vi) emerging contaminants; (vii) engineered nanomaterials; (viii) microplastic pollution; (ix) light and noise; (x) freshwater salinisation; (xi) declining calcium; and (xii) cumulative stressors. Effects are evidenced for amphibians, fishes, invertebrates, microbes, plants, turtles and waterbirds, with potential for ecosystem‐level changes through bottom‐up and top‐down processes. In our highly uncertain future, the net effects of these threats raise serious concerns for freshwater ecosystems. However, we also highlight opportunities for conservation gains as a result of novel management tools (e.g. environmental flows, environmental DNA) and specific conservation‐oriented actions (e.g. dam removal, habitat protection policies, managed relocation of species) that have been met with varying levels of success. Moving forward, we advocate hybrid approaches that manage fresh waters as crucial ecosystems for human life support as well as essential hotspots of biodiversity and ecological function. Efforts to reverse global trends in freshwater degradation now depend on bridging an immense gap between the aspirations of conservation biologists and the accelerating rate of species endangerment.
We tested a cross-sectional, moderated-mediation model of career identity in young adults (N=667, 72.9% female, mean age=20years). In this model, career preparatory activities (career exploration and ...planning) were associated with perceptions of future employability and career distress. These relationships were mediated by career identity, and career identity was conditional upon level of career calling. We found that career exploration was associated with more career distress, while career planning was associated with less, and both career exploration and planning were associated with higher perceived employability. Career identity mediated between career exploration and planning and both outcomes, and these mediated relationships were stronger when career calling was higher. We interpreted the results from career construction, identity, and exploration perspectives; highlighted the applicability of these perspectives in the development of agency, career calling, and career identity; and made recommendations for testing other theory-based moderators.
•Influencers and outcomes of career identity are rarely tested in a single study.•Career identity mediates the career preparation→career outcomes relationships.•Career calling strengthens (moderates) the mediation relationships.•Exploring, planning, and pursuing career dreams enhance career progress & wellness.
Theory-based longitudinal research on career calling is sparse. In a two-wave, cross-lagged panel design we assessed Hall and Chandler's (2005) calling model of psychological career success using 216 ...young adults (M age=20.44years, SD=2.54). We tested if changes in career calling over time were associated with changes in goal-directed effort (work effort and career strategies) and psychological career success (life meaning and career adaptability) over time, and if goal-directed effort mediated between career calling and psychological career success over time. The standard causal model showed a better fit over the base, reverse, and reciprocal causation models. T1 career calling predicted T2 work effort, career strategies, life meaning, and career adaptability. Only career strategies mediated between T1 career calling and T2 life meaning and T2 career adaptability. Limitations and future directions are discussed.
•Career calling is positively associated with life meaning and career adaptability over time.•Career calling is positively associated with work effort and career strategies over time.•Work effort does not mediate between career calling and life meaning and career adaptability over time.•Career strategies mediate between career calling and life meaning, and career calling and career adaptability, over time.•We provide initial support for a calling model of psychological career success (Hall & Chandler, 2005).
We tested a role-conflict, depletion, and enrichment model, in which work-based benefits (enabling resources, psychological rewards, and psychological involvement) and work-based demands (time-, ...strain-, and behaviour-based demands, and hours worked) were antecedents to work–university conflict and work–university facilitation, which, in turn, were antecedent to students' academic engagement (dedication and vigour) and well-being (general and context-specific feelings about university). We also tested whether conflict and facilitation acted as mediators in the relationships between benefits and demands and the outcomes of engagement and well-being. The hypotheses were tested using 185 university students (77% female; mean age=22.7years) who were working while studying. Work-based benefits (enabling resources, rewards, and involvement) were associated with higher work–university facilitation; more time demands and fewer psychological rewards were associated with more work–university conflict; facilitation was associated with more engagement (dedication) and general well-being; and conflict was associated with more negative feelings towards the university. There were no mediation effects. Working while studying is related to students' engagement and well-being, although modest effects were explained by role-conflict theory.
•The number of university students who work while studying continues to rise.•We test how work demands and resources are related to engagement and well-being.•Demands and resources relate strongly to work–university facilitation and conflict.•Facilitation and conflict are related modestly to engagement and well-being.•Both work-based resources and demands are important to students who work.
Abstract This study used social cognitive career theory ( Lent, Brown, & Hackett, 1994 ), as a framework to investigate predictors of career choice actions, operationalised as career planning and ...career exploration. The model was tested cross-sectionally and longitudinally with 631 high school students enrolled in Grades 10–12. Students completed measures of self-efficacy, outcome expectations, goals, supports and personality. Results of the hierarchical regression analyses indicated strong support for self-efficacy and goals predicting career planning and exploration across all grades at T1, and predicting change in career planning and exploration from T1 to T2. Whilst support for pathways among other predictor variables (personality, contextual influences and biographic variables) to choice actions was found, these pathways varied across grades at T1, and also from T1 to T2. Implications for social cognitive career theory, career counselling practice and future research 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.
We examined the relationships between loneliness, interpersonal motives for Internet use, online communication, and friendships on Social Networking Sites (SNS) in emerging adults. Participants were ...1st-year university students (N=149; Mage=20.33years; SD=2.51). Social and romantic (emotional) loneliness were indirectly related to the total number of friends reported on SNSs via social compensation and social networking motives and mechanisms of spending more time in online communication and engaging in more self-disclosure. Romantic loneliness was indirectly related to the number of new friends made on SNSs via social networking motives and online communication. These different relationships show that to understand the mechanisms by which emerging adults make friends online, it is important to consider individual differences in the type of loneliness as well as their motives for going online and their communication while online.
•The social compensation hypothesis argues the Internet attracts lonely people.•The mechanism by which lonely emerging adults make online friendships is unclear.•Social loneliness was related to social compensation motives.•Romantic loneliness was related to social compensation and networking motives.•Motives predicted friendships via online communication and self-disclosure.
We surveyed 413 Chinese university/college students (57.9% female; mean age = 19.01 years, SD = 1.13) and tested a self-regulation model. We hypothesized that three types of negative career feedback ...(on progress, on goal suitability, and on improvements needed) would relate to greater career exploration and career goal shifting via cognitive (self-efficacy), affective (career stress), and motivational (goal commitment) self-regulatory processes. As expected, perceiving more negative feedback on goal suitability and improvements needed was related to higher career goal shifting via higher career stress and lower goal commitment. In contrast to our hypotheses, more negative feedback on progress was related to lower career goal shifting via higher goal commitment, and related to lower career exploration via lower career self-efficacy. These findings highlight the important role of career feedback in young adults' career self-regulation and career outcomes.
•We tested a cross-sectional, self-regulation model of career feedback•Negative feedback was related positively to career goal shifting•Negative feedback was related negatively to career exploration•Career stress and goal commitment mediated between feedback and goal shifting•Career self-efficacy mediated between feedback and career exploration
We assessed the underlying mechanisms associated with career related stress in young adults by testing a model in which personal orientation (proactivity and interpersonal rejection sensitivity) was ...related to well-being (career distress and employability confidence), this relationship was mediated by career goal-performance discrepancy, and career goal importance moderated the relationship between orientation and discrepancy, and moderated between orientation and well-being via discrepancy. Participants were 564 young adults enrolled in a wide variety of first year university courses (77% female; mean age=20.3years). We confirmed that proactivity (negative) and interpersonal rejection sensitivity (positive) were associated with discrepancy, and that discrepancy was associated with career distress (positive) and employability (negative). Discrepancy operated as a mediator in these relationships, and career goal importance moderated between both personal orientations and discrepancy, and moderated the mediated relationship between personal orientation and both outcomes. The study identifies important antecedent variables to career-related well-being and highlights underlying mechanisms that potentially lead to its development. In this way, the study extends theory related to career goal management and informs interventions aimed at career development.
•An underlying mechanism to explain career-related well-being is assessed.•Personal orientations (proactivity and sensitivity) were related to well-being.•Career goal-performance discrepancy partially explained (mediated) the relationships.•Career goal importance influenced (moderated) the indirect effects of orientation on well-being.
We tested a model based on goal-setting and self-regulation theories of the cross-lagged relationships among negative career-related feedback, negative affect (career-related stress), and career goal ...revision (downward goal revision and goal disengagement). Participants were 409 Chinese university/college students (Mage 19 years; 58% female), who completed a survey at 2 time points approximately 6 months apart. Consistent with our hypotheses, negative career-related feedback at T1 was related to more career goal disengagement and greater downward goal revision at T2. Career-related stress partially mediated the relationship between negative career-related feedback and downward goal revision. In addition, there were reverse relationships between negative career-related feedback and career-related stress, and between career-related stress and goal disengagement. These findings highlight important roles for negative career-related feedback and negative affect in young peoples' career goal pursuit.
Public Significance Statement
This study suggests that negative feedback regarding a young person's career choice and behavior is, at first, stressful and that this feedback can also lead to young people lowering their career goals and/or disengaging from them all together.
PDF
