Emotion in Career-Related Transitions of Young Adult Immigrants: A Contextual Action Theory Perspective
Bibliographic record
Abstract
Emotions are critical intrapsychic and relational processes in the meaningful actions of people. In this study, we illustrate the role of emotion in the career-related actions and projects of two dyads of young adults who participated in a program to support their transition to adulthood and to living in a new country. Contextual action theory (CAT) provided the framework to understand emotion both as an intrapsychic and relational process. The action-project qualitative method was used to collect and analyze data. Data for each dyad included joint conversations, video recall of emotions and cognitions during the joint conversations, and the identification and monitoring of the dyad's joint transition project. The cases demonstrate how emotions emerge during key career development transitions and are addressed and supported in the actions between people. They further highlight how our engagement with others can help or hinder individuals' processes through these transitions, including the role of emotional regulation. The illustrations of emotional processes in these dyads point to the salience of emotion in career construction and counseling.
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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 | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.003 | 0.008 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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".