Life goals, values, vocational interests, and personality traits are important factors that influence career and everyday life decision-making. This dissertation presents a framework for how personality traits, interests, and values relate to life goals. There were two studies conducted using structural equation modeling. Study 1 was a cross-sectional study investigating the domain-specific relationship among major life goals, personality traits, interests, and values. The results showed that personality traits are the most fundamental disposition and can predict vocational interests, values, and then goals. Moreover, in certain domains, interests serve as a mediator between personality traits and life goals; values serve as a mediator between personality traits and goals, and between interests and goals. Study 2 is a longitudinal study examining how relationships among major life goals, interests, and personality traits may change over time. The results indicated that personality, interests, and major life goals are stable across time. Both personality and interests are enduring psychological dispositions that can predict future major life goals. The models also show that some variables are more capable of explaining and predicting major life goals when other variables were controlled. Combining these two studies, this dissertation contributes to the deeper understanding of how important psychological dispositions influence individuals0́9 goal settings during emerging adulthood. Both cross-sectional and longitudinal studies together provide a broader picture of the trajectory of these dispositions0́9 development.

Now considered a classic in the field, this book first called attention to what Kanter has referred to as the "myth of separate worlds." Rosabeth Moss Kanter was one of the first to argue that the assumes separation between work and family was a myth and that research must explore the linkages between these two roles.

Prepares readers to meet the needs of an increasingly diverse college student population This is a timely and comprehensive overview of key theories of student development that illustrates their application across a range of student services with diverse student populations. It is distinguished by its focus on nontraditional student populations including adults changing careers, parents, veterans, and international students. The book examines relevant theories of cognitive, ethical, moral, and personality development and theories of identity development in terms of ethnicity, gender, and ability. Also covered are theories relevant to disability issues, LGBT identity issues, and to choice of career and major/degree. Unique to the text is information on how theories can be applied, beyond understanding individual students, to student groups and to guide the coordination of student affairs services across the campus. Engaging case vignettes immerse readers in diverse perspectives and demonstrate the application of theory to a wide range of student types and issues. The book covers the history and development of each theory along with its strengths and limitations. Also included are useful suggestions on how to best assist students with current challenges. Reflective questions concluding each chapter help students to reinforce information. An insightful text for courses in college student development in relevant graduate programs and for student affairs professionals who wish to enhance their abilities, this book reflects the realities of contemporary college student life and student affairs practices. Key Features: Applies student development theories primarily to non-traditional college students Presents chapter-opening/closing examples reflecting student diversity Explores the strengths and limitations of each theory Describes how theories can be applied in varied student affairs settings and in broader contexts of student affairs Includes instructor’s resources

Introduction This study focuses to explore the link between personality traits and career behaviour among students and main question of this research is to understand the influence of BFF of personality on CDMSE and CM of college students. Some students take up in higher education after proper career planning and believe that college plays an important role in furnishing their skills to enable them for a career growth, grab a good job and make them future ready. According to Change (2000) "graduation is right time to make career decision for future careers". Many students enter college without any career planning and having a lot of confusion about where to go after college is over or finishing their studies. They fail to carry realistic expectations from their respective college in this situation. College is an entity, which can provide complete support to students to work on both their personal as well as career development while making students career ready. CDMSE as a concept related to positive beliefs of students about choosing their right career and developing Career Maturity, which makes them capable to choose their career. BFF of personality always influence actions and decisions of students and impacting their career choices to some extent. Making career choice is not only about entering a job or finalising a career option but it is more than that like choosing a life style, taking responsibilities, handling situations and managing peoples based on one‟s potential, strengths, skills, personality and attitude. It seems that BFF of personality has a strong link between CDMSE and CM,