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PSYC 471 > Lecture 23: Choosing Career Paths > Flashcards

Lecture 23: Choosing Career Paths Flashcards

1
Q

Koestner’s experience in psychology graduate school

A
  • It wasn’t as competitive when Koestner applied, but it was still competitive
  • You needed approx 3.7 GPA and some research experience
  • Around ½ of the students were weeded out after their first year in Koestner’s program
  • In their second semester, the 8 students in Koestner’s class took the MMPI and were above 70 (clinical levels) on paranoia, depression, and anxiety (called the neurotic triad)
  • Their instructor suggested that this was due to how competitive the program was
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2
Q

prestige of the life of a lawyer

A
  • Among the highest prestige
  • The average U.S. salary is $200,000
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3
Q

lawyers have high rates of

A
  • Depression
  • Anxiety
  • Substance abuse
  • Career dissatisfaction
  • Suicide
  • Divorce
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4
Q

do lawyers encourage their kids to be lawyers?

A

Most parents encourage their kids to follow in their career footsteps, but most lawyers discourage their kids from becoming lawyers

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5
Q

pressure on lawyers

A

There is a lot of pressure on lawyers to become a partner

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6
Q

Krieger’s hypotheses

A
  • The training environment in law school is responsible for setting in motion the psychological troubles that lawyers have
  • Law education is different from other types of education
  • “Intense pressure and competitive success norms reorient students away from positive personal interests and values and towards rewards and more image-based values, leading to a loss of self-esteem, life satisfaction, and well-being”
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7
Q

what is law school like?

A
  • The opposite of Finnish schools, which are cooperative, personally relevant, and autonomy-supportive
  • Competition, rank, and status for academic superiority and placements
  • Excessively abstract, analytical teaching
  • Teaching practices are isolative and intimidating
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8
Q

the paper chase video

A
  • Filmed at Harvard Law School and aimed to capture the life of Harvard Law students
  • The professor was very formal and condescending toward students
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9
Q

a research design to examine the motivational effects of law school

A
  • Followed over 600 students at two large law schools from early in their first year through graduation
  • One school is top-rated and reputed to be intensely competitive and the other is moderately rated and reputed to be more student-centred
  • Assessed a host of motivational, academic, and well-being outcomes over 3 years
  • Guided by Deci and Ryan’s self-determination theory
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10
Q

what self-determination theory constructs did the study measure?

A
  • life goals
  • motivation for law school goals
  • need satisfaction
  • perception of autonomy support
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11
Q

life goals

A

measured as intrinsic vs. extrinsic aspirations

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12
Q

intrinsic vs. extrinsic aspirations

A
  • Intrinsic aspirations are an end in themselves but extrinsic aspirations are not
  • Intrinsic aspirations meet our needs for autonomy, relatedness, and competence
  • Extrinsic motivations are money, fame, popularity, and beauty
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13
Q

motivation for law school goals

A

intrinsic, identified, introjected, extrinsic

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14
Q

need satisfaction

A

autonomy, relatedness, and competence

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15
Q

perception of autonomy support

A

how they view their instructors, classmates, and evaluations

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16
Q

what outcomes did the study measure?

A
  • GPA during undergraduate and the first two years of law school
  • Career choices: high prestige (corporate, tort, medical malpractice) vs. high idealism (legal services to the poor, public defender)
  • Licensing exam
  • Well-being: positive and negative affect and life satisfaction
17
Q

Are law students different from other students to begin with?

A
  • Law students are higher on well-being to start with than people who went to other graduate programs
  • Law students have more intrinsic vs. extrinsic aspirations
18
Q

How do well-being, life values, motivation, and need satisfaction change in law school (from before the first year to the end of the first year)?

A
  • There is a significant drop in well-being
  • Life values become more extrinsic
  • Motivation becomes more extrinsic
  • Need satisfaction decreases
19
Q

Do the changes in motivational variables mediate the drop in well-being?

A
  • Found that well-being dropped because of the change in values, motivation, and need satisfaction
  • Well-being is a function of these motivational processes
20
Q

How do these variables relate to GPA?

A

More autonomous students did better

21
Q

Does GPA relate to career choices?

A
  • Students who began with autonomous motivations did very well but by the end of their first year, their career goals became more prestige-oriented
  • The authors suggest that this is because if you are shown to be successful in law school, professors will notice and try to lure you into a prestigious career
22
Q

Does the motivational climate of the law school affect well-being?

A
  • Well-being drops more drastically at high-prestige law schools
  • School differences were mediated by perceived autonomy support and need satisfaction
  • They controlled for LSATs and college GPA
23
Q

Is it possible that the students at the higher-prestige schools do better?

A

Students at the lower-prestige schools have a greater pass rate on the multi-state bar exam

24
Q

Are high-prestige lawyers happier in the future?

A
  • No, they have lower levels of job satisfaction
  • It’s harder for high-prestige lawyers to take time off because they begin to monetize their time
25
Q

impact of school climate

A

prestige vs. low-prestige -> perceived autonomy support -> enhanced autonomy, relatedness, and competence satisfaction -> greater self-determined career motivation, better SWB, and higher graded achievement

26
Q

why do people keep going to prestigious schools?

A

because their allure is overpowering

27
Q

being autonomous amidst the controls

A
  • Causality orientation
  • Promoting one’s development
  • Managing one’s own experiences
28
Q

ways to promote one’s own development

A
  • Finding supports
  • Managing your manager
29
Q

ways to manage one’s own experiences

A
  • Emotional regulation: awareness + flexibility
  • Behaviour regulation: feedback + flexibility
30
Q

how to become a happy lawyer?

A
  • control (work-life balance, feeling like you matter, content and timetable)
  • connections with classmates and professors
  • knowing yourself: finding a job that aligns with your interests and values
31
Q

pay and happiness among laywers

A

Lawyers with the lowest pay report the highest happiness

32
Q

intervention programs for lawyers

A

They are developing some prevention programs for lawyers

PSYC 471 (61 decks)

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