Career Adaptability, Resilience, and Life Satisfaction Among Italian and Belgian Middle School Students

Examining the relationship between self-efficacy, career development, and subjective wellbeing in physical education students

We investigated the relationship between self-efficacy and career development via subjective well-being of students majoring in physical education. Life satisfaction, positive affect, and negative affect were the componennts of subjective well-being. Participants were the 1381 adolescents with major in physical education with an age range of 18-22 years (Mage = 19.5 ± 1; females = 34.76%). Hayes PROCESS model was used to develop a multiple mediation model. The results suggest that higher self-efficacy leads to better career development. Further, a significant mediating role was played by negative and positive affect in case of the relationship between self-efficacy and career exploration, but life-satisfaction is not significant mediator. Conversely, life satisfaction and positive affect are significant mediators between self-efficacy and career adaptability but negative affect is not. The findings suggest that self-efficacy and subjective well-being benefit career development of adolescents in the physical education field.

Psychometric characteristics of the career adapt-abilities scale in Thai undergraduate students: a multiple indicators multiple causes model

Objective

This study aimed to evaluate the psychometric properties of the Career Adapt-abilities Scale (CAAS) and analyze the relationships between sociodemographic variables and career adaptability using the MIMIC model with DIF.

Methods

In this cross-sectional study, the CAAS, consisting of four sub-scales-concern, control, curiosity, and confidence-each comprising six items, was administered to 620 undergraduate students from 34 universities in Thailand. Among the participants, women constituted 66.77%, while men accounted for 32.58% (Mean Age = 20.33). To explore the influence of sociodemographic characteristics on specific CAAS item responses, a Multiple-Indicators, Multiple-Causes model with Differential Item Functioning (MIMIC-model with DIF) was employed.

Results

The findings revealed robust internal consistency and reliability in the CAAS. Both the four-factor and second-order factor models exhibited excellent fit indices, emphasizing the significance of each item within the measure. Sociodemographic characteristics did not demonstrate a significant direct effect on the four CAAS subscales, it is worth noting the exception regarding paternal education. Paternal education was found to have a statistical significance impact on two specific CAAS items: "looking for opportunities to grow as a person" and "becoming curious about new opportunities."

Conclusion

These findings underscore the intricate influence of paternal education on specific aspects of career adaptability, suggesting that certain dimensions of career adaptability may be shaped by factors extending beyond the conventional sociodemographic variables examined in this study. Future research could delve deeper into the complex interplay of sociodemographic factors and individual attributes to provide a more holistic perspective on career adaptability in Thailand.

Longitudinal relationships among career adaptability, resilience, and career commitment in chinese nursing undergraduates: testing differences in career interest between cross-lagged models

PURPOSE

Various physiological and psychological negative situations experienced by nurses as a result of COVID-19 pandemic have been shown to increase their perception of organizational difficulty and decrease their career commitment, thereby accelerating the turnover rate of nurses. Resilience and career adaptability have important influences on career commitment, so there is a need to evaluate the relationships between them and the underlying mechanisms.

PATIENTS AND METHODS

Using a cross-lagged design, the Career Adaptability Scale, the Chinese version of career commitment, and Davidson's Resilience Scale as research methods, we studied 692 nursing students for two consecutive years to evaluate the relationship among career adaptability, resilience, and career commitment.

RESULTS

Career adaptability at T1 substantially and positively predicts the career commitment at T2. Career adaptability and resilience are mutually predictive. No interaction is found between resilience and career commitment over time. There is a substantial difference in the cross-lagged relationship among career adaptability, resilience, and career commitment for low- and high-career interest.

CONCLUSION

Our results show the importance of developing career commitment early on. Developing career adaptability, enhancing resilience, and increasing career interest in nursing students might help to increase career commitment.

The role of resilience in the relationship between role stress and psychological well-being during the COVID-19 pandemic: a cross-sectional study

BACKGROUND

Stress resistance resources, such as social support and resilience, have been found to be important in promoting psychological well-being during the COVID-19 pandemic. However, most prior research studies have conceptualized stress resistance resource variables as having a mediating or moderating role. Cooper (2018) proposed a model of the relationship between stress and health which posits that coping resources are always present and not only invoked in the face of adversity. Thus, we hypothesize that coping resources are causally antecedent to stressors and influence well-being indirectly via the stressor. We focused specifically on school teachers due to them being at the frontlines of service provision during the pandemic. Teaching was already identified as a highly stressful profession prior to COVID-19 and disease containment measures placed additional strain on teachers who had to adapt to emergency remote teaching.

AIM

The current study tests this hypothesis by examining the indirect effects of resilience on indices of psychological health via role stress.

METHODS

Participants (N = 355) were teachers who completed the Connor-Davidson Resilience Scale-10, the Role Stress Scale, the Satisfaction with Life Scale, the State-Trait Anxiety Inventory-Trait Scale, and the Center for Epidemiological Studies Depression Scale. An electronic version of the questionnaires was distributed to teachers via Facebook and to officials from the Department of Education, who assisted with distribution of the electronic link to the survey. Participants were mostly women (76.6%) and mean number of years in the teaching profession was 15.7.

RESULTS

Structural equation modelling results demonstrated significant direct effects of resilience on life satisfaction, anxiety, and depression, which indicates that resilience is beneficial for psychological health even in the absence of stress. Resilience also had a significant indirect effect on indices of psychological well-being via role ambiguity but not role conflict.

CONCLUSION

These findings have theoretical implications for the understanding of the role of resilience in promoting psychological health among educators. Practical implications include an empirical contribution to education policy and information that can inform interventions aimed to promote resilience among educators.

Colleagues' Work Attitudes towards Employees with Disability

BACKGROUND

The present study investigates the significance of work inclusion in people with a disability and then aims to examine colleagues' attitudes. Considering Stone and Colella's model, we analyzed the colleagues' attitudes and variables related to the disability, such as type of disability and type of presentation of colleagues with disability, and colleague's characteristics, such as gender, educational level, and experience in work with people with disability.

METHOD

We randomly assigned two hundred eighty-six employees to a standard condition (hypothetical colleagues with a disability presented by the impairments labels) or favorable condition (hypothetical colleagues with a disability presented by their past work experiences).

RESULTS

The type of disability and its presentation influence colleagues' attitudes. Besides employees' gender, educational level and experience in work with people with a disability influences the attitudes toward them.

CONCLUSIONS

Implications for practice were discussed.

What future are you talking about? Efficacy of Life Design Psy-Lab, as career guidance intervention, to support university students' needs during COVID-19 emergency

The pandemic increased world's uncertainty, and led to deep change in daily habits, generating disorientation, and inevitably affecting people life and professional plans. Young adults and students' future perspective and satisfaction with life were widely affected, especially for those facing school/ work transitions. Nevertheless, it was of primary importance for career guidance psychologists to intervene to support students despite having to navigate "on sight" and with little literature available. This paper will thus describe how the Life Design Psy-Lab, a career guidance service from Bicocca University (Milan, Italy) implemented a thematic online group intervention with 103 students enrolled. The intervention was based on the theoretical model of Life Design and was performed by career counselling psychologists. The intervention's goal was to foster students' development of skills and mindset to face complexity and unpredictability, shifting their time perception from an uncertain present to a more optimistic future scenario. The intervention's impact was assessed using pre and post online questionnaires. Results show how students increased their precepted level in a set of skills to face change and complexity after participating to the intervention. In more detail, students' precepted levels of career adaptability, courage, time perspective and resilience rose. Also, data show how the intervention strengthened students' life satisfaction. This paper will thus contribute to expand the growing yet still newborn set of knowledge about career guidance interventions in times of COVID-19 emergency, specifically addressing the issue of design interventions that can improve young adults' skills to visualize and project present and future for themselves, especially during uncertain times.

A Multiple Mediational Meta-Analysis of the Influence of Proactive Personality on Subjective Career Success at the Career Exploration Stage

Drawing on the career construction theory model of adaptation, this meta-analytic structural equation modeling (MASEM) examines the effects of proactive personality on the subjective career success of adolescents and emerging adults. We identified 46 studies that covered 52 independent samples and 24,092 participants through literature retrieval. Based on these studies, we created an integrative model linking proactive personality with career adaptability, student career construction, and subjective career success. The results of the meta-analysis showed that all bivariate relationships among proactive personality, career adaptability, student career construction, and subjective career success were significantly positive. The results of the MASEM indicated that career adaptability intervened in the relationship between proactive personality and subjective career success, but student career construction, as a suppressor, carried out the negative association between proactive personality, career adaptability and subjective career success in the sequence of adaptation. We also discuss the research implications and provide directions for future research.

"Be perfect in every respect": the mediating role of career adaptability in the relationship between perfectionism and career decision-making difficulties of college students

BACKGROUND

Considering the weakening of the economy and the shrinkage of jobs under the current global epidemic crisis, the employment of college graduates is facing unprecedented and cruel competition. However, many college students lack a reasonable understanding and orientation of themselves, which leads to them having high expectations for future careers and not considering whether they are competent or not. Due to a lack of ability and self-confidence, they appear to be at a loss and hesitant when facing career choices. Therefore, the purpose of this study is to explore the relationship between perfectionism, career adaptability and career decision-making difficulties from both positive and negative aspects.

METHODS

We sampled 400 college students in China and used a questionnaire to obtain cross-sectional data through the Perfectionism, Career Adaptability, and Career Decision Difficulties scales. This study explored the relationship between them using statistical analysis software such as SPSS and AMOS through the results of correlation analysis and mediating role analysis.

RESULTS

College students' perfectionism, career adaptability, and career decision-making difficulties were significantly correlated (p < 0.01). Positive perfectionism has a negative predictive effect on career decision-making difficulties, and career adaptability plays a completely mediating role in it (the direct effect is -0.032, the mediation effect is -0.244, and the total effect is -0.276.). Negative perfectionism plays a positive predictive role in career decision-making difficulties, and career adaptability plays a part in mediating roles (the direct effect is 0.334, the mediating effect is 0.099, and the total effect is 0.433.).

CONCLUSIONS

College students will more or less pursue "perfect", but often with their own preferences to pursue, cannot be done based on the rational analysis of things to pursue perfect. College students have higher positive perfectionism and negative perfectionism, and their career adaptability is also at a higher level, but there is a higher degree of career decision-making difficulties. Positive perfectionism of college students can reduce the difficulty of career decision-making, and career adaptability plays a completely mediating role in it. Negative perfectionism of college students will lead to difficulties in career decision-making, in which career adaptability plays a mediating role.

The relationship between career adaptability, hope, resilience, and life satisfaction for hospitality students in times of Covid-19

This study investigates the antecedents and effects of hospitality students' coping mechanisms during the COVID-19 pandemic. The relationship between career adaptability, hope, resilience, and life satisfaction are explored to unveil students' adaptability during times of crisis. The findings confirmed that hope is an important driver of resilience and life satisfaction. Despite all the negativity and uncertainty about jobs and careers during the COVID-19 pandemic, resilience has a double acting effect on the students' life satisfaction via individual and community resilience. Critical implications for academic institutions and the hospitality industry are presented. As the industry recovers from the pandemic and moves toward normality, the potential impact of career adaptability, hope, resilience, and life satisfaction on future job pursuit and career magnetism towards particular industry or organizations should be considered.

Courage, Career Adaptability, and Readiness as Resources to Improve Well-Being during the University-to-Work Transition in Italy

College students approaching a university degree can experience a critical period in their career development path that could affect their well-being. The main aim of this study was to examine the role of courage, career adaptability, and professional readiness as protective factors toward life satisfaction and flourishing during the university-to-work transition. These psychosocial resources could be useful to cope with the recent transformations of the labor market. The study involved 352 Italian university students (M = 100; F = 252), aged from 21 to 29 years (M = 23.57; SD = 2.37), attending the last year of their degree course. The results of the mediation analysis showed that courage plays a mediating role between career transition readiness and career adaptability, on one hand, with well-being indicators as outcomes. The results are discussed, providing some suggestions on practical implications for career interventions to support college students during the university-to-work transition.

Development and Psychometric Properties of a Scale to Measure Resilience among Portuguese University Students: Resilience Scale-10

Higher education students lack skills to deal in a positive way with the crises inherent to the developmental phase in which they find themselves. However, the complexity of the current global context adds an urgent need for them to be resilient. For this purpose, it is necessary to evaluate their capacity for resilience, which requires the use of instruments that are easy to access, useful, simple, and fast. In this sense, this study aimed to develop and validate a scale to assess students’ resilience in the face of adversity. The scale was administered to a sample of 2030 Portuguese higher education students. The results obtained pointed towards a factorial structure composed of two factors named “self-determination” and “adaptability”, which showed good internal consistency. Therefore, this scale proved to be a valid measure to assess resilience among the university population. Future studies may consider this variable as an intervention target since it can be a predictor of success in phases of change and crisis.