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See detailThe Relationship between Self-Esteem, Self-Efficacy, and Career Decision-Making Difficulties: Psychological Flourishing as a Mediator
Pignault, Anne; Rastoder, Merlin UL; Houssemand, Claude UL

in European Journal of Investigation in Health, Psychology and Education (2023), 13

Well-being associated with optimism, social support, and self-esteem is positively correlated with career decision. In this perspective, a rather recent concept of flourishing as an integrative notion ... [more ▼]

Well-being associated with optimism, social support, and self-esteem is positively correlated with career decision. In this perspective, a rather recent concept of flourishing as an integrative notion incorporating these different resources, positive affect, and positive experience is particularly relevant to better understand the relations and correlations between self-evaluation, well-being, and career decision-making difficulties. The present study then examines the relationship between these possible difficulties, self-esteem, self-efficacy, and flourishing. One hundred and seventy-two higher education students participated in the study and completed a four-part questionnaire with the Career Decision-Making Difficulties Questionnaire, the Flourishing Scale, the Rosenberg Self-esteem Scale, and the General Self-Efficacy Scale. The results highlight the mediation of psychological flourishing between personality dimensions—self-esteem and self-efficacy—and career decision difficulties and the fact that those who are most flourishing in their lives will also have the least difficulty in making a career decision. As for the practical implications, guidance counselors for students and young adults need to identify resources and difficulties they have to cope with. This study emphasizes the importance of guiding students in three areas: self-esteem, the perceived quality of social relations, and the meaning attributed to one’s existence. Finally, the contribution of positive psychology to career development will be discussed. [less ▲]

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See detailProjet « Plus-value de l’apprentissage » - Rapport synthétique
Rastoder, Merlin UL; Milmeister, Paul UL; Houssemand, Claude UL

Report (2022)

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See detailMechanisms of Participation in Vocational Education and Training in Europe
Milmeister, Paul UL; Rastoder, Merlin UL; Houssemand, Claude UL

in Frontiers in Psychology (2022)

This article aims to analyze vocational education and training in Europe and to model mechanisms of educational and vocational choice. First, we expose the differences between VET approaches in Europe ... [more ▼]

This article aims to analyze vocational education and training in Europe and to model mechanisms of educational and vocational choice. First, we expose the differences between VET approaches in Europe. Secondly, a sociological analysis is provided. When VET systems were first created, aspects such as work culture or diverging political concerns led to different responses in the various countries. Thirdly, we present a psychological approach of the educational and vocational choice which draws on a process where profession images are compared with one’s own self-image. Finally, we present an integrated explanatory model of the vocational choice, based on sociological and psychological dimensions. In conclusion, we propose several plans of action in order to support and inform students regarding educational choice and to improve valorization of the VET track. [less ▲]

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See detailInvestigating the student’s learning satisfaction, wellbeing, and mental health in the context of imposed remote teaching during the COVID-19 crisis
Milmeister, Paul UL; Rastoder, Merlin UL; Kirsch, Christiane et al

in Mein, Georg; Pause, Johannes (Eds.) Self and Society in the Corona Crisis (2021)

As a first response to the COVID‐19 pandemic, Luxembourg, as many other countries, chose a strategy of minimized physical and social contacts. The educational system implemented these measures by ... [more ▼]

As a first response to the COVID‐19 pandemic, Luxembourg, as many other countries, chose a strategy of minimized physical and social contacts. The educational system implemented these measures by introducing quick changes in their teaching modalities. At the onset of the lockdown in spring 2020, the University of Luxembourg, unlike other higher‐education institutions, has managed to rapidly transition to exclusive remote teaching for all offered study programs. There are good reasons to believe that the rapid change in teaching modalities in addition to the manifold challenges surrounding the Coronavirus pandemic have had an impact on the University students’ learning satisfaction, personal wellbeing, and mental health, and possibly even affected their educational outcomes. In this article, we present the results from a survey that we administered during the first weeks of the lockdown situation to assess the magnitude of COVID‐19’s impact on the academic domain. The central aim of the survey is to understand how students have been able to adapt to an abrupt change in teaching and learning modalities, and to which degree the exclusive e‐learning practice has affected their learning satisfaction and subsequent personal wellbeing. Besides investigating the impact of the student’s learning satisfaction on personal wellbeing and mental health, the present study explores the influence of pedagogical aspects, with a present focus on teaching creativity, on learning satisfaction within an e‐learning environment. [less ▲]

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