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Dalla Rosa, Anna (2017) Longitudinal predictors of the development of a calling: a two-wave study among college students. [Tesi di dottorato]

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Abstract (inglese)

A calling is an inner drive toward a specific meaningful life role, experienced as a transcendent summons and characterized by passion, personal fulfillment and motivation. In a sample of college students, we tested the longitudinal relationship between the experience of having a calling and four antecedents of its development over a year, namely: (1) the presence of a supportive social environment, (2) the relationship with a mentor, (3) the experience of engagement in learning activities, and (4) the clarity of professional identity.
Contrary to common expectations, this study suggests that calling does not help people to determine their careers. Rather, calling is a way people think, talk and feel about a career that they have already chosen. Clarity of professional identity and engagement in learning were indeed found to be antecedents, rather than consequences, of calling development. Students who are actively engaged in their studies and have a clear idea of their occupational future are more likely to develop a calling over time. In addition, results suggest that the presence of a supportive environment helps students to develop their calling, and that the mere presence of a mentor, independently from the quality of the mentorship relation, is beneficial for the development of a calling.

Abstract (italiano)

La vocazione è una spinta interiore verso un ruolo specifico dotato di significato, vissuto come una chiamata trascendente e caratterizzato da passione, realizzazione personale e motivazione. In un campione di studenti universitari, abbiamo testato la relazione longitudinale tra l'esperienza di avere una vocazione e quattro antecedenti del suo sviluppo nel corso di un anno, nello specifico: (1) la presenza di un ambiente sociale supportivo, (2) il rapporto con un mentore, (3) il coinvolgimento in attività di apprendimento, e (4) la chiarezza dell’identità professionale.
Contrariamente alle posizioni più comuni in letteratura, questo studio suggerisce che la vocazione non aiuta le persone a determinare la loro carriera. Piuttosto, la vocazione è il modo in cui le persone pensano, parlano e si sentono emotivamente coinvolte rispetto ad un percorso di carriera che hanno già scelto. La chiarezza dell’identità professionale e il coinvolgimento nell'apprendimento sono, infatti, emersi come antecedenti, piuttosto che conseguenze dell’avere una vocazione. Gli studenti che sono attivamente impegnati nei loro studi e hanno un’idea chiara del loro futuro occupazionale hanno maggiore probabilità di sviluppare una vocazione nel corso del tempo. Inoltre, i risultati suggeriscono che la presenza di un ambiente sociale supportivo aiuta gli studenti a sviluppare la loro vocazione, e che la semplice presenza di un mentore, indipendentemente dalla qualità della relazione di mentorship, è vantaggiosa per lo sviluppo della vocazione.

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Tipo di EPrint:Tesi di dottorato
Relatore:Vianello, Michelangelo
Dottorato (corsi e scuole):Ciclo 29 > Corsi 29 > SCIENZE PSICOLOGICHE
Data di deposito della tesi:30 Gennaio 2017
Anno di Pubblicazione:30 Gennaio 2017
Parole chiave (italiano / inglese):calling, longitudinal, engaged learning, clarity of professional identity, social support, mentorship
Settori scientifico-disciplinari MIUR:Area 11 - Scienze storiche, filosofiche, pedagogiche e psicologiche > M-PSI/05 Psicologia sociale
Area 11 - Scienze storiche, filosofiche, pedagogiche e psicologiche > M-PSI/06 Psicologia del lavoro e delle organizzazioni
Struttura di riferimento:Dipartimenti > Dipartimento di Filosofia, Sociologia, Pedagogia e Psicologia Applicata
Codice ID:10160
Depositato il:17 Nov 2017 08:47
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