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New developments in concepts and approaches to job stress should incorporate all relevant types of resources that promote well-being and health. The success resource model of job stress conceptualizes subjective success as causal agents for employee well-being and health (Grebner, Elfering, & Semmer, 2008a). So far, very little is known about what kinds of work experiences are perceived as success. The success resource model defines four dimensions of subjective occupational success: goal attainment, pro-social success, positive feedback, and career success. The model assumes that subjective success is a resource because it is valued in its own right, triggers positive affect and emotions (e.g., pleasure, cf., Weiss & Cropanzano, 1996), helps to protect and gain other resources like self-efficacy (Hobfoll, 1998, 2001), has direct positive effects on well-being (e.g., job satisfaction, cf., Locke & Latham, 1990) and health (Carver & Scheier, 1999), facilitates learning (Frese & Zapf, 1994), and has an energizing (Locke & Latham, 1990, 2002) and attention-directing effect (Carver, 2003), which can promote recovery by promoting mental detachment from work tasks in terms of absence of job-related rumination in leisure time (Sonnentag & Bayer, 2005).

The model proposes that success is promoted by other resources like job control (Frese & Zapf, 1994) while job stressors, like hindrance stressors such as performance constraints and role ambiguity (LePine, Podsakoff, & LePine, 2005), can work against success (Frese & Zapf, 1994). The model assumes reciprocal direct effects of subjective success on well-being, health, and recovery (upward spiral), and a moderator effect of success on the stressor–strain relationship. The chapter discusses research evidence, measurement of subjective occupational success, value of the model for job stress interventions, future research requirements, and methodological concerns.

This study sought to analyze university graduate job attainment in Lebanon through an individualist, societal and structuralist perspectives. Differences appeared between females and males on factors that predicted occupational attainment. In concert with neo‐patriarchal discourse increased occupational attainment among males was significantly predicted by fathers’ occupational status. The data reported that male and female university degree type produced higher occupational attainment between male and female graduates. Further analysis would seek to understand graduate attitudes towards their occupational attainment along individualist, societal and structural dimensions.

Proactive career behavior (PCB) is an effective form of career self-management that has positive impacts on individual career development and career success, and therefore, the purpose of this paper is to explore the driving factors of PCB.

Drawing on the interactionist perspective and situational strength theory, this study examined the independent and joint effects of role commitment and pay-for-performance (PFP) on employees' PCB based on data collected from 298 Chinese private enterprise employees at two time points.

The authors found that occupational role commitment (ORC), parental role commitment (PRC) and PFP were positively related to PCB. Furthermore, PFP moderated the relationship between ORC/PRC and PCB, such that the two relationships were stronger when PFP was low.

Drawing on the interactionist perspective, the authors contribute to the literature on PCB by revealing novel antecedents of PCB: ORC, PRC and PFP. The authors also contribute to the situational strength theory by examining how role commitment and PFP may interact to impact employees' PCB. Finally, the authors are among the first to consider the effects of role commitment on individual career behaviors, thus extending the nomological network of role commitment.

Career success such as it is classically modelled and measured is not necessarily representative of the perceptions of blue‐collar workers. Therefore, the goal of the present study is to understand what it means to succeed in blue‐collar occupations. A definition and a measure are useful starting points in explaining the individual's evaluation of success and in analysing the behaviour which results from it.

After a review of literature, in order to develop the theoretical framework for the research, 25 exploratory interviews were conducted with blue‐collar workers in order to obtain their criteria for career success. The results are reported, together with the methodological decisions and a proposed explanatory model.

Success is traditionally described as having an objective and a subjective part. In order to understand the perceptions of blue‐collar workers, it is necessary to recognise that their perceptions are influenced by material, psychological and social aspects.

The definitions developed in this paper could be used to develop employment programmes addressing the expectations of blue‐collar workers, and to attract new employees to this kind of occupation. More generally, with the flattening of organizations, it is necessary to re‐evaluate the concept of success for all workers, and to develop policies that are appropriate to changes in the labour market.

The majority of career studies focus on “white collar” workers. Traditional career theory has developed models which consider that all the employees are guided by the same systems of values (status, power, wages, etc.). Thus, this paper fulfils a need to develop an understanding of career success from the perspective of blue‐collar workers.

This chapter aims to discuss methods for promoting student engagement to counteract declining academic motivation and achievement in the contemporary setting.

In this chapter, two studies are presented that describe ways to promote student engagement in and out of the classroom. The in-class study was conducted with psychology students at the University of Nebraska at Kearney (UNK). The Student Course Engagement Questionnaire (SCEQ) developed by Handelsman, Briggs, Sullivan, and Towler (2005) was used to measure student engagement. Study 2 examined the extent to which four high-impact educational practices promoted student engagement. Undergraduate UNK students who had participated in undergraduate research, learning communities, service learning, or internships were surveyed.

The results of the first study indicated that instructors can promote engagement by how the structure of the classroom (discussion classes), individuation (knowing student names and keeping class sizes small), and teacher support in the form of being responsive to student questions, encouraging students to seek assistance, and assigning effective aids to learning. The second study indicated that undergraduate research and internships were more engaging than service learning or learning communities.

These results suggest practical methods for meeting a variety of student needs, including their need for relatedness — by encouraging them to seek assistance and knowing their names, competence — by assigning effective learning aids and autonomy — by encouraging intrinsically motivating activities.

The purpose of this paper is to assess the relationship between high school work experiences and self‐efficacy.

Ordinary least squares regressions are applied to longitudinal data from the Youth Development Study to examine work experiences and self‐efficacy.

The analyses indicate that employment fosters self‐efficacy in multiple realms. Occasional and sporadic workers exhibit less self‐efficacy than steady workers. Supervisory support may be especially important in enhancing adolescents' confidence as they anticipate their future family lives, community participation, personal health and economic achievements.

This research includes only a small set of the work dimensions that may be important for adolescents. Ethnography and in‐depth interviews are recommended to further explore the subjective and emotional dimensions of youth work experiences.

In developing policies and guidance, educators, parents and employers should be aware that steady employment and supervisory support enhance the development of adolescent self‐efficacy.

This paper finds evidence that adolescent work experiences spill over to influence youth's developing confidence in the realms of family life, community and personal health. It also suggests that sporadic and occasional work patterns can impair the development of self‐efficacy in adolescence.

What does it mean to be a “smart” negotiator? Few scholars have paid much attention to this question, a puzzling omission given copious research suggesting that cognitive ability (the type of intelligence commonly measured by psychometric tests) predicts individual performance in many related contexts. In addition to cognitive ability, other definitions of intelligence (e.g., emotional intelligence) have been proposed that theoretically could influence negotiation outcomes. Aiming to stimulate renewed attention to the role of intelligence in negotiation, we develop theoretical propositions linking multiple forms of intelligence to information acquisition, decision making, and tactical choices in bargaining contexts. We outline measurement issues relevant to empirical work on this topic, and discuss implications for negotiation teaching and practice.

The aim of the present study is to give insights into the interplay between leadership, well‐being and occupational success by examining the indirect effect of transformational leadership on subjective occupational success mediated by work engagement.

A gender‐sensitive approach was applied in order to reveal possible differences in the relations and to deduce gender‐specific recommendations. Data were retrieved from 530 women and 602 men. The participants were questioned on their leader's behavior, their work engagement, and occupational success.

Results show significant positive relations between transformational leadership, work engagement, and subjective occupational success for men and women. Work engagement is found to partially mediate the relation between transformational leadership and subjective occupational success. A significantly higher mediation effect was found for women, although the mediation is present in both gender groups.

Both for men and women transformational leadership training, as well as interventions promoting work engagement, are promising approaches for the enhancement of occupational success.

The findings advance the understanding of how leaders enhance employees' occupational success and provide gender‐specific insights into the mediating mechanism of work engagement regarding this relation.

Academic integrity is the application of honest, ethical and responsible behaviours to all facets of students’ scholarly endeavours and is the moral code of academia. The international literature reports the prevalence of academic dishonesty in higher education across many disciplines (including the health sciences), and there is evidence linking academic dishonesty in health professional students with future unprofessional behaviour in the workplace. International students are reported to be a particularly vulnerable group. This paper aims to investigate the factors that may be predictive of academic honesty and performance in domestic and international occupational therapy students.

In total, 701 participants (603 domestic students; 98 international students) were recruited from five Australian universities, and data were collected via a two-part self-report questionnaire. ANOVA and multi-linear regression analyses with bootstrapping were completed.

Tendency towards cheating and self-perception tendency towards dishonesty in research, gender, age and hours spent in indirect study were found to be statistically significant predictors of academic integrity and performance.

Limitations of this study were the use of convenience sampling and self-report scales which can be prone to social desirability bias. Further studies are recommended to explore other potential predictors of academic honesty and performance in occupational therapy students.

A range of predictors of academic honesty and success were found that will assist educators to target vulnerable domestic and international occupational therapy students as well as address deficiencies in academic integrity through proactive strategies.

The paper seeks to determine whether different aspects of migrant pre‐migration characteristics (human capital and motivation to migrate) and post‐migration behaviour (social integration and career self‐management) predict migrants' post‐migration career success.

The research employed a survey questionnaire applied to a sample of 210 migrants who had migrated from Sri Lanka to New Zealand. Twenty‐three independent and three dependent (career success – objective and subjective) variables were measured. Sequential multiple regression analysis was applied, mirroring the time‐sequenced theory of career development.

Overall, migrants' occupational status had declined markedly following migration. Variables representing human capital, social integration and career self‐management perspectives all contributed substantially to explaining variances in career success, especially objective career success, but motivation to migrate did not. Human capital variables were especially influential in determining pre‐migration success, acculturation in the host country and education in the host country in post‐migration success. Effects of career self‐management behaviours on success were relatively small.

A limitation is the cross‐sectional design, and possible non‐generalisability beyond a single migrant group and host country.

The paper discusses implications for migrants, policy makers and future research.

Migration, and interest in research on migrants' careers, is growing. This paper applies a wide range of predictor variables and a logical causal model to predicting migrant career success, indicates significant effects, and points to positive actions that may be taken by government, organisations and migrants.