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Informed by self-regulation theories, this study examines the role of positive career goal discrepancies, where young adults appraise their progress towards career goal outcomes as better than expected. The research investigates how person-specific factors, like career calling, and situational factors, such as career congruence with parents, relate to self-regulatory responses, specifically career satisfaction and optimism. The cross-sectional study was conducted to test the hypotheses in a sample of 295 young adults (M Age = 18.58 years, SD = 0.70). The latent variable analyses results showed that career calling and congruence with parents correlate positively with career satisfaction and optimism, and that positive career goal discrepancy appraisals played a significant role in explaining these relationships. Notably, positive achievement/ability and effort discrepancies, but not standard discrepancies, explained how career calling and congruence with parents relate to career satisfaction, but not optimism. These insights contribute to our understanding of working with young adults who already perceive themselves as highly capable and motivated, helping them to optimize their career progress and success. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to clarify the subgroups of career calling among Chinese nurses, explore the factors correlated with the subgroups, and investigate the relationship between nurse safety behavior and different profiles of career calling. Methods: A cross-sectional study of 2,567 nurses from 25 hospitals in China was conducted from February to September 2023. A latent profile model of nurses' career calling was analyzed using Mplus 7.4. The influencing factors of each profile were analyzed by multinomial logistic regression analysis. The hierarchical regression analysis was used to examine the relationship between nurse safety behavior and different profiles of career calling. The STROBE guidelines were followed in this research. Results: Three distinct latent profiles were identified: "low-calling" type (12.4%), "medium-calling" type (54.4%), and "high-calling" type (33.2%) groups, respectively. Gender and number of night shifts per month were identified as factors influencing the latent profiles of nurses' career calling. The different categories of career calling significantly predicted the nurse safety behavior (Δ R 2 = 0.307, p < 0.001). Conclusion: This study suggests that nurses experience different types of career calling. The different categories of career calling are significantly associated with the nurse safety behavior. Consequently, administrators should pay attention to the differences in individual career calling and develop targeted intervention strategies to facilitate nurses' career calling based on the influences of the different underlying profiles and develop enhancement strategies to strengthen nurses' safety behaviors to ensure patient safety. [ABSTRACT FROM AUTHOR]

Purpose: This study explores the role of proactive decision-making in enhancing academic motivation and career calling among university students in Central Asia. It aims to investigate how proactive traits and cognitive skills influence career calling and academic persistence while examining the moderating effects of demographic factors. Design/methodology/approach: A convenience sample of 380 undergraduate business students from Kazakhstan was surveyed using validated scales for proactive decision-making, career calling and academic motivation. Data analysis involved correlation, regression and mediation tests using SPSS to evaluate relationships between variables and test the mediating role of career calling in the proactive decision-making-academic motivation link. Findings: Proactive decision-making was found to significantly enhance career calling and academic motivation, with career calling partially mediating the relationship between proactive decision-making and intrinsic/extrinsic motivation. In addition, demographic variables, such as gender and GPA, moderated the effects of proactive decision-making on academic motivation. Originality/value: This research contributes to the understanding of proactive decision-making in the educational context, particularly within international business education, by highlighting its role in shaping career aspirations and academic engagement. It provides new insights into the interplay between personality, decision-making and academic motivation in a Central Asian setting. [ABSTRACT FROM AUTHOR]

Background: Nurse shortage has become an ongoing and urgent problem worldwide. The high turnover rate of new nurses, who are the primary backup personnel for the nursing force, exacerbates the possibility of this situation. Transition shock has been demonstrated to be critical in influencing new nurses' retention intention. However, the mechanisms underlying this impact remain unclear. Objectives: This study aims to explore transition shock's effect mechanism on retention intention among new nurses, and to clarify the career calling's mediating role and the resilience's moderating role in this relationship. Methods: This is a multicenter cross-sectional study. From January 28 to February 20, 2024, an online questionnaire survey was administered among 739 new nurses from 11 hospitals in Shanxi Province, China, using convenience sampling. The survey included a demographic information questionnaire, the Transition Shock of Newly Graduated Nurses Scale, the Medical Staff Resilience Scale, the Career Calling Scale, and the Nurses' Intention to Stay Scale. The data were analyzed using descriptive analysis, Pearson correlation analysis, and the PROCESS Macro Model 4 and 7 for the regression. Results: Transition shock was significantly negatively correlated with retention intention (p < 0.001). Career calling played a partial mediating role between transition shock and retention intention, accounting for 63.53% of the total effect. Further, resilience moderated transition shock's effect on career calling; thereby, a moderated mediation model was developed. Conclusions: Transition shock reduces retention intention by decreasing new nurses' levels of career calling, while resilience moderates this mechanism. Nursing managers can adopt measures to increase retention intention among new nurses by reducing their transition shock and enhancing their career calling education and resilience training. Trial and protocol registration: This study was registered with the Chinese Clinical Trial Registry (http://www.chictr.org/cn/) under the following ID: ChiCTR2400080373. [ABSTRACT FROM AUTHOR]

In today's rapidly changing social and employment environment, young university students face unprecedented career development challenges. They must not only acquire strong professional knowledge and skills but also navigate the complex job market. Career calling, as a profound professional value, provides individuals with a clear sense of purpose, laying a solid foundation for their career development. Therefore, cultivating career calling has gained increasing attention in higher education, which is essential for developing future social workers who are both responsible and purposeful. This study aims to reveal the impact of individuals' career exploration on career calling and its underlying mechanisms, as well as the influence of personality differences during the exploration process. The study was conducted in two universities in Guangdong Province, China, using online questionnaires that yielded 421 valid responses. The results confirmed that career exploration positively influenced career calling, with career decision-making self-efficacy mediating this relationship. Additionally, openness to experience moderates the connection between career exploration and career calling. These findings offer valuable insights for educators and career counselors, helping them develop effective strategies and interventions to support university students in finding and realizing their career calling. [ABSTRACT FROM AUTHOR]

Aim: To evaluate the mediating roles of occupational resilience and the moderationg role of perceived organizational support in the relationship between career calling and nurse burnout. Background: Burnout is a frequent and serious problem in the field of nursing, and it poses a serious threat to both nurses' health and patient safety. Although many studies have described the links between burnout, career calling, and occupational resilience, little is known about the actual mechanisms between career calling and nurse burnout. Methods: A cross‐sectional study of 615 nurses in China was conducted using a convenience sampling method. The data were analyzed using descriptive statistics and Pearson correlation analysis. Hypotheses were tested using structural equation models and bootstrapping methods. STROBE guidelines were followed. Results: Career calling was found to be negatively associated with nurse burnout, and occupational resilience mediated the relationship between career calling and burnout. Additionally, perceived organizational support was found to play a moderating role in the relationship between occupational resilience and burnout. Conclusion: Career calling can reduce burnout by increasing nurses' levels of occupational resilience, and perceived organizational support moderates this mechanism. Hence, policies focused on encouraging and sustaining career calling should be provided by nurse managers in order to enhance stress resistance and reduce burnout. [ABSTRACT FROM AUTHOR]

Background: The presence of calling has been associated with beneficial outcomes for nurses, yet our understanding of these effects remains limited. Additionally, the mechanisms linking the presence of calling to these outcomes have not been well established in the nursing literature. Aim: This study aimed to investigate the relationship between the presence of calling and nurses' career success, mediated by the parallel effects of strengths use and deficit correction. Design: A cross‐sectional design was used. Methods: Data were collected from December 2022 to April 2023, involving 237 nurses working in six hospitals in Port Said, Egypt. The study utilized the Demographic Information Form, the Presence of Calling Scale, the Strengths Use Scale, the Deficit Correction Scale, and the Career Success Scale. Study hypotheses were evaluated using structural equation modeling. Results: Presence of calling positively related to nurses' career success. Furthermore, nurses' strengths use and deficit correction played a mediating role in the relationship between the presence of calling and career success. Conclusion: Nurses who view their work as a calling are more inclined to utilize their strengths and address their deficits, resulting in a heightened sense of career success. Implication for nursing policymaking: Emphasising that nursing is a calling should commence during the undergraduate education of nurses, and this concept should be continually cultivated by hospital administrators throughout their professional careers. This approach empowers nurses to leverage their strengths, address their deficits, and ultimately enhance their sense of success in their nursing careers. [ABSTRACT FROM AUTHOR]

Teacher innovation is closely related to the improvement of basic education quality, and the cultivation of innovative talent for the nation. However, few studies have employed the causes of teacher innovation from the perspective of intrinsic motivation. To explore the factors and mechanisms affecting teacher innovation, we surveyed 421 middle school teachers to investigate the mediating roles of organizational identification and work engagement in the relationship between career calling and teacher innovation. The results indicate that career calling has a significantly positive impact on teacher innovation and that both organizational identification and work engagement mediate the effect of career calling on teacher innovation. Moreover, organizational identification and work engagement act as chain mediators in the relationship between career calling and teacher innovation. Therefore, to promote teacher innovation in middle school, it is important to emphasize the sense of calling, organizational identification, and work engagement. Practical implications for how to promote teacher innovation are also discussed. Practitioner points: Career calling is significantly positively correlated with teacher innovation.Organizational identification and work engagement play a chain mediating role in the relationship between career calling and teacher innovation.Understanding the relationship between career calling, organizational identification, work engagement and teacher innovation can provide effective measures to improve teacher innovation. [ABSTRACT FROM AUTHOR]

Al is a key tool for enhancing students' future achievement, and atmosphere is associated with Al literacy. Therefore, this study used purposive sampling with an electronic questionnaire to obtain a sample of 1039 student nurses from 6 schools in Yunnan Province, China (validity rate 86.583%) to investigate the relationship between academic atmosphere and student nurses' Al literacy, as well as the facilitating effects of career calling and Chinese chivalrous personality. The results show that academic atmosphere is positively related to the Al literacy of student nurses, and that career calling and Chinese chivalrous personality have a facilitating effect in Yunnan Province, China. This suggests that student nurses need not only the support of the school's diverse external environment but also the connection between pro-social values and traditional Chinese cultural personality to enhance their mastery of Al tools adequately in Yunnan Province, China. [ABSTRACT FROM AUTHOR]

Spiritual leadership is identified as an effective factor in promoting employees' innovative behavior. However, in China, this process may be influenced by both organizational and group factors. This study develops a moderated mediation model to examine the mechanisms by which spiritual leadership affects the innovative behavior of R&D personnel, drawing from a combined perspective of career calling and organizational support. Data are collected through matched-pair surveys from 513 R&D employees and their line leaders across innovative organizations in Beijing, Shenzhen, Harbin, and Xi'an. Data analysis is conducted using SPSS 22.0 and LISREL 8.5. The findings indicate that spiritual leadership positively influences the innovative behavior of R&D personnel. Furthermore, career calling serves as a mediating factor in the relationship between spiritual leadership and innovative behavior. This mediating process is positively moderated by relational energy and perceived organizational support for creativity; specifically, the effect of spiritual leadership on innovative behavior through career calling is significantly stronger when relational energy and perceived organizational support for creativity are high. [ABSTRACT FROM AUTHOR]

Introduction: This study aims to explore the mechanism by which community social capital influences pre-service teachers' career calling, while also examining the mediating role of career exploration and the moderating effect of agreeableness. Methods: Data were collected from 455 pre-service teachers at a local undergraduate normal college in Guangdong Province, and a structural equation model was employed for analysis. Results: The findings revealed a significant positive relationship between community social capital and career calling, with career exploration serving as a mediating variable between them. Additionally, agreeableness moderated the relationship between community social capital and career exploration. Discussion: These results provide valuable theoretical and practical support for colleges and universities in developing community service-learning education programs that enhance pre-service teachers' career exploration, address their individualized requirements, and cultivate their career calling. [ABSTRACT FROM AUTHOR]

This study aimed to explore how individual (self-reflection, insight, and life satisfaction), career (engagement and adaptability), and work (meaningful work, job satisfaction, and work-family conflict) resources are associated with levels of career calling among Brazilian workers. A quantitative, descriptive, cross-sectional study addressed the primary data of 527 Brazilian workers aged between 21 and 77 (M=42.5; SD=11.5). The results indicate significant differences between the variables analyzed. Workers with an increased level of career calling showed significant associations with meaningful work, adaptability, career engagement, life, and job satisfaction. However, associations in the group of workers with a low level of career calling were only found with meaningful work, job satisfaction, and career engagement. This study provides normative values for interpreting the scores obtained in the adapted version of the Unified Multidimensional Calling Scale and external evidence regarding its correlates in Brazil. [ABSTRACT FROM AUTHOR]

Background: Improving job performance has a significant effect on the quality of medical services and ensuring people's health. Purpose: This study explores the influence and mechanism of the character strengths and career callings of medical staff as well as the intermediary role of such career calling. Methodology: A cross-sectional survey was conducted of 414 healthcare staff members in public hospitals in Hangzhou. Descriptive statistics and hierarchical linear regressions were used to analyze the medical staff's job performance and related factors, and structural equation modeling path analysis was used to explore and validate the influence and mechanism of character advantage and career calling on job performance. Results: The results show that medical staff character strengths have a positive impact on job performance. Path analysis shows that character strengths indirectly affect job performance, and career calling plays a partial mediating role in character strengths and job performance. Conclusion: The results show that good personalities promote job performance, and the association is more significant under a high sense of career calling. [ABSTRACT FROM AUTHOR]

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

ObjectiveThis study aimed to clarify the subgroups of career calling among Chinese nurses, explore the factors correlated with the subgroups, and investigate the relationship between nurse safety behavior and different profiles of career calling.MethodsA cross-sectional study of 2,567 nurses from 25 hospitals in China was conducted from February to September 2023. A latent profile model of nurses’ career calling was analyzed using Mplus 7.4. The influencing factors of each profile were analyzed by multinomial logistic regression analysis. The hierarchical regression analysis was used to examine the relationship between nurse safety behavior and different profiles of career calling. The STROBE guidelines were followed in this research.ResultsThree distinct latent profiles were identified: “low-calling” type (12.4%), “medium-calling” type (54.4%), and “high-calling” type (33.2%) groups, respectively. Gender and number of night shifts per month were identified as factors influencing the latent profiles of nurses’ career calling. The different categories of career calling significantly predicted the nurse safety behavior (ΔR2 = 0.307, p

Lili Liu,1,&ast; Feifei Li,2,3,&ast; Xinyu Gu,2,3 Runkai Jiao4,5 1School of Education, Changchun Normal University, Changchun, Jilin, People’s Republic of China; 2College of Education, Wenzhou University, Wenzhou, Zhejiang, People’s Republic of China; 3Center for Psychological and Behavioral Research, Wenzhou University, Wenzhou, Zhejiang, People’s Republic of China; 4School of Psychology, Northeast Normal University, Changchun, Jilin, People’s Republic of China; 5National Training Center for Kindergarten Principals, Ministry of Education, Changchun, Jilin, People’s Republic of China&ast;These authors contributed equally to this workCorrespondence: Feifei Li, Wenzhou University, Chashan Higher Education Park, Wenzhou, Zhejiang Province, 325035, People’s Republic of China, Tel +8615143003119, Email 20220053@wzu.edu.cnPurpose: Possessing a calling to teach is a core and essential quality of good kindergarten teachers, and it is critical to explore which factors positively impact kindergarten teachers’ career calling. Developing a career calling is a meaning-making process that can be influenced by the actions of others in the workplace. During the frequent parent-teacher interactions, parent-initiated support may serve as significant interpersonal cues for kindergarten teachers in developing their career calling. Thus, the present study examined the effect of parent-initiated support on kindergarten teachers’ career calling. Further, we investigated the multiple mediating roles of global and specific basic psychological need satisfaction based on the self-determination theory (SDT).Methods: Cross-sectional data were collected from 629 kindergarten teachers in China and analyzed using Mplus 8.3 software and the Process 3.5 macro of SPSS 26.0 software. Before testing the hypothesis, we used Mplus 8.3 to save factor scores from the Bifactor model of basic psychological need satisfaction and two uni-dimensional models of parent-initiated support and career calling. Subsequently, using the Process 3.5 macro within SPSS 26.0 software, we conducted path analysis to examine the total and mediating effects between parent-initiated support and kindergarten teachers’ career calling.Results: The results revealed a positive effect of parent-initiated support on teachers’ career calling. Teachers’ global and specific competence need satisfaction partially mediated this positive effect, while the mediating effects of teachers’ specific autonomy and relatedness need satisfaction were non-significant.Conclusion: These findings suggest that parent-initiated support is an important job resource for kindergarten teachers’ development of career calling. In addition to satisfying global psychological needs, satisfying specific needs (eg, competence need) provides additional benefits to kindergarten teachers’ experience of career calling.Keywords: parent-initiated support, career calling, basic psychological need satisfaction, kindergarten teacher, self-determination theory

Background: Emergency nurses who thrive at work experience positive emotions that help reduce burnout and thus enhance career calling. However, few studies have focused on the relationships among thriving at work, career calling, and moral distress among emergency nurses. Objectives: To investigate the relationships among thriving at work, career calling, and moral distress and to explore the mediating role of career calling in the relationship between thriving at work and moral distress among emergency nurses. Design: A quantitative, cross-sectional study. Methods: A cross-sectional study was conducted by reference to 390 emergency nurses in China using an online survey that include the Thriving at Work Scale, the Career Calling Scale, and the Moral Distress Scale-Revised. The data were analyzed using SmartPLS software. Ethical consideration: The study was approved by the Ethics Committee of Hunan Normal University (No. 2023-388). Findings: Among emergency nurses, thriving at work is positively associated with career calling, while career calling is negatively associated with moral distress. Career calling negatively and completely mediates the relationship between thriving at work and moral distress (β = −0.087, p < 0.01). Discussion: Theoretically, the findings enhance our understanding of the relationships among thriving at work, career calling, and moral distress among emergency nurses. Conclusion: By emphasizing the benefits of thriving at work, nursing managers can improve nurses' level of thriving at work by providing a favorable environment, a flexible scheduling system, and appropriate authorization as well as by ensuring organizational fairness and providing training opportunities in a hierarchical manner. [ABSTRACT FROM AUTHOR]

Career calling is a pervasive, purposeful, transcendent, and passion-driven approach to a job that is perceived as central to individuals' identity, that contributes to the greater good, and for which individuals are willing to make sacrifices. Research on the dynamics of career calling has grown exponentially, but clarity on whether and how a career calling changes during key life transitions is still lacking. In this article, we report the results of a two-wave study in which changes in perceiving a calling, living out a calling, and calling motivation were compared across groups of college students (n = 781), college-to-work transitioners (n = 143), and workers (n = 270). The results show that perceiving a calling is stable for students, decreases during college-to-work transitions, and slightly increases for workers; living out a calling is stable for students, decreases during college-to-work transitions, and slightly decreases for workers; motivation to pursue a calling is stable in all groups and higher for students entering the job market. Workers have lower levels of perceiving and living out a calling than students. [ABSTRACT FROM AUTHOR]

The study investigates the influence of career calling on the learning engagement of medical students in higher vocational colleges, focusing on the chain mediation roles of career decision self-efficacy (CDSE) and career adaptability. A cross-sectional survey was conducted with 173 students from three vocational colleges across China, utilizing various scales to measure career calling, learning engagement, career adaptability, and CDSE, and structural equation modeling was employed to analyze the survey data. Chain mediation analysis revealed a significant positive correlation between career calling and learning engagement among medical students. Career adaptability was found to partially mediate the relationship between career calling and learning engagement, while CDSE did not exhibit a significant mediating effect. However, when both career adaptability and CDSE were considered as chained mediators, they had a significant indirect effect on the relationship between career calling and learning. The findings highlight the pivotal significance of cultivating a strong career calling and augmenting career adaptability as strategic approaches to bolster learning engagement among medical students in higher vocational colleges.

IntroductionThis study aims to explore the mechanism by which community social capital influences pre-service teachers’ career calling, while also examining the mediating role of career exploration and the moderating effect of agreeableness.MethodsData were collected from 455 pre-service teachers at a local undergraduate normal college in Guangdong Province, and a structural equation model was employed for analysis.ResultsThe findings revealed a significant positive relationship between community social capital and career calling, with career exploration serving as a mediating variable between them. Additionally, agreeableness moderated the relationship between community social capital and career exploration.DiscussionThese results provide valuable theoretical and practical support for colleges and universities in developing community service-learning education programs that enhance pre-service teachers’ career exploration, address their individualized requirements, and cultivate their career calling.

Abstract Background Medical students face a heavy burden as they are tasked with acquiring a vast amount of medical knowledge within a limited time frame. Self-directed learning (SDL) has become crucial for efficient and ongoing learning among medical students. However, effective ways to foster SDL ability among Chinese medical students are lacking, and limited studies have identified factors that impact the SDL ability of medical students. This makes it challenging for educators to develop targeted strategies to improve students’ SDL ability. This study aims to assess SDL ability among Chinese medical students and examine the effects of career calling and teaching competencies on SDL ability, as well as the possible mechanisms linking them. Methods Data were collected from 3614 respondents (effective response rate = 60.11%) using cross-sectional online questionnaires and analyzed using IBM SPSS Statistics 22.0. The questionnaire comprised a Demographic Characteristics Questionnaire, Self-directed Learning Ability Scale (Cronbach’s alpha = 0.962), Teaching Competencies Scale, and Career Calling Scale. Results The average SDL ability score of Chinese medical students was 3.68 ± 0.56, indicating a moderate level of SDL ability. The six factors of the Self-directed Learning Ability Scale—self-reflection, ability to use learning methods, ability to set study plans, ability to set studying objectives, ability to adjust psychological state, and willpower in studying—accounted for 12.90%, 12.89%, 12.39%, 11.94%, 11.34%, and 8.67% of the variance, respectively. Furthermore, career calling was positively associated with SDL learning ability (β = 0.295, p

Career calling is essential in individual career development, especially for women, such as nurses, who are prone to potential work and family conflicts. They are faced with tough challenges in order to enjoy satisfaction in their careers. This study explores the role of career calling as a moderator in the relationship between work-family conflict and career satisfaction. This study focuses on 120 nurses as respondents spread across three cities and regencies in East Kalimantan. This number of samples was obtained with a purposive approach, five times the number of indicators. The results with SEM-PLS show that work-family conflict negatively affects career satisfaction, while career calling positively affects career satisfaction. Moderation effect testing shows that career calling significantly amplifies the effect of work-family conflict on career satisfaction. Managers in health agencies must minimize the work-family conflicts of their nurses and develop a sense of calling in a nursing career to increase career satisfaction. Implication of the result: The HR function needs to manage conflict between work and family wisely and evolve people to be more inclusive with their calling in the job.

The cultivation of innovation ability among preservice teachers is crucial for the modernization of Chinese education, and the neglect of nonintellectual factors constitutes a key determinant of the inadequate training outcomes. Based on the self-determination theory, this study constructs a theoretical model with meaning in life as the independent variable, innovative behavior as the dependent variable, and career calling and learning engagement as the mediating variables to explore ways to stimulate innovative behavior. We used four scales of meaning in life, innovative behavior, career calling and learning engagement to investigate preservice teachers, and collected 2516 valid data. The results show that the meaning in life has a positive predictive effect on innovative behavior. The effect of meaning in life on innovative behavior can be mediated by career calling and learning engagement independently as well as through the chain mediation of 'career calling → learning engagement'. The findings indicate that the innovative behavior of preservice teachers is not only affected by the meaning in life, but also closely related to their career calling and learning engagement. To better cultivate the innovation ability of preservice teachers, educational policymakers and administrators should focus on fostering their meaning in life, enhancing their career calling, and promoting learning engagement. [ABSTRACT FROM AUTHOR]

This study investigates whether career calling protects individuals from the challenges posed by fear of COVID-19 and job demands on burnout and turnover intentions during the COVID-19 pandemic. Cross-sectional data were collected from February to March 2021, involving a sample of 275 healthcare workers in Italy responsible for treating COVID-19 patients. Path analysis was employed to test direct, indirect, and conditional associations. The findings revealed a significant sequential mediation: Job demands partially mediated the relation between fear of COVID-19 and burnout, while burnout completely mediated the relation between fear of COVID-19 and turnover intentions. Furthermore, career calling moderated the relation between fear of COVID-19 and job demands, as well as between burnout and turnover intentions. When an individual's sense of calling was high, the relation between fear of COVID-19 and perceived job demands, as well as between burnout and turnover intentions, was null. This study supports the notion that career calling acts as a personal resource, providing protection for individuals in the face of highly stressful work environments. [ABSTRACT FROM AUTHOR]

Informal status has strong positive implications in the field of organizational behavior, but it also has some harmful effects on individuals. Based on conservation of resources (COR) theory, this study constructs a model to explore the double-edged sword effect of informal status on employees' work procrastination behavior. A questionnaire survey of 202 employees was conducted at two time points, and analysis found that informal status can reduce work procrastination by enhancing employees' career calling, but it will also increase the workload of employees and in turn, increase work procrastination. In addition, the moderating effect of Zhongyong thinking was not significant, but, its pluralistic dimension of thinking strengthened the relationship between informal status and career calling. Contrariwise, the harmony dimension weakens the relationship between informal status and career calling and workload. The findings not only broaden and complement existing research in the field, but also have certain practical implications. [ABSTRACT FROM AUTHOR]

Objectives: Professional identity has been found an important determinant of career satisfaction of employees working in various fields. Teachers’ professional identity is a relatively less explored domain. Considering the importance of teacher’s career satisfaction, the current study was designed to test the role of career calling in the relationship between teachers’ professional identity and career satisfaction. Methods: A sample of teachers (N  =  300) with (n  =  115) men and (n  =  185) women was recruited from the colleges of Sargodha City, Pakistan with an age range from 24 to 45 (M  =  31.3, SD  =  6.4). A purposive sampling technique was employed for data collection. Variables of the present study were operationalized through the Professional Identity Scale, Brief Calling Scale, and Career Satisfaction Scale. Results: Path analysis revealed that normative identity did not have any direct or indirect effects on career satisfaction and career calling. Whereas affective and efficacy identity demonstrated significant positive direct effects on career calling whereas career calling had significant positive direct effect on career satisfaction. Efficacy identity also had a significant positive direct effect on career satisfaction. Finally, both affective and efficacy identity had significant positive indirect effects on career satisfaction via career calling. Conclusion: The findings of the current study may help in devising plans to improve the career satisfaction of teachers working in the higher education sector. [ABSTRACT FROM AUTHOR]

Background: Medical students face a heavy burden as they are tasked with acquiring a vast amount of medical knowledge within a limited time frame. Self-directed learning (SDL) has become crucial for efficient and ongoing learning among medical students. However, effective ways to foster SDL ability among Chinese medical students are lacking, and limited studies have identified factors that impact the SDL ability of medical students. This makes it challenging for educators to develop targeted strategies to improve students' SDL ability. This study aims to assess SDL ability among Chinese medical students and examine the effects of career calling and teaching competencies on SDL ability, as well as the possible mechanisms linking them. Methods: Data were collected from 3614 respondents (effective response rate = 60.11%) using cross-sectional online questionnaires and analyzed using IBM SPSS Statistics 22.0. The questionnaire comprised a Demographic Characteristics Questionnaire, Self-directed Learning Ability Scale (Cronbach's alpha = 0.962), Teaching Competencies Scale, and Career Calling Scale. Results: The average SDL ability score of Chinese medical students was 3.68 ± 0.56, indicating a moderate level of SDL ability. The six factors of the Self-directed Learning Ability Scale—self-reflection, ability to use learning methods, ability to set study plans, ability to set studying objectives, ability to adjust psychological state, and willpower in studying—accounted for 12.90%, 12.89%, 12.39%, 11.94%, 11.34%, and 8.67% of the variance, respectively. Furthermore, career calling was positively associated with SDL learning ability (β = 0.295, p < 0.001), and SDL learning ability was positively associated with teaching competencies (β = 0.191, p < 0.01). Simple slope analysis showed that when the level of teaching competencies was higher, the influence of career calling on SDL ability was stronger. Conclusions: Chinese medical students' SDL ability has room for improvement. Medical students could strengthen their willpower in studying by setting milestones goals with rewards, which could inspire their motivation for the next goals. Teachers should guide students to learn experience to improve students' reflective ability. Educators play a crucial role in bridging the gap between career calling education and SDL ability enhancement, highlighting the significance of optimal teaching competencies. Colleges should focus on strengthening teachers' sense of career calling and teaching competencies. [ABSTRACT FROM AUTHOR]

This study aims to evaluate the mediating role of career futures in the relationship between prospective teachers' career adaptability and career calling. This aim was carried out according to the quantitative research patterns relational model. The sample of this study consists of 225 prospective teachers between 18 and 39 years of age (X̅ = 21.49, SD = 1.81). Data were collected using the Career Adapt-Abilities Scale, Career Futures Inventory, and Career Calling Scale. The two-stage Structural Equation Modeling technique tested the hypothetically determined model. Accordingly, the measurement model was first examined. Afterwards, the structural model was tested. In this model test, the Maximum Likelihood estimation technique was used. Bootstrapping analysis showed that this indirect effect was significant in 1,000 bootstrapping samples. As a result of the model test, it was determined that the career futures partially mediate the relationship between career adaptability and career calling. In line with the findings of this study, recommendations for future researchers and practitioners are presented. [ABSTRACT FROM AUTHOR]

Aim: To explore the role of missed nursing care in mediating the relationship between career calling and intention to leave among nurses. Introduction: Increasing nurse turnover is still a major concern in the global healthcare system. The most reliable indicator of turnover is turnover intention. It is crucial to understand its affecting elements to suggest measures to lower nurses' turnover intention. Background: Turnover intention has been linked to career calling and missed nursing care. Little empirical research has investigated the possibility that missed nursing care mediates between career calling and turnover intention. Methods: A cross‐sectional survey of 347 nurses was conducted. The survey instruments included the General Information Questionnaire, Calling Scale, Missed Nursing Care Scale and Turnover Intention Questionnaire. Structural equation models were used to build the model. This study made use of the STROBE checklist. Results: For 43.8% of nurses, turnover intention was high or very high. Missed nursing care and turnover intention were negatively correlated with career calling. Missed nursing care and turnover intention were positively related. Missed nursing care mediated the relationship between career calling and turnover intention. Discussion: Career calling and missed nursing care can both influence turnover intention. Career calling can reduce the likelihood of turnover by preventing missed nursing care. Conclusion: Missed nursing care mediated the relationship between career calling and intention to leave. Implications for nursing and nursing policy: Nursing managers should improve nurses' career calling through professional education and minimize missed nursing care by using electronic nursing reminder devices to reduce turnover intention. [ABSTRACT FROM AUTHOR]

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This study explores the variations in career calling among school counselors based on ethno-socio-demographic backgrounds, such as ethnicity, religion, employment status, age, and gender. Utilizing a comparative research design, this study involving 95 school counselors analyzes how these factors influence the level of career calling among counselors. The findings indicate that while there are differences in career calling between groups, these differences are not statistically significant. These results highlight that career calling develops through a complex interaction of intrinsic and extrinsic factors and is not entirely dependent on formal variables such as education or employment. This research makes a significant contribution to the literature on career calling, particularly within the context of school counselor professionalism in Indonesia, and offers valuable insights for the development of more inclusive policies and intervention programs.

Abstract Background Burnout is a major concern in healthcare professions. Although theory and empirical evidence support the relationship between job stressors and burnout, the question remains how and when the job stressors are related to burnout. Based on conservation of resources theory and effort recovery model, the current study aimed to provide a deeper understanding of the effect of job stressors on burnout by investigating the mediating role of need for recovery and the moderating role of career calling. Methods A cross-sectional online survey was conducted among 709 nurses enrolled from eight public hospitals in China. The Work Stressors Scale, Psychological Detachment Scale, Brief Calling Scale, and Maslach Burnout Inventory were used to collect data. Hierarchical regression analysis with bootstrapping procedure was performed to test the proposed model. Results The results showed that need for recovery mediated the job stressors-burnout relationship, and that high career calling buffered against the relationships between job stressors and need for recovery and burnout. Furthermore, the result revealed a moderated mediation model that career calling buffered the indirect effect of job stressors on burnout through need for recovery. Conclusions Our findings suggest that environmental demands and personal resource are important antecedents of nurses’ burnout. Career calling as personal resources can serve as a protective factor that guards against burnout. Thus, nursing managers can reduce nurse burnout by focusing on effective strategies related to recovery experiences, as well as investing in training career calling.

From a Psychology of Working Theory (PWT) perspective, this study aims to explore how career adaptability and decent work mediate the effects of career calling on the resilience of rural-oriented pre-service teachers. The Career Calling Scale, Career Adaptability Scale, Decent Work Scale, and Resilience Scale were used to survey 393 rural-oriented pre-service teachers. The results found that career calling positively predicted the resilience of rural-oriented pre-service teachers; career adaptability mediated the relationship between career calling and resilience of rural-oriented pre-service teachers; decent work mediated the relationship between career calling and resilience of rural oriented pre-service teachers; and career adaptability and decent work play a chain mediating role between career calling and career adaptability of rural-oriented pre-service teachers. Therefore, this study concludes that career calling not only directly influences the resilience of rural-oriented pre-service teachers, but also indirectly influences the resilience of rural-oriented pre-service teachers through career adaptability and decent work. [ABSTRACT FROM AUTHOR]

Background and Purpose: The teaching profession is recognized as a high-intensity and high-stress occupation, and teachers' professional well-being is being greatly challenged. To enhance teachers' professional well-being, researchers have begun to explore influence mechanisms from the perspective of leadership style. Therefore, this study aimed to explore the effect of principals' spiritual leadership on primary and secondary school teachers' professional well-being in the Chinese context. Methodology: The data in this study was analysed using a cross-sectional survey approach. Questionnaires were distributed to school teachers in Heze City, Shandong Province. Eventually, 380 participants were identified to be suitable for study. The data were analysed using IBM SPSS and SmartPLS 4.0.9.5 software, specifically adopting the partial least squares-structural equation modelling (PLS-SEM) approach. Findings: The results indicated that there was a significant positive relationship between spiritual leadership, career calling, and teachers' professional well-being, and that career calling mediated the relationship between spiritual leadership and teachers' professional well-being. Contributions: The findings are valuable for school organizational management. It helps to the positive role of spiritual leadership of principals and enhances teachers' calling, thus improving their professional well-being. The study contributes to the body of knowledge by identifying the causal relationships between spiritual leadership, career calling, and teachers' professional well-being. [ABSTRACT FROM AUTHOR]

This cross-sectional study aims to assess the level of academic burnout among Chinese medical students during the controlled COVID-19 pandemic and identify the potential demographic factors affecting academic burnout. It also explored the relationship between career calling, family functioning, resource support, and academic burnout, as well as investigated whether family functioning and resource support could moderate the relationship between career calling and academic burnout among Chinese medical students. The study was conducted in five Chinese cities in 2021. A total of 3614 valid questionnaires were collected to assess the relationship between academic burnout, career calling, family functioning, and resource support, and determine whether demographic factors contribute to academic burnout. Hierarchical multiple regression analysis was used to explore factors correlated with academic burnout and test the moderating effect of family functioning and resource support on the relationship between career calling and academic burnout. The mean academic burnout score was 3.29 ± 1.17. Sex, major, academic performance ranking, monthly living expenses, physical health, and sleep quality significantly affected academic burnout (p < 0.05). Academic burnout was negatively correlated with career calling, resource support, and family functioning. Family functioning and resource support moderated the relationship between career calling and academic burnout. Simple slope analysis revealed that high family functioning and resource support strengthened the impact of career calling on academic burnout. Most medical students in China experienced relatively high levels of academic burnout during the controlled COVID-19 pandemic. Furthermore, specific demographic factors contribute to academic burnout. Family functioning and resource support moderate the relationship between career calling and academic burnout. These findings emphasize the importance of implementing career-calling education, supplementing family functioning in the form of school support, and providing sufficient smart learning resources among medical students in the post-pandemic era. The results revealed that career calling was strongly and negatively correlated with academic burnout during the controlled COVID-19 pandemic. High family functioning and resource support strengthened the impact of career calling on academic burnout during the controlled COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Background: Improving job performance has a significant effect on the quality of medical services and ensuring people’s health. Purpose: This study explores the influence and mechanism of the character strengths and career callings of medical staff as well as the intermediary role of such career calling. Methodology: A cross-sectional survey was conducted of 414 healthcare staff members in public hospitals in Hangzhou. Descriptive statistics and hierarchical linear regressions were used to analyze the medical staff’s job performance and related factors, and structural equation modeling path analysis was used to explore and validate the influence and mechanism of character advantage and career calling on job performance. Results: The results show that medical staff character strengths have a positive impact on job performance. Path analysis shows that character strengths indirectly affect job performance, and career calling plays a partial mediating role in character strengths and job performance. Conclusion: The results show that good personalities promote job performance, and the association is more significant under a high sense of career calling. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the mediating role of career adaptability in the relationship between career development and career calling, and its impact on work-family conflict among teachers in Farsan city The research method was descriptive correlational through Structural Equation Modeling (SEM). The statistical population comprised all 1,340 teachers in Farsan during the 2021-2022 academic years. Following Klein's rule, a sample of 255 individuals was selected via a multi-stage cluster sampling method. Data collection involved the use of several measures; the Career Adaptability Assessment Scale (CAAS), the Calling and Vocation Questionnaire (CVQ), the Career Development Inventory - Short Form (CDI-A-SF), and the Work-Family Conflict Scale (WCFS). Subsequent analysis of the collected data was conducted using Structural Equation Modeling (SEM). The results indicated that the model of work-family conflict, based on career calling and career development with the mediating role of career adaptability, demonstrates a satisfactory fit. Career development factors have a direct relationship with workfamily conflict (t = 3.01, β = 0.29, p < 0.01), while career calling factors also have a direct relationship with workfamily conflict (t=2.42, β = 0.22, p<0.05). The Bootstrapping test indicated that career calling and career development are indirectly related to work-family conflict through the mediating influence of career adaptability (p < 0.05). These findings suggest that enhancing career development and career calling, coupled with an increase in career adaptability among teachers, could contribute to a reduction in work-family conflicts. Such interventions are recommended for fostering a more harmonious balance between professional and family life among educators. [ABSTRACT FROM AUTHOR]

Employees with a career calling are more likely to follow their hearts and behave in an authentic manner resulting from genuine love and passion; they are therefore unlikely to remain silent. However, little research has been conducted to investigate the interesting question of whether career calling can reduce silent behavior. Based on self-determination theory, we propose that career calling reduces employee silence by increasing employee thriving at work. We also propose that inclusive leadership moderates the positive effects of career calling on thriving. Multilevel data concerning 367 employees indicate that career calling negatively influences employees' silent behavior via the mediating effect of thriving and that inclusive leadership positively moderates this indirect relationship. By taking individual psychological and organizational contextual factors into account, our research expands our understanding of the potential impact of career calling in organizations, thereby contributing to the task of explaining the psychological mechanisms by which career calling reduces silent behavior and the boundary conditions under which such mechanisms operate. This research thus provides insight into ways of reducing negative organizational behaviors at a deeper level. [ABSTRACT FROM AUTHOR]

Jingliang Ran,1 Huiyue Liu,2 Yue Yuan,3 Xuan Yu,4 Tiantian Dong5 1School of Business Administration, Chongqing Technology and Business University, Chongqing, People’s Republic of China; 2Department of Psychology, Hunan Normal University, Changsha, People’s Republic of China; 3College of State Governance, Southwest University, Chongqing, People’s Republic of China; 4School of Economics and Management, Southwest Petroleum University, Chengdu, People’s Republic of China; 5Hilton School of Hospitality Management, Sichuan Tourism University, Chengdu, People’s Republic of ChinaCorrespondence: Yue Yuan, College of State Governance, Southwest University, No. 2 Tiansheng Road, Beibei District, Chongqing, 400715, People’s Republic of China, Tel +86 15736077200, Email yuanyue_xue@163.com Xuan Yu, School of Economics and Management, Southwest Petroleum University, No. 8 Xindu Avenue Xindu District, Chengdu, Sichuan Province, 637001, People’s Republic of China, Tel +86 15213202551, Email yuxuan_0917@aliyun.comIntroduction: In the post-pandemic era, the cultivation of vocational adaptability among college students holds equal significance to fostering subjective well-being in the face of an increasingly daunting professional landscape. This intricate process can be influenced by exploratory expeditions into potential career paths, sincere introspection, and a profound sense of vocation.Methods: Drawing upon Bandura’s self-regulation theory, this research project employed structural equation modeling (SEM) to scrutinize the interconnectedness between career exploration, self-reflection, vocational calling, vocational adaptability, and subjective well-being within a sample of 1077 Chinese undergraduates.Results: The findings demonstrated that career exploration and self-reflection positively predicted career adaptability and subjective well-being. In addition, career calling had a significant mediating effect in this model.Conclusion: The findings of this study shed light on the significance of career exploration and self-reflection in fostering both adolescent career adaptability and subjective well-being. And are expected to provide a reference for the career construction and development of college students and career education in colleges and universities.Keywords: career exploration, self-reflection, career calling, career adaptability, subjective well-being

Abstract Aim To investigate undergraduate nursing students' general study engagement using intra‐individual assessment and to evaluate the impact of core self‐evaluation and career calling on study engagement. Design A descriptive and cross‐sectional design. Methods Data were collected using a self‐administered questionnaire survey. Four hundred and twenty nursing students from first‐ to fourth (final)‐academic year in Guangzhou Medical University were invited to participate in the spring of 2021. The Cronbach's alpha, one‐way analysis of variance, Bonferroni post hoc analysis, Pearson correlation analysis and multiple stepwise regression analysis were used to analyse the data. Results The first‐ and fourth‐year undergraduates showed significantly higher levels of study engagement (first‐year undergraduates, 3.52 ± 0.59; fourth‐year undergraduates, 3.54 ± 0.64), core self‐evaluation (first‐year undergraduates, 3.04 ± 0.48; fourth‐year undergraduates, 3.11 ± 0.45) and career calling (first‐year undergraduates, 3.65 ± 0.47; fourth‐year undergraduates, 3.69 ± 0.50) than those of second‐year undergraduates (study engagement, 3.32 ± 0.61; core self‐evaluation, 2.93 ± 0.52; career calling, 3.41 ± 0.50) and third‐year undergraduates (study engagement, 3.16 ± 0.61; core self‐evaluation, 2.88 ± 0.50; career calling, 3.34 ± 0.38). The Pearson correlation analysis among nursing students revealed a significant positive correlation between core self‐evaluation, career calling and study engagement (p

We investigated whether career calling (calling) operated as a moderator between intensified job demands and job performance, which was measured via task performance (TP) and organizational citizenship behavior (OCB). The study was based on one-year follow-up data collected among Finnish teachers (n = 507). The results showed that the moderator effects varied by job demands. Under increased job-related planning and decision-making demands, employees with high calling reported improved TP and OCB compared to employees with low calling. However, under increased time pressures and multitasking demands, employees with high calling reported impaired TP and OCB compared to employees with low calling. These results can be utilized in stress and performance management interventions.

AbstractPurpose This cross-sectional study aims to assess the level of academic burnout among Chinese medical students during the controlled COVID-19 pandemic and identify the potential demographic factors affecting academic burnout. It also explored the relationship between career calling, family functioning, resource support, and academic burnout, as well as investigated whether family functioning and resource support could moderate the relationship between career calling and academic burnout among Chinese medical students.Methods The study was conducted in five Chinese cities in 2021. A total of 3614 valid questionnaires were collected to assess the relationship between academic burnout, career calling, family functioning, and resource support, and determine whether demographic factors contribute to academic burnout. Hierarchical multiple regression analysis was used to explore factors correlated with academic burnout and test the moderating effect of family functioning and resource support on the relationship between career calling and academic burnout.Results The mean academic burnout score was 3.29 ± 1.17. Sex, major, academic performance ranking, monthly living expenses, physical health, and sleep quality significantly affected academic burnout (p

As an essential factor for sustainable business development, creative performance has received increasing attention from both management and academia. Formal status has been confirmed to affect creative performance positively, but few studies have investigated the mechanisms by which informal status affects creative performance. Based on Status Characteristics Theory, this study introduces career calling and collectivism orientation to investigate the intrinsic mechanisms and boundary conditions of the relationship between informal status and employee creative performance. By collecting paired data from 216 employees across three stages, we test our hypotheses using the hierarchical regression and bootstrap methods. Our study verifies that informal status impacts creative performance positively, that career calling partially mediates the relationship between informal status and creative performance, and that collectivism orientation positively moderates the relationship between informal status and career calling and moderates the mediating effect of career calling in this context. By constructing an integrated model of the link between informal status and creative performance, we further enrich and extend related studies. [ABSTRACT FROM AUTHOR]

The difference between having workers involved in their work, on the one hand, or too exhausted to contribute, on the other, can be tenuous and compromise work orientation. The positive outcomes of career calling (a deep purpose and meaningfulness in work characterized by vigor, dedication, and absorption) to organizations are clear, namely the relationship of career calling with high levels of commitment and engagement. However, the dark side of career calling remains a less explored point. The main purpose of this study analyzes this side of career calling and explores the relationship between sense of work purpose—perceived career calling—and workaholism. The sample consists of 743 Portuguese employees from different sectors of activity. The main hypothesis intends to test the presence of career orientation as a mechanism to explain the ambiguity of career calling outcomes, that is, the mediating effect of career orientation on the relationship between career calling and workaholism. The results showed that the workers' career orientation helps to explain this relationship. Career orientation partially mediated the relation between career calling and the positive dimension of workaholism, involvement and enjoyment, and completely mediated the relation between career calling and negative dimensions of workaholism, drive. These results allow us to reflect on career calling, and how organizations manage workforce efforts to avoid work addiction and the negative consequences that compromise workforce sustainability. Career calling was looked at as an element of a mixed profile work orientation, rather than not just as a pure work orientation. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Perceiving a calling toward one's career can provide kindergarten teachers sufficient internal motivation to resist massive job burnout and obtain high-level performance and well-being. Given the important role of leadership on followers' career calling, the present study takes the multilevel approach to examine the cross-level impact of team-level transformational leadership (TFL) of principals on the individual-level career calling of kindergarten teachers. Moreover, according to the identity-capability-reward (ICR) model, the present study investigates the mediating effects of kindergarten teachers' organizational identification and leader-member exchange (LMX) from the social identity and social exchange perspectives to explain why TFL could positively predict kindergarten teachers' career calling. Data were collected from 486 teachers at 57 kindergartens in China. Applying the multilevel analysis, results showed that principals' TFL could positively predict kindergarten teachers' sense of career calling, in which teachers' organizational identification and exchange quality with principals played the full mediating effects. These findings extend previous studies and provide practical implications to enhance kindergarten teachers' career calling. Plain Language Summary: The multilevel effect of transformational leadership on kindergarten teachers' career calling Purpose: The present study takes the multilevel approach to examine the cross-level impact of team-level transformational leadership (TFL) of principals on the individual-level career calling of kindergarten teachers. Moreover, according to the identity-capability-reward (ICR) model, the present study investigates the mediating effects of kindergarten teachers' organizational identification and leader-member exchange (LMX) from the social identity and social exchange perspectives to explain why TFL could positively predict kindergarten teachers' career calling. Method: The present study collected data from 486 teachers at 57 kindergartens in China and applied the multilevel analysis. Conclusions: Principals' TFL could positively predict kindergarten teachers' sense of career calling, in which teachers' organizational identification and exchange quality with principals played the full mediating effects. Implications: These findings extend previous studies and advise that principals' leadership, their exchange quality with teachers, and teachers' organizational identification should be paid attention to while considering teachers' career calling in kindergarten. [ABSTRACT FROM AUTHOR]

Yuanli Xu,1 Ke Liu,1 Keying Chen,2 Ming Feng1 1School of Economics and Business Administration, Chongqing University, Chongqing, People’s Republic of China; 2Chongqing Shiran Enterprise Management Consulting Co., Chongqing, People’s Republic of ChinaCorrespondence: Ming Feng, No. 174 Shazheng Street, Shapingba District, Chongqing, People’s Republic of China, 400030, Tel +86-15086963627, Fax +86-023-65106381, Email fengming1120@163.comPurpose: The formation of one’s career calling involves endowing work with meaning and realizing oneself in work, and it has become a focus of organizational behavior research in the past decade. Although there are many studies on the outcome variables of career calling, research on the antecedents of career calling formation is relatively scarce, and its mechanisms are unclear. Based on fit theory and social exchange theory, we analyzed the data of 373 employees and explored the relationship between person-environment fit (focusing on person-organization fit and person-job fit), psychological contract, career calling and organizational career management.Methods: We adopted a multi-timepoint data collection method to analyze data from 373 employees from an internet technology company. A mediated moderation model and hypotheses were tested using Mplus 8.3 software.Results: The results showed that person-organization fit and person-job fit were positively related to career calling, and the psychological contract played a partial mediating role. The moderating effect of organizational career management on person-organization fit, person-job fit and the psychological contract was also confirmed. Moreover, the mediating effect of the psychological contract was stronger when organizational career management was higher.Conclusion: We examined the important influence of individual-level and organizational-level factors on the formation of career calling. The findings highlight the important role and mechanism of person-environment fit in the formation of career calling through psychological factors, which has managerial implications for how to develop employees’ career calling.Keywords: person-environment fit, person-organization fit, person-job fit, psychological contract, organizational career management, career calling