Generation Me or Meaning? Exploring Meaningful Work in College Students and Career Counselors
Bibliographic record
Abstract
Assessing the value of meaningful work among undergraduate students is important for guiding career counseling, especially because today’s students are often stereotyped as entitled and uninterested in prosocial or meaningful work. Additionally, understanding the value of meaningful work from the perspectives of career counselors would clarify if services are meeting students’ needs. In the current research, we addressed these issues with two studies. In Study 1, a sample of undergraduate students overwhelmingly indicated that they wanted meaningful work, that they thought finding meaningful work was an important goal of career counseling, and that they wanted career counseling to help them find meaningful work. In Study 2, a sample of career counselors reported that they viewed meaningful work as an important goal of career counseling and that meaningful work is something their clients desire. They also reported helping students find work or majors that are meaningful. Implications for practice are discussed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.010 | 0.006 |
| Scholarly communication | 0.009 | 0.003 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".