Career adaptability and academic satisfaction: Examining work volition and self efficacy as mediators

Conceptualizing college-going volition in rural Appalachian high school students

Understanding the gap between students' aspirations for postsecondary education and their actual postsecondary attainment is key to understanding and reducing educational and vocational inequities. Just as work volition has emerged as a key factor in understanding access to decent work, students' sense of control over or volition in the college-going process may be a key factor in understanding their access to postsecondary education. In the current study, we adapted a common measure of work volition to create a measure of college-going volition (CGV). In a large sample of rural Appalachian high school students, the measure showed good psychometric properties and strong measurement invariance across gender and prospective college-generation groups. There were no gender differences in CGV, but prospective first-generation college students demonstrated significantly lower CGV than their continuing-generation peers. CGV also accounted for significant unique variance in college-going self-efficacy beyond educational barriers.

Risk perception of coronavirus disease 2019 and career adaptability among college students: the mediating effect of hope and sense of mastery

The Coronavirus Disease 2019 (COVID-19) pandemic has not only caused widespread economic recession but also had a serious negative impact on the employment of college students. However, little is known about the relationship and mechanisms between the risk perception of COVID-19 and career adaptability. This study aimed to examine whether the risk perception of COVID-19 is associated with career adaptability directly and indirectly through hope and a sense of mastery in college students. A questionnaire survey was conducted among 594 Chinese college students aged 16 to 25, who completed assessments on risk perception of COVID-19, career adaptability, hope, and sense of mastery. The results showed that susceptibility was negatively associated with career confidence, control, and curiosity; moreover, susceptibility indirectly affected career adaptability (including concern, confidence, control, and curiosity) through the sense of mastery; uncontrollable indirectly affected career concern through hope; and uncontrollable indirectly affected career adaptability (including concern, confidence, control, and curiosity) through hope and the sense of mastery. The findings emphasize the role of hope and a sense of mastery in the career adaptability of college students and reveal the necessity of improving hope and a sense of mastery to promote college students' career development. "Implications and limitations are discussed".

Does entrepreneurship education in China develop entrepreneurial intention? the role of self-efficacy and experience

Entrepreneurship education has attracted much attention in recent years. However, the relationship between entrepreneurship education and entrepreneurial intention has not achieved an agreement yet. To reconcile these conflicting conclusions, we explore the effect of entrepreneurship education on entrepreneurial intention from the content of the entrepreneurship education programs and different types of individuals who have participated in the program. Leveraging the self-efficacy theory and event system theory, we examine the mediation of entrepreneurial self-efficacy from five dimensions and the moderation of entrepreneurial experience. The sample of this study comprised 243 individuals who participated in entrepreneurship education in China (female = 40.3%, The majority of responders with an age range from 21 to 30 years). The results reveal that entrepreneurship education has a significantly positive influence on entrepreneurial intention (β = 0.331, p < 0.001). Entrepreneurial self-efficacies in searching (β = 0.382, p<0.001), planning (β = 0.249, p<0.001), and marshaling (β = 0.134, p<0.05) play mediating roles in the relationship between entrepreneurship education and entrepreneurial intention. We also find that entrepreneurial experience negatively moderates the relationship between entrepreneurship education and entrepreneurial intention (β = -0.212, p<0.05). The results have implications for entrepreneurship education scholars and policymakers in China.

Relationships are with people-not with lines of computer code: Changing career from hi-tech to teaching

This study examines former hi-tech workers who have pursued a second career in teaching. Narratives of 15 novice teachers: 8 men and 7 women from scientific fields are examined based on Positioning Theory. Two facets of their transition are examined: (a) Reasons for career change and image of both professions and (b) task perception, motivation, and commitment to teaching. Through the narratives, common themes are exposed: feelings of appeal versus rejection; financial sacrifice; work overload in hi-tech; and the need for meaningful emotional connections. Emphasis is placed on the importance of appropriate training for such teachers and the optimal conditions for their placement and acclimation in the education system.

The role of career decision self-efficacy as a mediator of peer support on students’ career adaptability

This study aims to determine the role of career decision self-efficacy (CDSE) as a mediator of the relationship between peer support and career adaptability among college students. Furthermore, students are in a realistic period of career development, but in reality, the level of adaptability is still low because the knowledge and career guidance in Indonesia only start at the college level, or at least high school. This condition makes recent graduates experience confusion in determining careers, thereby affecting their ability to adapt. One of the most influential external factors of career adaptability is peer support, where students spend more time with friends and provide information, career suggestions, emotional support, and being role models to each other. CDSE was selected as a moderator because career adaptability can be enhanced through self-efficacy sources. The participants used were final-year college students in Indonesia (N = 538). Data was then collected using convenience sampling techniques. The instruments used in this study include Career Adapt-Abilities Scale, Career-Related Peer Support, and Career Decision Self-Efficacy-Short Form. The results showed that CDSE fully mediated peer support on adaptability (c = 0.247; p < .001). Furthermore, peer support as an external factor is inadequate to enhance career adaptability. This indicates that internal factors are needed to help students adapt to changes in the working world and career choices. Students who only obtain social support from campus friends regarding career cannot adapt when they lack the confidence to make decisions with the information and knowledge provided.

Willingness to Compromise Scale: Italian Validation and Assessment of the Relationship with Career Decision Self-Efficacy and Career Adaptability during School-to-Work Transition

Willingness to compromise is defined as the propensity to accept an alternative career-related option that was not the one initially desired. In the literature, there is a validated scale for measuring willingness to compromise but not an Italian validation. Thus, Study 1 aimed to test the psychometric proprieties of the Willingness to Compromise Scale in a sample of 282 Italian university students. Confirmatory factor analyses were performed showing a second-order factorial structure with two well-separated first-order factors, i.e., compromising and adapting. Study 2 focused on the predicting role of willingness to compromise on career decision self-efficacy and the mediating role of career adaptability in this relationship. The sample consisted of 237 Italian university students. A mediation analysis with a 5000-bootstrap resampling procedure was computed. The results showed that willingness to compromise predicts both career decision self-efficacy and career adaptability, while career adaptability mediates the relationship between willingness to compromise and career decision self-efficacy. These findings allowed the discussion of practical implications for career guidance intervention aimed to support school-to-work transitions.

Factors associated with work volition among Chinese undergraduates

Based on the psychology of working theory, this study tested the relationships among work volition and the predictors of economic constraints, minzu (ethnic identity), Hukou and Zhongyong thinking, and determined how Hukou and Zhongyong thinking moderate the relationship between economic constraints and work volition with a sample of 2,995 undergraduates in China. The results showed that work volition was negatively associated with economic constraints but positively related to Zhongyong thinking. The results further revealed that Hukou and Zhongyong thinking were significant moderators in the link between economic constraints and work volition, while weaker negative associations were found between economic constraints and work volition for undergraduates who came from rural areas and had lower levels of Zhongyong thinking. Implications for research and practice are discussed.

University students' career adaptability as a mediator between cognitive emotion regulation and career decision-making self-efficacy

As modern society experiences rapid changes, the unpredictability of the labor market is increasing. University students preparing to join the workforce may experience increased anxiety and stress due to the heightened uncertainty regarding their career plans. Regulating such negative emotions and adjusting to the changing circumstances may influence their career development. Thus, the current study aimed to investigate the relationship between cognitive emotion regulation (CER) - specifically adaptive CER and maladaptive CER - and career decision-making self-efficacy (CDMSE), with career adaptability (CA) as a mediating factor. The path analysis model consisting of adaptive CER, maladaptive CER, CA, and CDMSE was tested with 357 Korean university students who were facing the school-to-work transition. The results of the study were as follows. First, adaptive CER was positively related to CA and CDMSE, while maladaptive CER was negatively related to CA only. Second, CA and CDMSE were positively related. Third, CA partially mediated the relationship between adaptive CER and CDMSE and fully mediated the relationship between maladaptive CER and CDMSE. Based on these results, theoretical and practical implications are proposed, and the limitations of the study are discussed.

The influence of motivation, self-efficacy, and fear of failure on the career adaptability of vocational school students: Moderated by meaning in life

It is an important issue for vocational school students to have good adaptability for their future life. This study combines career construction theory and self-determination theory to construct a model to explore the relationship between the "motivation," "self-efficacy," "fear of failure," "career adaptability," and "meaning in life" of vocational school students. This study used a secondary data research method and retrieved a total of 2,377 data from vocational school students in Taiwan from the perspective of data exploration using PISA 2018 data, which was validated by the partial least squares structural equation model (PLS-SEM). The following results were obtained: (1) Vocational students were afraid that failure would have a negative impact on their career adaptability. (2) Motivation and Self-efficacy had a positive effect on career adaptability. (3) Motivation positively affected fear of failure. (4) Self-efficacy negatively affected fear of failure. (5) Meaning in life could positively moderate the effect of self-efficacy on fear of failure. (6) However, there was no statistical difference in the moderating effect of meaning in life on the relationship between motivation and fear of failure. First, fear of failure negatively affected career adaptability, while motivation and self-efficacy positively affected career adaptability; compared to the three effects, the negative effect of fear of failure may not be as great as expected. Second, motivation is like a double-edged sword as it improves adaptability, but it also comes with an increased fear of failure. On the contrary, self-efficacy can simultaneously improve the career adaptability of vocational students and reduce their fear of failure. Therefore, the development of self-efficacy should be given priority over motivation in the career adaptability enhancement strategy of vocational students. Finally, the meaning of life can positively moderate the negative influence of self-efficacy on the fear of failure. In other words, for vocational students with a low sense of self-efficacy, perhaps life education can be used instead as a strategy to reduce their fear of failure.

Understanding the serial mediating effects of career adaptability and career decision-making self-efficacy between parental autonomy support and academic engagement in Chinese secondary vocational students

This study investigated new avenues for understanding the association between parental autonomy support and academic engagement among Chinese secondary vocational students based on Self-Determination Theory and Career Construction Theory. We highlighted the mediator role of career adaptability and career decision-making self-efficacy in the relationship between parental autonomy support and academic engagement. Using self-reported data from 1,930 secondary vocational students in a city in Central China, we performed correlation analysis and mediation analysis by using SPSS and Mplus. The results revealed that parental autonomy support was positively associated with students’ academic engagement. Moreover, as an adaptability resource and adapting response, career adaptability and career decision-making self-efficacy played mediating roles between parental autonomy support and academic engagement. These findings offered crucial empirical evidence for understanding the association between parental support and academic engagement among Chinese secondary vocational students. Meanwhile, it also validated the application of Career Construction Theory in a sample of secondary vocational students in China and provided constructive insights for implementing diverse support measures to boost their academic and career development.

A Longitudinal Study of Relationships Between Vocational Graduates’ Career Adaptability, Career Decision-Making Self-Efficacy, Vocational Identity Clarity, and Life Satisfaction

Career construction theory proposes that high career adaptability leads to positive adaptation outcomes during career transition. However, the specific pathways of how this happens remain underexplored. Drawing on the career construction model of adaptation, we hypothesized that career decision-making self-efficacy mediates the link of career adaptability with vocational identity clarity and life satisfaction as two measures of adaptation outcomes. We conducted a three-wave survey with an initial sample of 3126 Czech upper-secondary vocational graduates transitioning from vocational school to the labor market. Structural equation modeling revealed that career decision-making self-efficacy fully mediated the relationship between career adaptability before graduation and vocational identity clarity 20 months later. In contrast, the mediation effect of career decision-making self-efficacy on the relationship between career adaptability and life satisfaction was not supported. Additionally, in contrast to the previous literature, career adaptability was not directly related to vocational identity clarity and life satisfaction. Nevertheless, our findings demonstrated a positive long-term association of career adaptability with adaptation outcomes within the working life domain. Practical implications and future directions are discussed.

Career Exploration and Career Decision Self-Efficacy in Northwest Chinese Pre-service Kindergarten Teachers: The Mediating Role of Work Volition and Career Adaptability

Studies have documented that career exploration is significantly associated with CDSE, but how this association occurred is not clear yet. This study committed to clarifying the mechanism underlying the relationship between career exploration and CDSE by investigating the mediation effect of work volition and career adaptability among 586 pre-service kindergarten teachers. The participants are recruited from Ningxia Hui Autonomous Region in northwest China, covering Han, Hui, and other minorities. They took part in a two-wave (6 months apart) longitudinal survey and reported on their career exploration at T1, work volition, career adaptability, and career decision self-efficacy (CDSE) at T2. Results showed that T1 career exploration is directly related to the T2 CDSE. Further, career exploration contributed to the CDSE through both the separated mediation path and the chained mediation path of T2 work volition and T2 career adaptability. The results suggest that individuals who engage in more career exploration activities are likely to have more confidence in their abilities to make career decisions over time, which was partially and serially explained by individuals’ perception of capacity despite constraints and greater self-regulatory strength. This study is a first attempt to deeply clarify the link between career exploration and CDSE, and the findings shed light on the independent and serial mediating effects of work volition and career adaptability. The implications and limitations are discussed.

Sintomatologia depressiva em estudantes brasileiros de pós-graduação stricto sensu

O objetivo foi analisar três modelos de predição para a presença de sintomatologia depressiva em pós-graduandos a partir de variáveis acadêmicas, demográficas e de saúde mental. Participaram 2115 estudantes de mestrado (51,8%) e doutorado, de universidades públicas (57,9%) e privadas, com idade média de 28,91 anos que responderam a um questionário demográfico e a Escala Baptista de Depressão (versão adulto). A partir da análise de regressão de Poisson verificou-se que a sintomatologia ocorre mais em mulheres, discentes do mestrado e em estudantes que já apresentaram ideação suicida ao longo da vida. Além disso, observou-se que a prevalência de sintomatologia depressiva moderada e severa na amostra foi de 31%. Os achados reforçam a importância de serviços de saúde mental para este público.

Can you manage shocks? An investigation of career shocks on proactive career behavior: a COR theory perspective

Purpose

Considerable research has been done to link career-development strategies to career-management success, but little is known about how career shocks (CSs) relate to proactive career behavior (PCB). Furthermore, the study investigates the mediation mechanism of personal resources (i.e. perceived self-efficacy (PSE) and perceived employability (PEMP)) in the linkage between CSs and PCB using the tenets of conservation of resources (COR) theory.

Design/methodology/approach

Using the survey approach, the authors recruited 322 banking professionals and validated the proposed model and hypotheses in AMOS.

Findings

The outcome shows that CSs are significantly related to PSE and PEMP (personal resources), subsequently linked to PCB. Moreover, personal resources mediate the linkage between CSs and PCB. Thus, CSs cannot be ignored but can be minimized through proactive efforts.

Practical implications

The findings support the banks' management to protect their personnel career by not giving CSs and build their PCB through personal resources. The employees should strive for enhancing personal resources through organizational development opportunities (i.e. training and development) to rescue themselves from sudden CSs.

Originality/value

Shocks cannot be ignored but can be managed through PCB. This research is the first that successfully adds to the career-development literature by empirically establishing the direct and indirect association between CSs and PCB through personal resources.

Career Adaptability and Career Decision Self-Efficacy: Meta-Analysis

The relationship between career adaptability and career decision self-efficacy was examined due to its importance for clients in the career development and career decision-making process. Multivariate meta-analyses using 18 studies with a total population of 6,339 participants were employed. Moderator variables important to this relationship were country of participants, mean age, and career adaptability measures. Estimated correlations between career adaptability subscales and career decision self-efficacy measures ranged from .36 to .44. Findings are discussed in relation to career research and counseling.

Moving Toward Decent Work: Application of the Psychology of Working Theory to the School-to-Work Transition

This conceptual contribution aims to adapt and apply Psychology of Working Theory to the specificities of the school-to-work transition (STWT) process. The STWT is thus conceptualized as a first attempt to access decent work under the influence of specific predictors, mediators, and moderators and leading to particular outcomes. Based on recent literature, we consider that (1) socioeconomic constraints and belonging to marginalized groups are contextual predictors of a successful transition; (2) psychosocial resources, including self-efficacy and adaptability, and vocational and work role identity, are mediators of the relation between contextual factors and a successful transition; (3) moderator factors include the education system, labor market conditions, social support, and critical consciousness; and (4) decent and meaningful work are the optimal outcomes of the STWT process.

The Double-Edged Sword Effects of Career Calling on Occupational Embeddedness: Mediating Roles of Work-Family Conflict and Career Adaptability

Based on the conservation of resource theory, we proposed a two-path model to examine the double-edged sword effects of career calling on occupational embeddedness via work-family conflict (WFC) and career adaptability. The proposed theoretical model and hypotheses were tested by structural equation modeling technology with a sample of nurses from five hospitals in China (total N = 368). Career calling has a double-edged sword effect on occupational embeddedness via WFC and career adaptability. Career calling has positive effects on WFC and career adaptability. WFC and career adaptability, in turn, negatively and positively influence occupational embeddedness, respectively. In addition to the well-established positive effects, career calling may also have adverse effects on occupational outcomes. Given the worldwide shortage of nursing staff, how career calling affects nurses' occupational embeddedness needs to be more understood. This study highlights the importance of career calling and occupational embeddedness. Nurse managers need to improve the level of nurses' career adaptability and reduce their level of WFC and hence increase their occupational embeddedness.

The uncertain state of work in the U.S.: Profiles of decent work and precarious work

This research utilized a person-centered approach to identify profiles of decent work and precarious work, which were explored due to their centrality in current debates about the uncertain state of work conditions in the U.S. Using the Decent Work Scale and the Precarious Work Scale, the following five profiles were identified from a sample of 492 working Americans: 1) Indecent-Precarious; 2) Highly Decent; 3) Low Health Care-Low Rights; 4) Vulnerability-Dominant; 5) Health Care-Stability. These profiles were further elaborated by examining the relationship of theoretically-informed predictors and outcomes that would distinguish profile membership. Using psychology of working theory as an organizing framework for determining predictors and outcomes, the findings revealed that work volition, age, income level, and educational level significantly predicted profile membership, and autonomy, social contribution, survival needs, job satisfaction, and life satisfaction differed meaningfully across the profiles. Implications for theory, research, practice, and public policy are discussed highlighting the complexity of work conditions and their relationship to various aspects of vocational and psychological functioning.

Linking Decent Work With Academic Engagement and Satisfaction Among First-Generation College Students: A Psychology of Working Perspective

Links between decent work and academic outcomes among a sample ( N = 1,231) of first-generation college students were examined based on Psychology of Working Theory (PWT). A theory-driven mediation model was proposed by placing decent work as a mediator between predictors of PWT and academic outcomes. The predictor component of PWT was supported. Future decent work perceptions positively predicted academic engagement but not academic satisfaction. Support for the mediation results was mixed. Overall, findings suggested that positive future decent work perceptions may boost academic engagement for university students. Thus, interventions that aim to improve student academic satisfaction should be implemented. Two malleable psychological factors, namely, work volition and career adaptability appear to be two malleable psychological factors that could be used as targets when working with this group. Theoretical contributions and future research directions are discussed.

Male student nurses need more support: Understanding the determinants and consequences of career adaptability in nursing college students

BACKGROUND

To better understand nursing students' high attrition rates, especially for male student nurses, it is important to understand their academic satisfaction and compare it based on gender.

OBJECTIVES

To examine the relationships between proactive personality, core self- evaluations, types of support (emotional/instrumental/informational support), career adaptability, and academic satisfaction in nursing college students using the career construction theory.

DESIGN

This study uses a cross-sectional design.

PARTICIPANTS AND METHODS

1062 students recruited from one health vocational college in northwest China completed questionnaires measuring proactive personality, core self-evaluations, emotional/instrumental/informational support, career adaptability, and academic satisfaction. Data was analyzed by structural equation modeling, and mediation and moderation analyses were performed.

RESULTS

Proactive personality (Beta = 0.24, p < 0.001), core self-evaluations (Beta = 0.31, p < 0.001) and informational support (Beta = 0.21, p < 0.001) were positively correlated with career adaptability, and career adaptability was positively (Beta = 0.43, p < 0.001) associated with academic satisfaction. Career adaptability mediates the relationships between proactive personality, core self-evaluations, informational support and academic satisfaction. For male student nurses, emotional support (Beta = 0.31, p < 0.01) has a positive association with career adaptability.

CONCLUSIONS

In nursing students, personal features (e.g., proactive personality, core self-evaluations) and supporting materials (e.g., informational support) have a positive association with career adaptability, and career adaptability has a mediating role in the relationships. Male student nurses need extra emotional support to promote their academic satisfaction. Targeted interventions may improve nursing college students' academic satisfaction.

The Influence of Career Adaptability and Career Commitment to Minimize Intention to Leave Among ICT Professionals

This research measures career adaptability among Malaysian ICT professionals using career adapt-abilities scale (CAAS). Career adaptability were analyzed for direct relationships with career commitment and intention to leave. Career commitment was also tested as mediator between career adaptability and intention to leave. Samples consist of 393 ICT professionals and data was analyzed using structural equation modeling (SEM). The results showed that career adaptability has positive influence on career commitment and negative influence on intention to leave. Career commitment was negatively related to intention to leave and it mediates the relationship between career adaptability and intention to leave. In conclusions, intention to leave among Malaysian ICT professionals are due to their career adaptability and career commitment.

Career adaptability of South Korean engineering students

Purpose

The purpose of this study is to examine the role of mastery goal orientation, support for career development, career decision-making self-efficacy and engineering interest in career adaptability for engineering students.

Design/methodology/approach

Data were collected from 307 Korean engineering students from two universities. Structural equation modeling was used to analyze data and examine the relationships among the variables.

Findings

The results indicated that the level of mastery of goal orientation and support for career development significantly affected career decision-making self-efficacy. Engineering students’ career decision-making self-efficacy also positively influenced their engineering interests and career adaptability. Finally, the students’ engineering interest positively affected their career adaptability.

Originality/value

This study demonstrated that important factors for career planning and development need to be successively considered during the career choice process by linking it to career decision-making self-efficacy, engineering interest and career adaptability (career choice action), in consecutive order.

Mediating Effect of Positive Psychological Strength and Study Skills on Examination Anxiety among Nigerian College Students

Examination plays a vital role in the present contemporary educational setting as well as serving as an indicator and yardstick to place students in relation to their examination scores after they undergo the examination. However, students at different educational levels experience examination anxiety, which can interfere with making right decisions either before or during examinations and is considered to be a phenomenon associated with low examination scores. Therefore, the present research study was aimed at determining the mediating effect of positive psychological strengths between study skills and examination anxiety among Nigerian college students. The study employed survey research on 315 Nigerian college students. The result of the path analysis shows that study skills (SSK) have a significant and direct relationship on examination anxiety. The mediation between positive psychological strength (PPS) and examination anxiety is identified as being effective and significant. Therefore, positive psychological strength (PPS) acts as an effective mediator towards examination anxiety.

Work Volition and Career Adaptability as Predictors of Employability: Examining a Moderated Mediating Process

Slow economic growth and cost reduction have caused a global increase in employment insecurity. For university students in the process of preparing for employment, these conditions can be a source of enormous stress. The effort to improve the employability of university students who experience difficulties in seeking a job and developing a career, therefore, becomes consequently meritorious. In order to provide new findings of the key antecedents affecting employability, this study investigates the dynamics of work volition and career adaptability. Employability is predicted by integrating career adaptability, which originated in career construction theory, and work volition, which originated in the psychology of working framework. To test the research hypotheses, survey data were collected from 251 students registered at three universities in South Korea and analyzed using a structural equation model and Hayes’ process macro. Results indicated that the direct effect of work volition on employability and its indirect effect through career adaptability were significant. Next, the mediation effect of career adaptability between work volition and employability was varied positively by work volition. These results provide practical implications for efforts aimed at increasing the employability of university students and, as such, present a foundation for contribution to ensuring sustainable employability.

How career adaptability can enhance career satisfaction: Exploring the mediating role of person–job fit

This study examined the operation of resources as a mechanism underlying the relationship between career adaptability and career satisfaction. Based on career construction theory and conservation of resources theory, we examined the interactive effects of career adaptability, career satisfaction, person–job fit, and job uncertainty. The results of two-wave data collection from 234 full-time workers revealed that employees with stronger career adaptability were more likely to report career satisfaction. The full mediating effect was found of person–job fit. Specifically, we found that career adaptability enhances person–job fit, which results in greater career satisfaction. Additional analysis revealed that job uncertainty interferes with the mediation model. We identified a new antecedent of career satisfaction (i.e., person–job fit) and revealed the functional mechanism underlying the effect of this antecedent. This study provides novel insights valuable to the field of career management.

Furthering Proactivity and Career Adaptability Among University Students: Test of Intervention

This study was based on a theory-driven training course, Staying Relevant. It aimed at developing university students’ proactive personality and career adaptability resources (concern, control, curiosity, and confidence) with the assumption that 6 months later, they would demonstrate appropriate adapting responses (career planning, career decision-making self-efficacy, career exploration, and occupational self-efficacy). A randomized control trial, the study used the pretest–posttest–posttest one control group ( n = 49) and one experimental group ( n = 49) design. Compared to the control group, results indicated that the training group had higher proactivity and career adaptability resources immediately after the training and 6 months later as well as showed higher adapting responses 6 months later. Theoretical contributions and practical implications of these results are also discussed. The study concluded that the Staying Relevant course embodying an eclectic mix of intervention best practices could be successful in facilitating a smooth university-to-work transition.

Career Adapt-Abilities Scale–Short Form (CAAS-SF): Validation Across Three Different Samples in the Chinese Context

Based on career construction theory, we conducted a cross-cultural validation study of the Career Adapt-Abilities Scale–Short Form (CAAS-SF) proposed by Maggiori, Rossier, and Savickas across three sample groups (college students, civil servants, and enterprise employees) in the Chinese context. Results of the principal component analyses and confirmatory factor analyses suggested a four-factor solution and confirmed the hierarchical structure of the Chinese version of the CAAS-SF. In addition, this short form achieved satisfactory configural invariance, full metric invariance, and scalar invariance. These findings support the use of the CAAS-SF as a valid and reliable measure to assess career adaptability in China. Limitations and suggestions for future research are discussed.

Career Adaptability, Self-Determination, and Life Satisfaction: A Mediational Analysis With People With Substance Use Disorder

Living a satisfying life is an important goal for people with substance use disorder (SUD). However, making decisions about the future, imagining future scenarios, and setting and attaining goals related to that future after treatment is a complex task. As several studies have shown, people with SUD experience multiple barriers to designing their future life at the individual, program, and social support levels. Using a life design approach, the aim of this study was to investigate the role career adaptability and self-determination play in life satisfaction for adults with SUD. More specifically, a partial mediation model focused on career adaptability and life satisfaction through enhanced self-determination was tested in a sample ( n = 134) of people with SUD. Findings suggest that career adaptability is indirectly related to life satisfaction, mediated by self-determination. These results have important implications for practice in vocational rehabilitation and career counseling for people with SUD.

The Role of Self-Monitoring and Academic Effort in Students’ Career Adaptability and Job Search Self-Efficacy

This article examines the relationship between career adaptability, self-monitoring, academic effort, and job search self-efficacy among university students. Guided by the career construction and self-monitoring theories, we propose that self-monitoring mediates the relationship between career adaptability and job search self-efficacy. Furthermore, we hypothesize that the indirect relationship is stronger for those with high academic effort. We test our proposed model using two samples (Sample 1 = 340, Sample 2 = 547) of university students from Thailand. Results confirm our hypothesized relationships and suggest that career adaptability is positively associated with job search self-efficacy above and beyond the effects of gender. Moderated mediation analyses revealed that the conditional indirect effect of career adaptability in predicting job search self-efficacy via self-monitoring is stronger for students with high as opposed to low levels of academic effort. Implications for theory and practice are discussed.

Predicting Work Volition Among Undergraduate Students in the United States and Hong Kong

In this study, we examined the relationships among personal resources (i.e., psychological capital, perceived employability, and career resources), constraints, and work volition of university students. Two undergraduate samples from the United States and Hong Kong were collected. In both samples, results showed that personal resources were positively associated with work volition, whereas constraints were negatively related to it. However, moderated regression analysis with the two samples exerted only limited support on the moderating effect of personal resources in mitigating the effect of constraints on work volition. Limitations and implications were also discussed.

The Best of Both Worlds: The Role of Career Adaptability and Career Competencies in Students' Well-Being and Performance

In addition to acquiring occupation-specific knowledge and skills, students need to develop a set of career self-management skills – or resources – that helps them to successfully maneuver the various career-related challenges they face and that stimulate their well-being, engagement, and performance in studying tasks. In the current study, we apply the Job Demands-Resources (JD-R) theory in an educational setting and suggest that career adaptability and career competencies are important career resources that predict both life satisfaction and academic performance via students’ satisfaction with the choice of their major and study engagement. Undergraduate students (N = 672) from nine different colleges and universities in Lithuania participated in the study. The results revealed that career adaptability and career competencies were positively linked to students’ life satisfaction, both directly and via study engagement. In addition, these career resources were positively, yet indirectly, related to academic performance via study engagement. Overall, the results suggest that career resources contribute to study engagement, life satisfaction, and academic performance. The results of our study further support JD-R theorizing and its applicability in student samples. Further theoretical and practical implications are discussed.

Trait Emotional Intelligence Predicts Academic Satisfaction Through Career Adaptability

In the current work we investigated whether trait emotional intelligence (trait EI) contributes to academic satisfaction and explored a potential mechanism to explain this effect. Building on career construction theory (CCT), we hypothesized that trait EI is positively associated with academic satisfaction through enhancing career-specific coping resources—the so-called career adapt-abilities. Using structural equation modeling, we tested the relationship between trait EI and academic satisfaction and the mediating role of career adaptability among undergraduate students ( N = 410). Results showed that trait EI is a positive predictor of academic satisfaction and that career adaptability mediates this relationship. These results suggest that the contribution of trait EI to academic satisfaction is partly due to increased perceptions of career adaptability. Theoretical and practical implications of the results are discussed.