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Developmental trajectories and reciprocal associations between career adaptability and vocational identity: A three-wave longitudinal study with adolescents
... Regarding career exploration and commitment, although Negru-Subtirica et al. (2015) found a decreasing trend for the 8th to 12th grade students across three waves during one academic year, numerous longitudinal studies with longer periods (Laughland-Booÿ et al., 2017;Li et al., 2018) have indicated a clear developmental progression in VI. This progression is consistent with Waterman's (1999) proposition that individuals become more confident in and satisfied with their identity commitment as they age. ...
... Li et al. (2024b) found career commitment making and identification with commitment significantly increased over time among Chinese vocational college students majoring in early childhood education. Regarding career reconsideration, Negru-Subtirica et al. (2015) found an increasing trend among high school students. In addition, Profeli et al. (2011) found that, while 25.2% of high school students exhibited the diffused status characterized by low levels of career exploration and commitment but high levels of anxiety, stress, and self-doubt, only 17.5% of college students exhibited this state. ...
... Cordeiro et al. (2015) found that CDSE at Time 1 (T1) could predict in-breadth and in-depth identity exploration and commitment making at Time 2 (T2) and that ruminative identity exploration could undermine confidence in career commitment making. Negru-Subtirica et al. (2015) found that career confidence at T1 positively predicted identity commitment making and identification with one's identity commitment at T2 and that identification with commitment and commitment flexibility at T1 were positive predictors of career confidence at T2. Lee et al. (2022) found positive reciprocal associations between intrinsic career goals and identification with commitment. Furthermore, intrinsic career goals positively predicted in-depth exploration, and self-doubt negatively predicted intrinsic career goals. ...
Based on three-wave longitudinal data from 1512 Chinese college students, this study attempted to examine changes in vocational identity (VI) processes and career decision self-efficacy (CDSE) and their reciprocal association. Latent growth curve analyses highlighted longitudinal increases in in-breadth exploration, career commitment making, identification with commitment, commitment flexibility, and CDSE among Chinese college students across waves. Cross-lagged analyses indicated that the reciprocal model between VI processes and CDSE, especially for career commitment dimensions and CDSE, adequately fitted the data. The implications of these findings for further research and practices were discussed.
... Career adaptability involves a set of behaviors, competencies, and attitudes that align individuals with particular occupations [4]. A synthesis of 90 studies [5], reveals adaptive responses (e.g., affective organizational commitment, career exploration, career decision-making self-efficacy; [6]), adaptive outcomes (e.g., career identity, calling, satisfaction, stress, employability, promotability, intention to leave, well-being; [3,7,8]), and specific demographic characteristics (e.g., age, education, career choice; [9]). Research in engineering and other disciplines has shown that career adaptability is crucial for students' career development [1,10,11]. ...
... Career identity refers to an individual's self-awareness or comprehension of the underlying motivations for selecting specific careers, and it is intertwined with one's aspirations, values, and sense of purpose [14]. According to the Career Construction Theory [15], career adaptability serves as a resource for adaptability, potentially influencing adaptation responses and outcomes, notablly enhancing career identity [7]. Empirical studies suggest that career adaptability enhances career identity levels. ...
... Empirical studies suggest that career adaptability enhances career identity levels. For example, Tien and Wang [16] discovered that career adaptability can augment career identity, and longitudinal analysis has shown that career adaptability, as measured six months prior, significantly and positively predicts subsequent career identity [7]. This implies that greater adaptability early in career development correlates with a stronger, more coherent career identity over time. ...
Exploring the longitudinal relationship between career adaptability, career commitment, career identity, and career well-being among Chinese undergraduate nursing students. A mediation effect analysis was performed. The Career Adaptability Scale, the Chinese version of Career commitment, the Career identity Scale, and the Career well-being Scale were used as research instruments. Six hundred ninety-two nursing students were followed up in two waves to explore the relationships among career adaptability, career commitment, career identity, and career well-being. Model comparison was performed to explore the differences in such relationships between low and high-career interests. Career commitment at T1 mediated the relationship between career adaptability at T1 and career identity at T2 and that between career adaptability at T1 and career well-being at T2. Significant differences were observed between the mediation models of nursing students with high and low career interests. Career commitment plays a longitudinal mediator role in the relationship between career adaptability and career identity and the relationship between career adaptability and career well-being.
... Previous studies examining the relationship between professional identity and career adaptability relied on variablecentered approaches (Guan et al., 2016;Haibo et al., 2018;Holtom et al., 2012;Liu et al., 2023;Negru-Subtirica et al., 2015). It remains unclear how professional identity is associated with career adaptability profiles. ...
... Conversely, vocational commitment and reconsideration of commitment were predictive of career adaptability over time. Moreover, this reciprocal relationship was found to be consistent across various groups, including different genders, theoretical and vocational schools, as well as early to late adolescence (Negru-Subtirica et al., 2015). It indicates that career adaptability and professional identity are dynamic and interrelated aspects of adolescent career development. ...
... Previous research on the relationship between professional identity and career adaptability has largely employed variable-centered approaches. The majority of these studies, which predominantly focus on adults, suggest that the relationship between professional identity and career adaptability is unidirectional (Guan et al., 2016;Liu et al., 2023;Negru-Subtirica et al., 2015;Qiao et al., 2022). For example, a study on preschool teachers in China suggested that teachers' professional identity positively influences career adaptability (Qiao et al., 2022). ...
Career adaptability is an important psychological resource to measure the career development of secondary vocational school students, and it has an obvious relationship with the antecedent variables such as professional identity. However, it remains unclear how professional identity is associated with career adaptability profiles. Using latent profile analysis, this study employed to identify career adaptability profiles among Chinese vocational secondary school students, and explored the relationship between these adaptability profiles and the antecedent variable of professional identity. 630 Chinese secondary vocational school students (453 for boys; 177 for girls) participated in the study. There were three career adaptability profiles identified among Chinese secondary vocational school students: (1) Low career adaptability; (2) Median career adaptability; and (3) High career adaptability. Students who are more engaged in their professional identity—in terms of cognition, affect, and planning—are more likely to have high levels of career adaptability. It indicated that students with a higher professional identity are more likely to belong to higher career adaptability groups. The study broadens our understanding of career adaptability and offers useful insights for school career education and interventions.
... Another explanation of career adaptability highlights individuals' occupational competence and identity to adapt to changes and new job roles or positions (Safavi and Bouzari, 2019). Negru-Subtirica et al. (2015) emphasized the dynamic and correlated relationship between career adaptability and occupational identity in career development. For example, vocational school students demonstrate higher career adaptability and identity in the early stages of their careers, whereas students from academic schools show advantages in terms of higher levels of adaptability and development opportunities in later stages (Negru-Subtirica et al., 2015). ...
... Negru-Subtirica et al. (2015) emphasized the dynamic and correlated relationship between career adaptability and occupational identity in career development. For example, vocational school students demonstrate higher career adaptability and identity in the early stages of their careers, whereas students from academic schools show advantages in terms of higher levels of adaptability and development opportunities in later stages (Negru-Subtirica et al., 2015). However, the explanatory mechanism behind these research findings is still unclear, and there is a lack of further exploration of occupational adaptability and identity in the face of social identity threats such as stigma. ...
... Therefore, we categorized students according to the type of school and the orientation of talent cultivation. According to Negru-Subtirica et al. (2015), academic schools offer students a curriculum that provides a broad understanding of university or college studies. Vocational schools equip students with specialized skills for particular occupations, mainly encompassing secondary vocational schools and higher vocational schools. ...
Purpose
The high turnover rate among interns exacerbates the shortage of human resources in the hospitality industry. This study is based on previous concerns about the impact of occupational stigma and internship on turnover intention. This study aims to explore how the career adaptability of interns influences their perception of occupational stigma and occupational identity.
Design/methodology/approach
By using stratified sampling, semistructured interviews were conducted with 34 respondents who had academic and vocational education backgrounds. The data analysis was performed using the thematic analysis method.
Findings
This study demonstrates that a high level of career adaptability helps to reduce interns’ perception of occupational stigma and strengthen their occupational identity. Students from academic and vocational schools display different levels of career adaptability in terms of job matching and career promotion. In addition, the long-term influence on occupational identity is more significant from professional development potential compared to job adaptation.
Research limitations/implications
This study provides valuable insights into the complex relationship between occupational stigma and occupational identity from the perspective of career adaptability. Moreover, it highlights the importance of job adaption, matching, promotion and professional development in retaining talent within the hospitality industry.
Originality/value
This study innovatively focuses on job matching and career promotion for coping with occupational stigma. It also considers interns’ educational backgrounds, facilitating further understanding of occupational identity under the influence of stigma. A fresh perspective on talent adaptation and retention in the hospitality industry is provided.
... Anxiety about classroom management causes poor performance in turn (Mishra & Yadav, 2013) and lowers the level of interest in the profession (Ingersoll & Smith, 2003;Özkul & Dönmez, 2021). However, the important issue of classroom management anxiety has been dealt with in a very limited way in the literature (Morton et al., 1997;Önder & Öz, 2018;Oral, 2012). ...
... It has been reported that the most common anxiety experienced by teachers who have just started their careers is related to classroom management (Jones & Jones, 2007;Sammephet & Wanphet, 2013). According to Morton et al. (1997), classroom management anxiety affects pre-service teachers more than pedagogical anxiety because pre-service teachers believe that it is necessary to have an effective classroom management approach. Effective classroom management involves organizing the classroom and student behaviours to maximize student learning (Kel-lough & Kellough, 1996). ...
... Independent variables were analysed in blocks and each block was accepted as a control variable for the variable that came after it. The order of entry of independent variables into the analysis was determined by considering the relevant literature (Guan et al., 2013;Negru-Subtirica et al., 2015). Demographic variables (gender and department of education) were accordingly placed in the first block. ...
This study examines the relationships between pre-service teachers' career adaptability with optimism and their classroom management anxieties. The variables of choosing the teaching profession willingly and thinking that teaching is the right choice are part of the study with gender and department. A personal information form and two different data collection tools were administered to 367 pre-service teachers. The data was analysed using Hierarchical regression analysis. The results show that career adaptability and optimism significantly predicted the two sub-dimensions of classroom management anxiety. In addition, the results reveal that willingly choosing the teaching profession was effective on anxiety.
... People with a very low career commitment find it difficult to make enough effort in their work or set high goals [25]. A longitudinal study showed that career adaptability and career commitment predict each other within three years [26]. Therefore, this study hypothesizes that nursing students' career adaptability would have a reciprocal and positive relationship with career commitment over time (H1). ...
... After establishing expectations and objectives for themselves and their work position, students' career commitment steadily increases [64]. Career commitment at T1 did not significantly predict career adaptability at T2, inconsistent with the results [13,26], although the study showed that a higher career commitment appears to have considerable benefits for occupational adjustment [26]. Nursing students often face substantial occupational stress at the beginning of their clinical job, as evidenced by barriers to nurse-patient communication, lack of professional knowledge, and unfamiliarity with the clinical environment, resulting in anxiety and frustration, and decreased enthusiasm for the job [65,66]. ...
... After establishing expectations and objectives for themselves and their work position, students' career commitment steadily increases [64]. Career commitment at T1 did not significantly predict career adaptability at T2, inconsistent with the results [13,26], although the study showed that a higher career commitment appears to have considerable benefits for occupational adjustment [26]. Nursing students often face substantial occupational stress at the beginning of their clinical job, as evidenced by barriers to nurse-patient communication, lack of professional knowledge, and unfamiliarity with the clinical environment, resulting in anxiety and frustration, and decreased enthusiasm for the job [65,66]. ...
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.
... Vocational identity is essential because it affects an individual's social adjustment and career adaptability (Negru-Subtirica et al., 2015). It includes a clear, stable, and coherent perspective on interests, goals, and individual abilities (Holland, 1985). ...
... Internal factors encompass overall identity and career decision-making self-efficacy (CDSE), all of which fall under the realm of psychological and personal development (Li et al., 2018;Sestito et al., 2015). External factors, on the other hand, include parental career support (PCS) as well as career adaptability, which takes into account environmental and situational factors (Negru-Subtirica et al., 2015;Stringer & Kerpelman, 2010). ...
Previous research has found that parental support can help adolescents determine their vocational identity. However, parental support may not directly contribute to vocational identity but instead first make adolescents have career decision-making self-efficacy. This study examined the effects of career decision-making self-efficacy as a mediator in the relation between parental career support and vocational identity. The participants included 400 senior high school students aged between 15-18 with both parents and the data was analyzed through the Structural Equation Modeling (SEM). The results showed that career decision-making self-efficacy mediates between parental career support with career exploration and career commitment. These findings indicate that parental career support helps adolescents develop career decision-making self-efficacy so that adolescents can achieve an optimal vocational identity characterized by career exploration and commitment. This study found no significant effect on career reconsideration, possibly due to parental support and individual characteristics.
... According to Rudolph, Lavigne, Katz, et al. (2017), these factors further help a person to adapt to career-related challenges. Career adaptability facilitates the transition from school to work (Negru-Subtirica, Pop, & Crocetti, 2015). Career adaptability can play an important role in helping individuals to adapt optimally during their career transition. ...
... It can be seen that the concern dimension is higher than the other dimensions. Thus, it appears that respondents already care about their future careers which makes them more likely to do deep exploration, make strong commitments, and identify more information (Negru-Subtirica et al., 2015). These results are consistent with the respondents' answers to the data supporting future orientation questions, namely regarding their views on their future. ...
Purpose: The purpose of this study is to examine career adaptability among college students with internship experience. Research Methodology: This study used a non-experimental design with a quantitative descriptive method. Respondents in this study were 64 college students with internship experience who were chosen by quota sampling technique. Respondents were asked to fill out a questionnaire on the Career Adapt-Abilities Scale with a reliability of 0.948. Results: The results of the study showed that the career adaptability of 76.6% of college students with an internship experience was categorized as high. Furthermore, the profile of each dimension of career adaptability shows that most college students with internship experience also have a high profile in all dimensions. Limitations: The inability to depict the career adaptability profile of respondents based on all the antecedent factors of career adaptability (adaptivity), such as cognitive ability and self-esteem, as well as other factors like educational institution, socioeconomic status, age, and family circumstances. Contribution: The research contributes by offering insights to guide higher education institutions in facilitating students' internship experiences. Additionally, it provides valuable knowledge to students about the importance of developing a comprehensive career adaptability profile. This understanding, which includes various dimensions of career adaptability, helps students prepare for future career challenges and transitions.
... This is particularly relevant in the context of vocational identity, where previous research has focused on gender and school year differences, necessitating controls in longitudinal studies (Kim et al., 2023;Lee, Kim, et al., 2020). This consideration stems from observed differences in vocational identity across gender (Fusco et al., 2019;Kim et al., 2023;Zhang et al., 2021) and educational level (Negru-Subtirica et al., 2015). Therefore, testing for invariance across gender and educational levels is essential to ensure that differences in occupational identity scores truly reflect differences in constructs between groups, rather than differences in interpretation of the same items (Blankson & McArdle, 2015;Millsap & Olivera-Aguilar, 2012). ...
... This is supported by previous research that has identified changes in vocational identity over time, both progressive and regressive (B. Lee, Song, & Rhee, 2020;Lee, Kim, et al., 2020;Li et al., 2019;Negru-Subtirica et al., 2015). Therefore, variation in vocational identity across educational levels is expected, given that individuals begin to explore their vocational identity during adolescence as a foundation for developing a mature vocational identity in adulthood (Hartung, 2013;Super, 1980). ...
The Vocational Identity Status Assessment (VISA) is one of the instruments that can be used to assess vocational identity. Conceptually, VISA consists of six sub-dimensions and has been validated using factor analysis. This study provides a factor structure test of the Indonesian version of VISA using the exploratory structural equation modeling (ESEM) approach, which integrates both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) approaches. Consequently, this research aims to examine the factor structure and measurement invariance of the Indonesian version of VISA using the ESEM approach. The research findings indicate that the Indonesian version of VISA has a robust factor structure consisting of six sub-dimensions as tested by the ESEM approach. Furthermore, all items of the Indonesian version of VISA have higher factor loadings on their respective sub-dimensions compared to the cross-loadings. Another finding is that the Indonesian version of VISA only satisfies measurement invariance across gender, while it does not satisfy measurement invariance across educational levels. Overall, these findings suggest that the Indonesian version of the VISA can be used to assess the six sub-dimensions of vocational identity in Indonesian samples.
... Vocational identity was measured using the Romanian version of the Vocational Identity Status Assessment (VISA; Negru-Subtirica et al., 2015;Porfeli et al., 2011). The instrument includes a total of 30 items, divided into 6 subscales comprising 5 items each: commitment making (e.g., "No one will change my mind about the career I have chosen"), identification with commitment (e.g., "I chose a career that will allow me to remain true to my values"), in-breadth exploration (e.g., "I am learning about various jobs that I might like"), in-depth exploration (e.g., "I am identifying my strongest talents as I think about careers"), self-doubt (e.g., "I may not be able to get the job I really want"), and flexibility (e.g., "My career choice might turn out to be different than I expect"). ...
... Cronbach's alphas values for the Vocational Identity Status Assessment (VISA; Negru-Subtirica et al., 2015;Porfeli et al., 2011) and the Revised Portrait Values Questionnaire (PVQ-RR; Schwartz, 2017;Schwartz et al., 2012) can be found in Table 1. Confirmatory factor analyses for both instruments can be found in Appendix A, available on the Open Science Framework: https://osf.io/d8cmq/?view_ only=7eaa9ebca77d4a37bfbdca4c88120da5. ...
The last year of university is a developmental milestone, as students are
approaching choices which might impact their long-term career development
and psychological wellbeing. Despite vocational identity’s relevance
for successful career development, there is limited research on its relations
with volunteering and personal values as students approach graduation. This
study aimed to (1) identify vocational identity statuses in the last semester
before university graduation, and (2) analyze the relations between status
belonging and volunteering and personal values. The total sample consisted
of 653 university students (Mage = 24.15, SDage = 4.97, 76.6% females) who
filled in questionnaires during the last semester of university. Latent Profile
Analysis identified five vocational identity statuses, suggesting an overrepresentation
of disengaged vocational identity statuses. In addition to this,
education-related volunteering and other-oriented personal values were
associated with belonging to adaptative statuses (i.e. achievement, foreclosure),
in comparison with less adaptative ones, whereas the reverse pattern
was observed for the self-oriented value of self-enhancement. These results
support the potential contribution of education-related volunteering and
personal values in the context of important career transitions. Implications
for theory and practice are discussed.
... Career adaptability is a core component of college students' career development and encompasses an individual's readiness and resources to cope with current and future careers (Negru-Subtirica et al., 2015;Savickas & Porfeli, 2012). In tourism management, the combination of professional knowledge and career planning by university students is an important way to achieve career development. ...
... There are many models to approach vocational identity, most of them considering a developmental approach of vocational identity in adolescents, particularly relating career adaptability and vocational identity. For example, carried out a study relating these two variables (Negru-Subtirica et al., 2015). In this study, the authors mention a model proposed by Porfeli et al. (2011) which consists of the following three dimensions: Commitment, exploration, and reconsideration of commitment. ...
Background: The Career Construction Theory (CCT) focuses on the active role people can play when they create and design their singular paths for career success. Unlike other career guidance theories that focus their attention on identifying vocational interests or on the fit between the person and the work settings, CCT raises the possibility that people can go beyond the determinants of their life. This study tested the adaptation model proposed by Career Construction Theory. Consolidation of vocational identity is particularly important at the university stage, in which people decide their first steps about their professional future. Method: Participants were 1023 students from Spain and Brazil. The Spanish subsample was composed of 602 participants, 34% were men (N = 207), and 66% were women (N = 395). The average age was 21.69. The Brazilian subsample was composed by 421 participants, 39% were men (N = 165), and 61% were women (N = 256), with an average age of 24.84. The four dimensions in the model were each operationally defined by a single indicator. The Hardiness Scale represented adaptive readiness. The Career Adapt-Abilities Scale represented adaptability resources. The Student Career Construction Inventory represented adapting responses. And finally, The Vocational Identity Status Assessment represented the adaptation result. Results: Bivariate correlations obtained between the measures were as expected by the theoretical model. All variables were significantly related to each other, and the values of the correlations were positive and quite high in both the Spanish and Brazilian subsamples. Structural Equation Modeling analysis of data indicated that the relationship between hardiness and vocational identity was mediated by both career adaptability and career construction. The overall fit indices for confirmatory factor analysis (CFAs) and structural equation models (SEMs) showed that the multiple factor structure models did not fit the data as well as the second-order structure model for hardiness, career adaptability and career construction. The multiple factor solutions only provided a better adjustment compared to the second-order solution for vocational identity. Conclusions: The analysis supported empirically the four-dimension model proposed by the Career Construction Theory. This major finding suggests new pathways to improve individual decision-making about work and career.
... These two constructs are related (Savickas, 2011), with a positive reciprocal relationship (Negru-Subtiricia et al., 2015) -career adaptability predicts vocational identity. In turn, vocational identity predicts career adaptability indicating that vocational identity and career adaptability are two significant and interconnected dimensions of career development (Negru-Subtirica et al., 2015). Career identity thus provides the direction for an individual's career (Hall, 2002;Savickas, 2002 (2015) indicate that individuals who possess strong vocational identities have more career adaptability resources and experience increased subjective career success. ...
Orientation: Given that freelancers work for multiple clients for varying periods, it is their responsibility to enhance their own levels of work engagement. For organisations to benefit from the use of freelancers, they need to ensure that freelancers utilise emotional, cognitive and physical energies in completing their work to become engaged.
Research purpose: This study set out to examine: (1) the influence of freelancers’ vocational identity and career adaptability on their work engagement and (2) whether career adaptability mediates the relationship between vocational identity and work engagement.
Motivation for the study: The study posited that vocational identity and career adaptability function as resources aiding freelancers to enhance their work engagement levels.
Research approach/design and method: Using a quantitative, cross-sectional approach, we examined 124 freelancers’ vocational identity, career adaptability and work engagement.
Mediation analysis guided the evaluation of hypotheses.
Main findings: Results revealed a significant positive relationship between vocational identity and work engagement. Interestingly, only the control dimension of career adaptability showed a significant positive link with work engagement. The control dimension of career adaptability partly mediated the direct link between vocational identity and work engagement.
Practical/managerial implications: Practically, freelancers seem to employ both their vocational identity and career control to enhance their levels of work engagement. Suggesting that a freelancer’s work engagement is contingent upon the extent to which they can express their preferred self in their work and their perceived control over their futures.
Contribution/value-add: This study advances the current understanding of the factors that influence freelancers’ work engagement.
Keywords: vocational identity; career adaptability; work engagement; freelancers.
... Doing so can enable them to provide safe and efective health-care services [16]. Nurses with a higher level of adaptability are generally better equipped to adjust to rapid organizational changes and develop core competencies; they are also more likely to be committed to their career, experience success, and feel satisfaction and job embeddedness [20], which are key factors infuencing nurse retention in the workplace [21][22][23][24][25][26]. Terefore, being able to accurately assess nurses' career adaptability is crucial to improving the retention of nurses, particularly in the context of the afterefects of the coronavirus pandemic. ...
Background: The global environment is continually changing; therefore, adaptability has become a crucial skill in most careers, including nursing. Career adaptability, which is essential to nurses’ career development, influences nurse retention. However, to the best of our knowledge, no suitable tool has been developed for assessing the career adaptability of clinical nurses in Taiwan.
Aim: To translate the Career Adapt-Abilities Scale (CAAS) into traditional Chinese and validate the psychometric properties of this Chinese version of the CAAS (named CAAS-C).
Methods: A two-phase cross-sectional study was conducted. Purposive sampling was used to recruit 584 registered nurses from two teaching hospitals in Taiwan. The CAAS was translated in accordance with a modified version of Brislin’s guidelines, that is, through forward translation, back-translation, and expert committee review. Test–retest reliability, internal consistency, content validity, and construct validity were evaluated to assess the psychometric properties of the CAAS-C.
Results: The results revealed a content validity index value of 0.96. Confirmatory factor analyses revealed acceptable model fit. The test–retest reliability was excellent (intraclass correlation coefficient = 0.82), and the internal consistency of the CAAS-C was satisfactory (Cronbach’s alpha = 0.90–0.96).
Conclusions: The CAAS-C is a brief, valid, and reliable instrument for measuring the career adaptability of clinical nurses.
Implications for Nursing Management: The CAAS-C can be used to evaluate Taiwanese nurses’ career adaptability and develop effective strategies for improving nurses’ responsiveness to their rapidly changing work environments, which can improve adaptation and retention.
... The interplay between educational identity and adaptation extends also to physical health (De Lise et al., 2024) and sleep quality (Bacaro et al., 2023). Correspondingly, professional identity plays a central role in facilitating career adaptability (Negru-Subtirica et al., 2015) and successful career transitions (Denault et al., 2019;Lee et al., 2020). Moreover, the significance of professional identity extends further, with implications for various aspects of psychological adjustment, such as self-esteem, life satisfaction, and depression (Hirschi, 2012;Lannegrand-Willems et al., 2016). ...
... It is how national identity is established in a multicultural society. In the example of foreign culturally diverse countries -USA, Canada, Australia -the education system is designed as an integrated mechanism based on various methodological approaches: inclusive-activist, inclusive-mosaic and inclusive-value-based [15][16][17]. This mechanism for establishing the national identity of secondary school students is common to these countries. ...
Relevance. The issue of national identity for teenagers becomes relevant, primarily because growing up today's teenager occurs in a situation of independent search and selection of characteristics and qualities that constitute an ideal, in this case, the ideal of a patriot of their country. Purpose. The purpose of this study is to define the conceptual approach to the notion of "identity" and to reflect methodologically on how this identity is established in students through a project-based learning approach. Methodology. The leading research method was the organisational approach, which included a comparative method and a cross-sectional method. Empirically, an innovative infrastructure for teaching national identity to students was introduced during the experimental study. Results. The authors have established recommendations for developing project activities with the overall objectives of spiritual and moral development and education for secondary school students. Key methods for teaching national identity include research-based, creative, practice-oriented, and problem-based approaches. National competence in Kazakhstan involves a blend of knowledge, skills, values, norms, and rules that gauge one's cultural identity within a diverse society. Conclusions. National identity requires time to establish itself. It is inappropriate to force the concept of belonging to a nation on students before they have established a personal understanding of themselves. The process of national identity education should be unassumingly and age-appropriate, using all the crucial components of national identity: speech, traditions, national attributes. Keywords: national identity; education system; teenagers; innovation infrastructure; personal development
... Thirdly, the study only included first-year junior high school students (Grade 7) due to sampling limitations. However, previous research has shown that career development varies across different stages of education (Negru-Subtirica et al., 2015). Therefore, it would be beneficial to expand the sample to ...
The purpose of this study was to examine how family functioning influences adolescent career adaptability and explore the mediating roles of core self-evaluation and school connectedness. The sample included 496 7th-grade students (49.8% male, 46.2% female, 4.0% missing data) aged between 12 and 17 years (M = 13.38, SD = 0.55). Participants completed self-report questionnaires assessing family functioning, core self-evaluation, school connectedness, and career adaptability. The result of the study showed that family functioning directly influenced adolescent career adaptability. Additionally, it was found that core self-evaluation and school connectedness played both parallel and sequential mediating roles in this relationship.
... .05, ΔRMSEA ≤ 0.015, and ΔCFI ≤ 0.01) indicated measurement invariance across time (Negru-Subtirica et al., 2015). Finally, the reciprocal relationships were examined through cross-lagged panel modeling. ...
Purpose/Objective: This study aims to understand the reciprocal relationships among acceptance of disability, attitudes toward disability, and coping among Chinese adolescents with visual impairments. Research design: Adolescents with visual impairments (NT1 = 311, NT2 = 170) from four Chinese special education schools completed three questionnaires twice over 1 year. Cross-lagged panel modeling was carried out to analyze the questionnaire data. Results: The findings revealed that attitudes toward disability and self-directed coping at Time 1 (T1) positively predicted acceptance of disability at Time 2 (T2). Self-directed coping at T1 positively predicted attitudes toward disability at T2, and attitudes toward disability at T1 negatively predicted relinquished-control coping at T2. Conclusion/Implications: Visually impaired adolescents’ attitudes toward disability and coping serve as antecedents of their acceptance of disability. There is a positive reciprocal relationship between coping and attitudes toward disability. Psychological interventions aimed at optimizing psychosocial adjustment among students with visual impairments may benefit from targeting coping strategies and attitudes toward disability.
... In addition, emotional discontentment with an educational path tended to spill over to the vocational domain, which resulted in rumination | 5 EDUCATIONAL IDENTITY DEVELOPMENT IN ADOLESCENCE over how appropriate current career goals were. Since vocational identity plays a key role in the development of career adaptability in adolescence (Negru-Subtirica et al., 2015), congruence between educational and vocational goals may equip adolescents with a sense of continuity and meaning for their education (Marciniak et al., 2022). Hence, by aligning educational and vocational goals to a teenagers' personal identity, educational persistence, and well-being can increase across time (Destin & Williams, 2020). ...
Educational identity has been studied increasingly in the past decades since school is a structured context that shapes adolescent identity formation. Across the academic years, adolescents learn to position themselves in terms of their education and schooling, perceiving these entities as more or less relevant for their self‐formation. In this article, I analyze educational identity in the context of personal identity formation in adolescence through longitudinal studies from Japan, the Netherlands, and Romania that used the identity process approach. I also examine the role educational systems play in educational identity trajectories, outlining the limits of personal intentionality when adolescents make educational choices. In addition, I address the relations of educational identity development with two important outcomes of education: academic achievement and vocational development. I conclude that educational identity formation reflects the freedom or coercion that country‐specific educational systems teach adolescents through educational tracking and the timing of educational transitions.
... Vocational psychology researchers who have examined adolescent identity issues have often applied global theories of identity development to the domain of work in efforts to better understand general career exploration and decision-making processes (Luyckx et al., 2010;Negru-Subtirica et al., 2015). Much of this research has largely drawn from Marcia's (1966Marcia's ( , 1993 identity status theory, which posits four identity types: (a) diffusion, (b) foreclosure, (c) moratorium, and (d) achievement. ...
An abundance of research on self-determination theory has shown that satisfaction of basic needs for autonomy, competence, and relatedness among adolescents promotes the experience of optimal career-related outcomes such as academic motivation and engagement. However, few studies have explored how satisfaction of these needs promotes identification with particular careers, and less attention has been paid to the role of relatedness satisfaction in these developmental processes compared to autonomy and competence. We addressed these issues in the current study by examining the relationship between relatedness and identification as a research scientist. Five latent classes of scientific research identity development were identified using growth mixture modeling: (a) strong positive growth, (b) moderate positive growth, (c) weak positive growth, (d) no growth, and (e) strong negative growth. Results of logistic regression analyses indicated that need for relatedness was a significant positive predictor of membership in the strong positive growth class relative to the no growth class. Implications for identity development as a research scientist and the social and motivational influences undergirding this process are discussed.
... Menurut Soresi et al. (2012), kemampuan beradaptasi karier yang tinggi membuat seseorang lebih banyak memproyeksikan diri ke masa depan, merasakan lebih sedikit hambatan, dan lebih mampu mewujudkan tujuan karier. Kemampuan beradaptasi karier juga dapat memfasilitasi transisi individu ke dunia kerja (Negru-Subtirica et al., 2015). Selain itu, kemampuan beradaptasi karier juga penting bagi karyawan di awal karier agar dapat merencanakan pengembangan, peluang karier, dan transisi karier (AlKhemeiri et al., 2020). ...
Tahap awal karier dimulai pada usia 18−35 tahun. Individu harus mampu menjalani kariernya dengan berbagai perubahan. Untuk mengatasi hal tersebut, dibutuhkan kemampuan beradaptasi karier. Kebahagiaan merupakan dampak tingginya dari kemampuan beradaptasi karier dalam menangani stres dengan merencanakan hasil kerja dan penanganan beban kerja institusi. Tujuan penelitian adalah untuk mengetahui apakah terdapat hubungan antara kebahagiaan dengan kemampuan beradaptasi karier pada karyawan di awal karier. Hipotesis penelitian adalah terdapat hubungan antara kebahagiaan dengan kemampuan beradaptasi karier pada karyawan di awal karier. Data diperoleh dari 169 karyawan di awal karier saat pengambilan data dan menggunakan 50 karyawan di awal karier saat uji coba. Teknik pengambilan sampel penelitian adalah nonprobability sampling. Berdasarkan hasil analisis korelasi, kebahagiaan dan kemampuan beradaptasi karier diperoleh r = .579 (p < .05). Hasil analisis data menunjukkan bahwa terdapat hubungan positif signifikan antara kedua variabel. Hipotesis yang diajukan dalam penelitian ini diterima.
... The placement in a relatively lower track (compared with a relatively higher track) can be perceived as a devalued social position reflective of a student's ability and includes information about the student's standing in society [10][11][12] . Tracking thus provides students with institutionalized status labels that are highly visible and impactful (e.g., with respect to later career chances and life paths 9,13 ). Moreover, students know about the image of their track in society. ...
Early ability tracking increases inequalities in education. It has been proposed that the awareness of negative school-track-related stereotypes contributes to educational inequalities, as stereotype awareness interferes with students’ abilities to thrive, particularly those in lower, stigmatized tracks. The present study tested this assumption in a sample of 3880 German secondary school students from three tracks, who were assessed four times on stereotype awareness regarding their own school track and academic outcomes (achievement, engagement, self-concept) between Grades 5 and 8. Students in the lowest track reported higher levels of stereotype awareness than higher track students or students attending a combined track. Stereotype awareness increased across time in all tracks. Contrary to our preregistered hypotheses, however, the results from multigroup models revealed that (changes in) stereotype awareness were not more strongly related to (changes in) most outcomes in the lowest track in comparison with the other two tracks.
... К ним относится так называемая карьерная адаптивность, которая, по мнению М. Савикаса, является движущей силой в процессе выбора профессии и развития карьеры (Savickas, 2013). Как отмечает ряд авторов, карьерная адаптивность является центральным психологическим ресурсом профессионального развития подростков, используя который они легче справляются с образовательными переходами, например от учебы в школе к учебе в вузе, и в дальнейшем -с профессиональными (от учебы к работе, от работы к работе), с меняющимися профессиональными ситуациями, таким образом приобретая способность учиться на протяжении всей жизни (Savickas, Porfeli, 2012;Chen et al., 2020b;Maggio et al., 2020, Negru-Subtirica et al., 2015. ...
Sustainable professional development of the young generation is a foundation for the present, a resource for the future, and it makes a significant contribution to the economic, environmental, and social stability of our society. As never before, professional self-identity and realistic professional plans become relevant for the persistent career development of modern schoolchildren and students. The present article theoretically substantiated three factors that are fundamental for studying the psychological characteristics of the high school students’ professional plans: personality traits, conscious self-regulation, and career adaptability. The empirical study had its purpose to examine carefully the relationship between personality traits, conscious self-regulation, career adaptability, and professional plans of high school students in the Russian schools. To this end, a conceptual model of intrapersonal and regulatory predictors of the certainty and sustainability of the young people's professional plans was proposed and tested on a sample of schoolchildren in grades 9, 10, and 11 (N = 675). Methods: “Self-Regulation Profile Questionnaire, SRPQM-2020” by V.I. Morosanova, the Russian adaptation of “Career Adapt-Abilities Scale, CAAS” by M. Saviсkas and E. Porfeli, the Russian adaptation of the “The Big Five Inventory2 (BFI-2)” by K. Soto and O. John, as well as the ad hoc questionnaire on the students' professional plans. The structural modeling analysis of the obtained data demonstrated that certainty and stability of the professional plans in the high school students depend on the developmental level of their career adaptability, including all career-oriented resources: concern, control, curiosity, confidence. At the same time, the conscious self-regulation of achieving goals also contributes to the certainty and sustainability of students' professional / academic plans through their career adaptability, which acts as a mediator of this influence. As for personality traits, they make an indirect contribution to the professional plans of young people, determining the development of conscious self-regulation and career adaptability. The results obtained reveal the importance of general psychological (conscious self-regulation) and professionally oriented (career adaptability) resources of students in their professional development.
... The authors found a positive association between educational and vocational identity in a three-wave longitudinal analysis reporting that girls are more oriented towards educational exploration for vocational commitments than boys. 2,[24][25][26] Hence, it is expected that gender would play moderating role in the mediating effect of self-efficacy between educational identity and career development. ...
Introduction
Education and vocation are crucial to one’s identity. The current study aimed to see the association between educational identity and career identity development among Chinese PE students. The mediating effect of self-efficacy on educational identity and career identity was explored. Further, the study intended to see the moderating role of gender for the mediating effect of self-efficacy between educational identity and career identity development.
Methods
A total of 369 (age range= 16–22) Chinese PE students were recruited as participants in the study. There were 180 (48.8%) males and 189 (51.2%) females in the sample. Hayes process model 58 was applied to develop a moderated mediation model.
Results
The results reported that there was a significant positive association between educational identity with self-efficacy and career identity. However, self-efficacy was not related to career identity. Further, self-efficacy did not play a mediating role between educational identity and career identity development. On the other hand, gender significantly moderated the mediating effect of self-efficacy between educational identity and career identity development.
Discussion
The study suggests that individuals who have a strong sense of educational identity are more likely to possess higher levels of self-efficacy and a clearer understanding of their career goals. However, it is notable that self-efficacy did not directly impact career identity, suggesting the presence of other factors influencing this aspect of identity formation. Interestingly, moderating role of gender suggests that the influence of self-efficacy on career identity development may vary depending on one’s gender, highlighting the importance of considering gender-specific factors in career-related interventions and counseling programs. The practical and theoretical implications of the study are discussed.
Implications
The practical implications of this study suggest the importance of educational identity, the need for comprehensive career counseling interventions, and the consideration of gender-specific factors. The theoretical implications contribute to identity development theory, mediation and moderation frameworks, and cross-cultural research on career identity.
... Previous research reported that adolescents in vocational high schools (or vocational tracks) tended to show less mature identity patterns in the Netherlands (Christiaens et al., 2021), Romania (Negru-Subtirica et al., 2015), and Greek Cyprus (Solomontos-Kountouri & Hurry, 2008). This characteristic is explained by the educational system in vocational high schools, which offers less support and guidance in identity development and adolescents' perception of low academic capabilities and possibilities (e.g., Christiaens et al., 2021). ...
Although identity development is crucial in individuals’ psychological adjustment from adolescence to adulthood, little is known about its impact in the transition to tertiary education or work. This study examined whether identity development during high school predicts career choices and adjustment (i.e., engagement) and maladjustment (i.e., burnout) after graduation. A total of 357 Japanese adolescents participated throughout the 3-year period of vocational high school (Mage = 15.75; 62.75% girls). A follow-up assessment, at 18 months after the school-to-tertiary education or school-to-work transitions, was conducted. Higher identity synthesis during high school years predicted entry into tertiary education, while higher identity confusion predicted transition to work. Furthermore, higher identity synthesis during the high school years predicted higher post-graduation academic engagement, and higher levels of identity confusion predicted higher levels of post-graduation academic or work burnout. Overall, this study contributes to the understanding of the role of identity development in adolescence as a valuable asset for predicting the transition and the adjustment to tertiary education or work.
... This shows that students generally do not understand what steps must be taken in career development. Added to this is the lack of information found on jobs that will be in demand, and a lack of understanding of the advantages and disadvantages of jobs that will be in demand in the future (Denault et al., 2019;Negru-Subtirica et al., 2015). Lack of understanding of career information will cause these students to be unprepared, have undeveloped careers, and be immature in deciding which career to take (Batool & Ghayas, 2020;Kertechian & Bester, 2023). ...
Many students feel anxious about career prospects, so they are afraid that career insights in the field will not be achieved. The purpose of this study is to analyze the role of vocational education in the career development process, especially for students who are still full of doubts about their careers. This type of research is descriptive qualitative in the form of a Systematic Literature Review (SLR) to collect evidence based on research topics and support the development of evidence-based research. The stages in the SLR method are planning, conducting, and reporting. The subject of this study is the literature related to vocational education in the career development process. The results of the study found 5 major themes out of 98 articles that had been selected related to the topic under study. The role of vocational education regarding job characteristics, career maturity development services, career opportunities, ability to make career decisions, and vocational career development in the student career development process. It is hoped that the findings in this study will become information for future researchers, teachers, the wider community, and policy-making institutions, especially in Indonesia.
... Contrary to expectations and prior findings (Pinquart et al., 2003), academic performance did not predict subjective career success in either males or females. One possible explanation could be that youth with better academic performance have more positive outlooks and higher expectations for their professional careers (Negru-Subtirica et al., 2015), which may result in greater disappointment when expectations are not met. Additionally, since this study predominantly involved Black youth from lower SES backgrounds, some youth who performed well in school may have had high expectation for their occupational career but experienced other barriers such as financial problems or systemic discrimination that hindered obtaining a higher education and career advancement, resulting in some youth experiencing lower career satisfaction, despite their good academic performance during adolescence. ...
Previous research showed inconsistent effects of pubertal timing on adolescent academic performance and adult career success. Moreover, the relative importance of biological vs. perceived pubertal timing has not been examined. This study examined effects of biological and perceived pubertal timing on academic performance throughout adolescence and career success in adulthood together with sex differences in an understudied population of pre-dominantly Black youth from lower income families. The sample included 704 youth (52% male, 76% Black, 22% White) interviewed at four time points (Mean ages: 11.8, 13.2, 17.6, and 27.7 years). The results from a mediation path model showed that among males, perceived off-time pubertal timing uniquely predicted lower concurrent academic performance as well as lower objective career success in adulthood; this effect was mediated by lower academic performance throughout adolescence. Additionally, results from bivariate correlation analyses showed associations between early biological pubertal timing and lower concurrent academic performance in males and early perceived pubertal timing and lower concurrent academic performance among females. These findings contribute to the understanding of more nuanced links between pubertal timing, academic performance and subsequent career success in an understudied population of pre-dominantly Black youth from lower income families.
... If workers are provided sufficient professional development, growth and training opportunities, they stand a better chance of realizing and showcasing their true talents that would sequentially boost their CA and OC (Takawira et al., 2014). CA is the ability to adapt to changing tasks, engage in continued self-learning and regulate one's career direction (Negru-Subtirica et al., 2015). The latest results from several studies imply that career growth chances are narrow in firms because of financial restrictions (Kim et al., 2016). ...
The research aims to observe the impact of career adaptability on employee performance using organizational commitment as the mediator. This study also attempts to investigate human resource practices as a moderator in the association between career adaptability and organizational commitment. The survey was conducted among employees working in different Indian firms. Findings of this research reveal that organizational commitment acted as a mediator in the positive association of organizational commitment with career adaptability. Employee performance is found to be positively influenced by organizational commitment while organizational commitment is found to be positively influenced by career adaptability. The findings of this research present testimony for the hypothesized moderating role of human resource practices only in the case of opportunity-enhancing human resource practices. The connection of career adaptability with organizational commitment is found to be positive only for high and medium opportunity-enhancing HR practices.
... Career adaptability refers to a set of psychosocial self-regulatory, transactional, and malleable resources that enable individuals to prepare for, cope with, and manage career or job transitions as well as career-or work-related issues . A recent meta-analysis showed the positive effect of career adaptability on a wide range of career-related outcomes such as job and career satisfaction (Zacher, 2014;Zacher & Griffin, 2015), career identity (Negru-Subtirica et al., 2015), job stress , and employability , to cite a few. Career adaptability is considered as a set of resources individuals may rely upon in times of uncertainty and career changes to proactively plan their career, develop needed skills, engage in career exploration behaviors or mobilize social capital when needed. ...
Individuals’ career development represents a continuous adaptation process toward professional development and life goals. In this context, an increasing number of studies have recognized emotional intelligence as an important resource to cope
with career-related challenges. This doctoral dissertation aims to address three objectives: questioning, extending, and integrating what we know about emotional intelligence in career development. This manuscript first proposes an original review of the limitations in the study of emotional intelligence in the career context. Second, the present findings develop a more nuanced picture of emotional intelligence, examine unexplored career-related outcomes, and present the results of a meta-analysis. This doctoral dissertation conveys significant theoretical and practical implications with regard to the concept of emotional intelligence but also in order to help individuals throughout their career development.
... Research showed positive influences of career adaptability on career commitment (e.g. Negru-Subtirica et al., 2015;Omar & Tajudeen, 2020) or vice versa (e.g., Najib et al., 2020). Based on the CCT, the previous work suggested that career planning and career resilience were indicators of adapting responses, but career identity was placed under adaptation results (see Hirschi et al., 2015;Rudolph et al., 2017). ...
This study investigated concern, control, curiosity, and confidence serially mediated the associations between psychological flexibility (PF) at work and career commitment, based on the career construction model of adaptation and gender, age, education level, and tenure differences in career commitment. The white-collar employees (N = 353, 55% female) completed the Career Commitment Scale, Work-Related Acceptance and Action Questionnaire and Career Adaptabilities Scale-Short Form, and a Demographic Information Form. A multiple serial mediation model indicated that PF at work was related to concern, control, curiosity, and confidence, which in turn, contributed to career commitment, serially. The results of one-way ANOVA showed that career commitment differs according to education level, only. These findings suggested implications for theory, research, and practice, responding to the cultural context.
... Numerous studies [54][55][56][57][58][59] have shown that how users perceive the usability, utility, enjoyment, and service quality of technology will all affect people's views towards using it. The self-efficacy theory and motivation theory both support the notion that people who are assured of their skills regard technology engagement as enjoyable and recognize that a task's utility would function more effectively in circumstances where technology is used [58]. ...
Unlabelled:
This study investigates how compatibility and perceived enjoyment affect the link between intention to use and actual technology use in Romanian preschool education, building on earlier studies.
Methods:
300 participants were invited to participate in this research from 15 Romanian counties. 182 preschool teachers' questionnaires were utilized for data analysis after the return and screening of responses. A valid and accurate scale evaluating preschool teachers' behavior towards technology adoption was included in the questionnaire, along with self-reported demographic data, professional identification, and other information. Data was analyzed using SPSS V.16.
Results:
(1) Intention to use, compatibility, perceived enjoyment, and actual use were positively associated. (2) The effect of compatibility and perceived enjoyment on the link between intention to use and actual technology use was carried out in the following way: Intention to use → Compatibility with technology → Perceived enjoyment → Actual use. We hypothesize that intention to use affects compatibility, compatibility affects perceived enjoyment, and, lastly, perceived enjoyment affects actual use. For a more robust validation of results, we have also modelled this relationship with the Radial Basis Function (RBF) neural network.
Conclusion:
Compatibility and perceived enjoyment partially mediate the relationship between intention to use and actual technology use in class by Romanian preschool teachers. According to the theory of planned behavior, this study brought to light the intricacy of the relationship between preschool teachers' intention to utilize technology in the classroom and their actual usage of it. Limitations and implications are discussed.
Work-based learning (WBL) is an important tool for enhancing students' employability skills in vocational education and training. Many studies have underlined the importance of a variable of WBL, self-efficacy, and vocational identity in developing vocational students' employability skills. Nonetheless, the research is limited and examined separately. Therefore, this study investigates how WBL, self-efficacy, and vocational identity influence employability skills and how self-efficacy moderates between WBL and employability skills. Four hundred and three state university students in Yogyakarta were involved in the data collection. This study used structural equation modeling (SEM) analysis to test its hypothesis. The results of the study revealed that the implementation of WBL did not have a direct effect on employability skills; however, self-efficacy was able to moderate the relationship between WBL and employability skills. However, WBL directly influences vocational identity, which in turn directly influences employability skills, while self-efficacy also directly influences employability skills. This research has important implications for improving learning that can improve students' self-efficacy skills in an effort to build students' employability skills in vocational education and training.
Academic engagement stands as a pivotal factor in fostering college students’ academic success and bolstering their competitiveness in the job market. However, college students are generally insufficiently invested in academic pursuits. Future time perspective (FTP) has been shown to be correlated to students’ academic engagement, and career adaptation is an essential competency for college students during the vocational transition phase. Accordingly, this study aimed to investigate the longitudinal relationship between FTP and academic engagement, and to explore the potential mediating role of career adaptability in this relationship. This three-wave longitudinal design included data from 259 first-year Chinese college students regarding their FTP, career adaptability, and academic engagement over six-month intervals (Time 1, October 2021; Time 2, April 2022; Time 3, October 2022). Cross-lagged models indicated that (1) FTP significantly and positively predicted subsequent academic engagement across all time points, (2) academic engagement significantly and positively predicted subsequent FTP across all time points, and (3) the relationship between FTP at Time 1 and academic engagement at Time 3 was mediated by career adaptability at Time 2. Thus, a significant temporal and bidirectional association exists between FTP and academic engagement with career adaptability as a mediator. These findings extend FTP and career construction theories to non-Western cultures and have implications for interventions targeting academic engagement and dropout rates.
This study aimed to investigate the correlation between career adaptability and developmental tasks among young adults concerning life orientation. Additionally, it sought to ascertain whether self-regulation functions as a mediator in the relationship between life orientation and career adaptability. The study included a total of 435 young adults aged between 18 and 34 years. The research employed the Polish versions of three questionnaires: the Social Participation Questionnaire, the Self-Regulation Scale, and the Career Adapt-Abilities Scale-5. The conducted research demonstrated that the assimilation and integrative social participation types predominated, and young adults were more likely to display a transitive life orientation than a moratorium orientation. The results also showed, as expected, a positive relationship between the promotional strategy and all components of the career adaptability. Mediation analysis revealed that the promotion regulatory focus acted as a mediator in the relationship between transitive life orientation and all five categories of career adaptability within the transitive orientation dependence model and, similarly to preventive regulatory focus, between moratorium orientation and the dimensions of concern and control. Preventive regulatory focus turned out to be a mediator between transitive orientation and career adaptability variables only in the case of three out of five variables—concern, control and curiosity.
The process model of vocational identity was well applied in various Western countries to study the vocational identity process and statuses of college students. However, such research is limited in Hong Kong. Moreover, the relation between vocational identity development and academic performance was inconclusive in the literature, and it was also not tested among Hong Kong students. In light of these, the current study aimed to empirically identify and validate vocational identity statuses among a sample of 576 sub-degree students in Hong Kong using the vocational identity process model. Relations of vocational identity processes and statuses with perceived academic performance were also tested. Six vocational identity statuses were empirically derived in the Hong Kong Chinese context. Vocational identity statuses also differentiate perceived academic performance. Moreover, we found that career flexibility and self-doubt were significantly related to perceived academic performance. Implications of the results for theory and practice are discussed.
The aim of this study was to extend previous findings on antecedents of career adaptability in adolescence. Drawing on career construction theory and the distal-proximal theory of motivation, we investigated the mediating role of core self-evaluations in the relationship between basic personality traits and career adaptability in adolescence. The study included 1793 Croatian high-school students from 18 high schools who attended first to third grade. Path analysis revealed that adolescents? higher core self-evaluations partially accounted for the predictive effects of extraversion and conscientiousness on their career adaptability. Conscientiousness and extraversion were positively related to core self-evaluations, which, in turn, were related to higher career adaptability. There was also a very small but significant indirect effect of students? openness to experience on their career adaptability via core self- evaluations. Conscientiousness, extraversion, and openness to experience were directly and positively related to career adaptability. Theoretical and practical implications of the findings are discussed.
Current technological developments are causing various changes in life, one of which is in the field of work. The change in working conditions from on-site to online is one of the unexpected changes that occurred in the field of work. Students need career adaptability so they can face all the definite and unexpected changes that occur in the work environment. This research aims to determine the picture of career adaptability in students. The method used is a descriptive analysis technique with a quantitative approach. Participants consisted of 120 psychology students from the 2016–2021 class at Bandung Islamic University who were taken using purposive sampling techniques. The measuring tool used is the Career Adaptability Scale—Short Form (CAAS-SF) from Maggiori, Rosier, and Savickas (2017), which was adapted by Panjaitan and Sahrah. The results of this research show that students have a high level of career adaptability. Abstrak. Perkembangan teknologi yang terjadi saat ini menimbulkan berbagai perubahan dalam hidup, salah satunya di bidang pekerjaan. Perubahan kondisi kerja yang semula on-site menjadi online merupakan salah satu perubahan tidak terduga yang terjadi di bidang pekerjaan. Mahasiswa membutuhkan adaptabilitas karir agar bisa menghadapi segala perubahan pasti maupun tidak terduga yang terjadi di lingkungan kerja. Penelitian ini bertujuan untuk mengetahui gambaran adaptabilitas karir pada mahasiswa. Metode yang digunakan adalah teknik analisis deskriptif pendekatan kuantitatif. Partisipan terdiri dari 120 orang mahasiswa Psikologi angkatan 2016 – 2021 di Universitas Islam Bandung yang diambil menggunakan teknik purposive sampling. Alat ukur yang digunakan adalah Career Adapt-Abilities Scale – Short Form (CAAS-SF) dari Maggiori, Rosier, dan Savickas (2017) yang diadaptasi oleh Panjaitan dan Sahrah. Hasil penelitian ini menunjukkan bahwa mahasiswa memiliki tingkat adaptabilitas karir yang tinggi.
This research aims to determine the relationship between career adaptability and hardiness of final year education students at Padang State University. This study uses quantitative methods with a correlational quantitative method design. Data collection techniques using proportionated stratified random sampling. The sample in this study amounted to 375 respondents. This research instrument uses The Career Adapt-Abilities Scale Indonesian Form scale from Sulistiani et al., (2019) and a hardiness scale based on the theory of Kobasa., et al (1982). The results of the analysis used product moment correlation and found that there was a significant relationship between career adaptability and hardiness of final year education students at Padang State University.
In career construction theory, career narratives play a central role in establishing vocational identity. This study investigated the factor structure of career narratives by applying the narrative identity assessment model. In total, 521 young adults participated in the job search. They completed an online survey comprising self-reported measures of career adaptability and job search intensity. Career narratives were also collected, with a career-turning point as a prompt. Career narratives were rated based on exploratory processing, meaning-making, change connections, affective tone, contamination, agency, communion, elaboration of facts, contextual coherence, and chronological coherence. Confirmatory factor analysis supported the hypothesized three-factor structure. Three factors were differentially associated with career adaptability. Only the motivational and affective themes were related to job search intensity. These findings suggest that the factor structure model of career narratives provides a complementary understanding of vocational identity.
Context: Adolescence is the training ground for adult life. In a relatively short period, the adolescent will undergo a metamorphosis. During the high school years, the majority of adolescents move from persistent dependence to true independence, from logical thinking to abstract, complex and hypothetical thinking, from impulsivity to consideration and from a diffuse feeling about one's own person to a reasonably defined self-identity. Adolescent's vocational identity formation during high school is an extremely important process in vocational and career counseling, because it helps them to make rational choices regarding the choice of a career gaining an increased level of career maturity. Methods: The present study had as participants 300 Romanian teenagers which belong to the following paths of studies/profiles: formal sciences (specializations: Mathematics-informatics and Natural Sciences), services (specializations: Economics, trade, tourism and food) and humanities (specialization: Philology). The tools used in the adolescent evaluation process were Career Decision-Making Self-Efficacy-Short Form Scale (CDMSE-SF), the Vocational Identity Status Assessment (VISA) and the NEO Five-Factor Inventory (NEO-FFI-3). Results: After the interpretation of the obtained results, the following aspects were demonstrated: The identity status career commitment correlates with the personality traits - neuroticism, extraversion, openness to experience and conscientiousness, and regarding the career decision-making self-efficacy it correlates with the self-evaluation process, obtaining information about self and professions, setting goals, career planning and the problem-solving process. Identity status identification with career commitment correlates with personality traits - extraversion, openness to experience and conscientiousness, and from the perspective of the career decision-making self-efficacy, it correlates with the process of self-evaluation, obtaining information about self and professions, setting goals, solving problems and career planning. The identity status career commitment flexibility correlates with the personality traits neuroticism and conscientiousness, and from the perspective of the career decision-making self-efficacy it correlates with the problem-solving process. Identity status career self-doubt correlates positively with the personality trait neuroticism and negatively with conscientiousness, the process of self-evaluation, obtaining information about self and professions, setting goals, career planning and problem solving. Conclusion: The main purpose of this study was to investigate the relationship between vocational identity, personality factors and career decision-making self-efficacy. The results demonstrated that certain personality traits, respectively certain components of career decision-making self-efficacy are predictors for the adolescent's vocational identity formation.
To facilitate future research on career adaptability, this study aims to validate the super-short form of the Career Adapt-Abilities Scale (CAAS-SSF) through two studies across three samples. In Study 1, the full scale is shortened to a 4-item scale based on a Chinese sample (Sample 1, N = 616), considering both reliability and validity. Study 2 aims to validate the 4-item CAAS-SSF across two additional samples: Sample 2 in China ( N = 332) and Sample 3 in the United Kingdom ( N = 317). Results show that the CAAS-SSF demonstrates satisfactory reliability and good fit with the unidimensional model of career adaptability. Furthermore, the super-short scale exhibits acceptable measurement invariance across gender and culture groups. Moreover, criterion-related validity of the CAAS-SSF is supported by its positive correlations with criterions (i.e., job performance, career satisfaction, and occupational self-efficacy) that parallel results of the CAAS and CAAS-Short Form. Overall, the findings support the CAAS-SSF as a reliable and valid representation of the 24-item CAAS. Limitations and directions for future research are also discussed.
Based on social cognitive career theory model of career self-management, this study explored the mediating roles of career decision self-efficacy (CDSE) between diverse sources of social support and adolescents’ career adaptability. Additionally, the effects of stage differences on career adaptability were also examined. A questionnaire was used to survey 1,268 Chinese adolescents to test the study hypotheses. The findings indicated that family support, friend support, and teacher support could influence adolescents' career adaptability either directly or indirectly via CDSE and that teacher support had the largest effect on adolescents’ career adaptability compared to family support and friend support. In addition, the effects of diverse sources of social support on CDSE and career adaptability differed among junior high school and senior high school students. These results indicate the importance of contextual and individual cognitive factors on adolescent career development. Suggestions for future research and practice are also proposed.
Researchers suggest that personal and contextual factors may interact to predict career calling; however, the antecedents of career calling have received less research attention. Consequently, the aim of this research is to develop and test a research model that investigates work engagement and professional identity as mediators of the effect of social support on career calling among 456 Chinese special education teachers. Structural equation modeling analyses revealed that perceived social support predicted high levels of work engagement, professional identity, and career calling. Furthermore, work engagement and professional identity simultaneously and sequentially mediated the relationship between perceived social support and career calling. Our findings suggest that supportive social relationships may increase the willingness to dedicate one's time and efforts and enhance the clarity of professional identity, ultimately fostering a sense of career calling. This research would be valuable to both academics and practitioners who are seeking to explore various antecedents of career calling.
This study develops and validates the fifteen-item Turkish version of the Career Adapt-Abilities Scale Short Form (CAAS-5-SF) with a cooperation dimension. The data of the study were collected from 1.575 different high school students (aged between 15 and 18 years) in Turkiye. It has been observed that the scale has acceptable validity and reliability values. Significant relationships were obtained between the CAAS-5-SF and perceived stress, problem-solving self-efficacy and career adaptation responses.
Effect sizes in longitudinal studies often are dramatically smaller than effect sizes in cross-sectional studies. Indeed, autoregressive models (which are often used in longitudinal studies but not in cross-sectional studies) control for past levels on the outcome (i.e., stability effects) in order to predict change in levels of the outcome over time and thus may greatly reduce the magnitude of the effect of a predictor on the outcome. Unfortunately, however, there have been no attempts to differentiate guidelines for interpreting effect sizes for longitudinal studies versus cross-sectional studies. Consequently, longitudinal effect sizes that fall below the universal guidelines for “small” may be incorrectly dismissed as trivial, when they might be meaningful. In the current paper, we first review the present guidelines for interpreting effect sizes. Next, we discuss several examples of how controlling for stability effects can dramatically attenuate effect sizes of other predictors, in order to support our argument that the current guidelines may be misleading for interpreting longitudinal effects. Finally, we conclude by making recommendations for researchers regarding the interpretation of effect sizes in longitudinal autoregressive models.
Personality traits are hypothesized to be among the most important factors contributing to individual differences in identity development. However, longitudinal studies linking Big Five personality traits to contemporary identity models (in which multiple exploration and commitment processes are distinguished) are largely lacking. To gain more insight in the directionality of effect and the developmental interdependence of the Big Five and identity processes as forwarded in multilayered personality models, the present study assessed personality and identity in 1,037 adolescents 4 times over a period of 3 years. First, using cross-lagged path analysis, Big Five traits emerged as consistent predictors of identity exploration processes, whereas only one significant path from identity exploration to the Big Five was found. Second, using latent class growth analysis, 3 Big Five trajectory classes were identified, resembling the distinctions typically made between resilients, overcontrollers, and undercontrollers. These classes were characterized by different initial levels and (to a lesser extent) rates of change in commitment and exploration processes. In sum, important developmental associations linking personality traits to identity processes were uncovered, emphasizing the potential role of personality traits in identity development. Developmental implications and suggestions for future research are discussed. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
The main aim of our research was to describe the comprehensive picture of relationships between identity and well-being with a cross-national perspective. We examined identity considering the interplay of three processes (i.e., commitment, in-depth exploration, and reconsideration of commitment) and we treated well-being as a multidimensional latent variable, whose indicators were subjective well-being, psychological well-being, and social well-being. Participants were 1,086 (60.6 % female) emerging adults from Italy, Poland, and Romania. They completed self-report measures of identity and well-being. We adopted a structural equation modeling approach and we tested associations between identity and well-being for university students (taking into account educational identity) and working emerging adults (considering job identity). For all countries and in both identity domains findings indicated that well-being was consistently associated with high commitment, high in-depth exploration, and low reconsideration of commitment. Implications of these findings are discussed.
This person-centred study investigated the longitudinal patterns of vocational identity development in relation to personality, the development of well-being, gender, nationality and the attended school track among two cohorts of Swiss adolescents in 8th or 9th grade (N = 269) and in 11th or 12th grade (N = 230). The results confirmed the existence of four identity statuses, namely, achievement, foreclosure, moratorium and diffusion. Forty-two per cent of students showed progressive patterns of identity development, while 37% remained in their identity status over time. Students with different statuses and status change patterns differed significantly in their personality traits. Higher neuroticism related to the emergence of identity exploration over time, while conscientiousness related to maintaining or achieving a sense of identity commitment in terms of achievement or foreclosure. Controlling for the effects of socio-demographics and personality traits, students who reached or maintained a state characterized by identity clarity and commitment showed a relative increase in life satisfaction, while those entering a state of identity crisis or exploration showed a decrease in life satisfaction. Copyright © 2011 John Wiley & Sons, Ltd.
This study investigated whether vocational identity achievement mediates the relation between basic personality dispositions (i.e. core self-evaluations) and career and well-being outcomes in terms of job and life satisfaction. Two studies with Swiss adolescents were conducted. Study 1 (N= 310) investigated students in eighth grade, prior to making the transition to vocational education and training (VET); it showed that vocational identity related positively to life satisfaction but that this relationship disappeared once core self-evaluations were controlled. Study 2 (N= 150) investigated students in their second year of VET; it showed that job satisfaction was unrelated to identity and self-evaluations. However, identity fully mediated the relation between self-evaluations and life satisfaction.
Four identity dimensions (Commitment Making, Identification with Commitment, Exploration in Depth, and Exploration in Breadth)
were used to derive identity statuses by means of cluster analysis in a sample of late adolescents. This strategy resulted
in both a qualitative refinement and a quantitative extension of Marcia's (1966) model. Five clusters were retained. Four
of those (the Achievement, Moratorium, Foreclosure, and Diffused Diffusion Cluster) bore a striking resemblance to Marcia's
original identity statuses in terms of their definition and their associations with criterion variables. Adolescents in the
fifth cluster, the Carefree Diffusion Cluster (low to moderate on both commitment dimensions and low on both exploration dimensions),
scored as high as the 2 high Commitment Making clusters (i.e., the Achievement and Foreclosure Cluster) on several indicators
of adjustment. Personality characteristics further differentiated these clusters in accordance with theory. The advantages
of expanding the identity status paradigm, through additional distinctions that pertain to both commitment and exploration,
are discussed and practical implications are outlined.
The purpose of this study was to examine differences in identity formation between large community samples of Italian (N = 1,975) and Dutch (N = 1,521) adolescents. Findings indicated that the distribution across five previously extracted identity statuses (i.e., achievement, early closure, moratorium, searching moratorium, and diffusion) differed strongly across nationality, with Italian participants more represented in the moratorium statuses, and with Dutch adolescents more likely to be in the early closure and diffusion statuses. Furthermore, the profile of the searching moratorium status, in terms of personality characteristics, internalizing symptoms, and parent-adolescent relationships, was found to be more adaptive in the Italian context. These findings are discussed in light of social, economic, and cultural differences between Italy and the Netherlands.
This longitudinal panel study investigated predictors of career adaptability development and its effect on development of sense of power and experience of life satisfaction among 330 Swiss eighth graders. A multivariate measure of career adaptability consisting of career choice readiness, planning, exploration, and confidence was applied. Based on Motivational Systems Theory four groups of predictors were assessed: positive emotional disposition, goal decidedness, capability beliefs and social context beliefs. Influence of gender, age, immigration background, parental educational level, and college-bound or vocational education plans were also assessed. Perceived social support and positive emotional disposition, non-immigration background, and continuing to vocational education were single significant predictors of more career adaptability development over the school year. Supporting the connection of career adaptability and positive youth development, increase in career adaptability over time predicted increase in sense of power and experience of life satisfaction.
Preparing for an adult career and incorporating a career into one's identity is a key task during the transition to adulthood (Erikson, 1968), and completing developmental tasks is considered a major factor in adjustment (Havinghurst, 1972). Previous research has established associations between overall career preparation in high school and adjustment soon after high school graduation. Differences in the developmental patterns of career preparation dimensions (indecision, planning, and confidence) following high school graduation also have been found. The current study builds on that prior work by examining associations between changes in the dimensions of career preparation and changes in 3 aspects of adjustment (emotional stability, social adaptation, and self-actualization) from 12th grade in high school to 4.5 years after high school graduation in a sample of 454 youths, using latent growth curve analysis. Results showed that career preparation both predicts and is predicted by adjustment. Career confidence was a particularly important predictor of adjustment. Both 12th grade career confidence and changes in confidence over time predicted changes in adjustment and adjustment 4.5 years post-high school. In an alternative model, an increase in emotional stability was predictive of higher career confidence and lower indecision. Results are discussed in the context of developmental theories and the notion that adjustment and career are interrelated processes.
The aim of this five-wave longitudinal study of 923 early to middle adolescents (50.7% boys; 49.3% girls) and 390 middle to late adolescents (43.3% boys and 56.7% girls) is to provide a comprehensive view on change and stability in identity formation from ages 12 to 20. Several types of change and stability (i.e., mean-level change, rank-order stability, and profile similarity) were assessed for three dimensions of identity formation (i.e., commitment, in-depth exploration, and reconsideration), using adolescent self-report questionnaires. Results revealed changes in identity dimensions towards maturity, indicated by a decreasing tendency for reconsideration, increasingly more in-depth exploration, and increasingly more stable identity dimension profiles. Mean levels of commitment remained stable, and rank-order stability of commitment, in-depth exploration, and reconsideration did not change with age. Overall, girls were more mature with regard to identity formation in early adolescence, but boys had caught up with them by late adolescence. Taken together, our findings indicate that adolescent identity formation is guided by progressive changes in the way adolescents deal with commitments, rather than by changes in the commitments themselves.
Three hundred and sixty-seven secondary school students across five year levels (8–12) were assessed for levels of career maturity (attitude and knowledge), work commitment, work value, career decidedness (indecision and certainty), career decision-making self-efficacy and self-esteem, and indicated their age, gender, socioeconomic status, school achievement and work experience. Using two multiple regression analyses, the predictor variables were able to account for 52% of the variance of career maturity attitude, and account for 41% of the variance of career maturity knowledge. Self-efficacy, age, career decidedness (certainty) and work commitment were the main predictors of career maturity attitude. Age, gender, career decidedness (certainty), work commitment and career decidedness (indecision) were the main predictors of career maturity knowledge. Results demonstrated the importance of examining two aspects of career maturity (attitude and knowledge), and were discussed in the context of Super’s (1957, 1990) theory of career development.
4 modes of reacting to the late adolescent identity crisis were described, measured, and validated. Criteria for inclusion in 1 of 4 identity statuses were the presence of crisis and commitment in the areas of occupation and ideology. Statuses were determined for 86 college male Ss by means of individual interviews. Performance on a stressful concept-attainment task, patterns of goal setting, authoritarianism, and vulnerability to self-esteem change were dependent variables. Ss higher in ego identity performed best on the concept-attainment task; those in the status characterized by adherence to parental wishes set goals unrealistically high and subscribed significantly more to authoritarian values. Failure of the self-esteem condition to discriminate among the statuses was attributed to unreliability in self-esteem measurement.
A developmental contextual test of a dual-cycle model of identity formation is presented. In addition to a commitment-formation cycle-represented by Marcia's (1966) classical dimensions of exploration in breadth and commitment making--the model comprises a commitment-evaluation cycle--constituted by 2 additional dimensions of exploration in depth and identification with commitment. In a sample of 402 college students assessed 4 times over 2 years, both dimensions of the commitment-formation cycle and exploration in depth increased across time. Identification with commitment showed a slight decrease across time. Latent growth curve (LGC) modeling analyses indicated that the 2 identity cycles are interwoven in a dynamic interplay that defines identity formation. Contextual influences on identity development were identified through a natural experiment. Commitment evaluation constituted the core identity cycle in the normative-progression group (i.e., students who moved on to the sophomore year). Both commitment formation and commitment evaluation were at work in the reorientation group (i.e., students who repeated their freshman year or changed their major). Implications and suggestions for future research are discussed.
This review examines contemporary issues in vocational development with emphasis on adolescents' work experiences in social context. Attention is directed to the changing social and cultural context for vocational development, the influence of work experience on adolescent development and educational achievement, and theoretical approaches that guide contemporary studies of vocational development and career maturity. In light of the utility of current theories, new directions are suggested to enhance understanding of adolescent employment, vocational development, and educational pursuits. Social policy initiatives to promote adolescents' exercise of agency and their vocational development are considered.
Identity formation is a dynamic process of person-context interactions, and part of this context are parents, even in late adolescence. Several theories on parent-adolescent relationships share the idea that parents influence the process of identity formation. However, up to now, empirical evidence, particularly longitudinal evidence for this link is limited. Therefore, this study aims to examine short-term changes in parenting and identity formation during late adolescence and to test the transactional process involved. Moreover, we focused on gender differences. Late adolescents were measured twice with a 1-year interval. Analyses using latent change models largely showed that parenting predicted the explorative phases of identity formation (i.e., exploration in breadth and commitment making), while evaluative phases of identity formation (i.e., exploration in depth and commitment identification) predicted more supportive parenting. Gender differences emerged, with respect to both parents' and adolescents' gender. These results clearly show that parenting and identity formation are dynamically interlinked, and underscore that parents keep being an important source of socialization for their developing children, even in late adolescence.
The aim of this study was to develop a model of identity formation comprising three structural dimensions: commitment, in-depth exploration and reconsideration of commitment. A new tool, the Utrecht-Management of Identity Commitments Scale, was designed to assess these processes. Early and middle adolescents (N=1952) participated in this study. Confirmatory factor analyses revealed that the three-factor model provided a better fit than alternative one- and two-factor models. The model applied not only to the whole adolescent sample, but also to male and female subsamples and to early and middle adolescent age groups. Additionally, we established interethnic equivalence of the model, in that it also fit well for ethnic minority adolescents. In accordance with hypotheses, regression analyses showed that commitment, in-depth exploration and reconsideration of commitment were significantly related to measures of self and personality, psychosocial problems and parent-adolescent relations. Implications and suggestions for future research are discussed.
In this discussion, we summarize the main aspects of the research presented in the papers and discuss what we see as their strong points. To analyze recent developments in identity research, we compared the present issue with the special issue of the Journal of Adolescence in 1996 on ‘Identity Development in Context’. In that issue it was concluded that further research is necessary to “detail the ways in which contextual variables may interact both with one another as well as with individual personality variables to determine the course of the identity formation process”.
In the papers in this issue, the influence of the context has received much more attention than 20 years ago. However, they still have serious limitations with regard to the study of the developmental process. Not more than one study uses a longitudinal design. To stimulate research into developmental processes we conclude with a plea for longitudinal studies over long periods, with enough measurement points to distinguish between different patterns, and for more conceptual attention for what identity development is about.
A common concern when faced with multivariate data with missing values is whether the missing data are missing completely at random (MCAR); that is, whether missingness depends on the variables in the data set. One way of assessing this is to compare the means of recorded values of each variable between groups defined by whether other variables in the data set are missing or not. Although informative, this procedure yields potentially many correlated statistics for testing MCAR, resulting in multiple-comparison problems. This article proposes a single global test statistic for MCAR that uses all of the available data. The asymptotic null distribution is given, and the small-sample null distribution is derived for multivariate normal data with a monotone pattern of missing data. The test reduces to a standard t test when the data are bivariate with missing data confined to a single variable. A limited simulation study of empirical sizes for the test applied to normal and nonnormal data suggests that the test is conservative for small samples.
Given that the root mean square error of approximation (RMSEA) is currently one of the most popular measures of goodness-of-model fit within structural equation modeling (SEM), it is important to know how well the RMSEA performs in models with small degrees of freedom (df). Unfortunately, most previous work on the RMSEA and its confidence interval has focused on models with a large df. Building on the work of Chen et al. to examine the impact of small df on the RMSEA, we conducted a theoretical analysis and a Monte Carlo simulation using correctly specified models with varying df and sample size. The results of our investigation indicate that when the cutoff values are used to assess the fit of the properly specified models with small df and small sample size, the RMSEA too often falsely indicates a poor fitting model. We recommend not computing the RMSEA for small df models, especially those with small sample sizes, but rather estimating parameters that were not originally specified in the model.
The Career Adapt-Abilities Scale (CAAS)-Italian Form consists of four 6-item scales, which measure concern, control, curiosity, and confidence as psychosocial resources for managing occupational transitions, developmental tasks, and work traumas. The 24-item CAAS-Italian Form is identical to the International Form 2.0. The factor structure was similar to the one computed for combined data from 13 countries. Internal consistency estimate for the four subscale and total scores was good. Concurrent validity evidence was collected on perceived internal and external barriers, breadth of interests, and quality of life. Correlations resulted as predicted and showed adaptability related negatively to perceived barriers and positively to breadth of interests and quality of life. As expected, analyses of variance showed that adolescents with higher adaptability perceive fewer barriers, express a broader range of interests, and report a higher quality of life.
The CAAS-France Form consists of four scales, each with six items, which measure concern, control, curiosity, and confidence as psychosocial resources for managing occupational transitions, developmental tasks, and work traumas. Internal consistency estimates for the subscale and total scores ranged from moderate to good. The factor structure was quite similar to the one computed for combined data from 13 countries. The CAAS France Form is identical to the International Form 2.0. Concurrent validity evidence was collected relative to motivation and anxiety given that adaptability has been identified as a meta-competency for career construction in information societies. Relations between career adaptability and motivation measures were as predicted. However, they provide partial support to the relations between career adaptability and general or career anxiety.
Using a sample of 242 Italian high school students, we examined the direct relation of hope and optimism on four dimensions of career adaptability (i.e. curiosity, confidence, control, and concern) as well as the mediating effect of these four adaptability dimensions on the relations of hope and optimism on the sub-components of satisfaction. The results of the study demonstrated that both hope and optimism significantly predicted various dimensions of career adaptability. Additionally, the degree to which hope related to students' sub-components of satisfaction was mediated by two of the four dimensions of career adaptability (i.e. curiosity and confidence). The dimensions of adaptability did not mediate the relations of optimism on satisfaction. These findings have implications for both research and practice.
The four segments in the life-span, life-space approach to comprehending and intervening in careers (individual differences, development, self, and context), constitute four perspectives on adaptation to life roles. Adaptation serves as a bridging construct to integrate the complexity engendered by viewing vocational behavior from four distinct vantage points. To correspond to adaptation as the core construct, career adaptability should replace career maturity as the critical construct in the developmental perspective on adaptation. Moreover, adaptability could be conceptualized using developmental dimensions similar to those used to describe career maturity, namely planning, exploring, and deciding.
This article reports construction and initial validation of the United States form of the Career Adapt-Abilities Scale (CAAS). The CAAS consists of four scales, each with six items, which measure concern, control, curiosity, and confidence as psychosocial resources for managing occupational transitions, developmental tasks, and work traumas. Internal consistency estimates for the subscale and total scores ranged from good to excellent. The factor structure was quite similar to the one computed for combined data from 13 countries. An attempt to strengthen the subscale internal consistency estimates and coherence of the factor structure by adding additional items failed. In the end the USA Form is identical to the International Form. Concurrent validity evidence was collected relative to career identity, given that adaptability and identity have been identified as meta-competencies for career construction in information societies. Relations between career adaptability and vocational identity formation processes and status outcomes were as predicted.
Researchers from 13 countries collaborated in constructing a psychometric scale to measure career adaptability. Based on four pilot tests, a research version of the proposed scale consisting of 55 items was field tested in 13 countries. The resulting Career Adapt-Abilities Scale (CAAS) consists of four scales, each with six items. The four scales measure concern, control, curiosity, and confidence as psychosocial resources for managing occupational transitions, developmental tasks, and work traumas. The CAAS demonstrated metric invariance across all the countries, but did not exhibit residual/strict invariance or scalar invariance. The reliabilities of the CAAS subscales and the combined adaptability scale range from acceptable to excellent when computed with the combined data. As expected, the reliability estimates varied across countries. Nevertheless, the internal consistency estimates for the four subscales of concern, control, curiosity, and confidence were generally acceptable to excellent. The internal consistency estimates for the CAAS total score were excellent across all countries. Separate articles in this special issue report the psychometric characteristics of the CAAS, including initial validity evidence, for each of the 13 countries that collaborated in constructing the Scale.
This article examines age-related trends in general ideological identity status and identity in the domains of vocation, religion, lifestyle, and politics during early adolescence and relationships between adolescent vocational identity and identities in the other domains. A cross-sectional study of 1,099 high school students in Grades 7 through 12 revealed a developmental progression in adolescent vocational identity characterized by an increase in the proportion of students classified as identity achieved and moratorium and a decrease in the proportion of students classified as identity diffused and foreclosed. Statuses in the general ideological, religious, lifestyle, and political identity domains appeared to be related to, but clearly lagged behind, identity status development in the domain of vocation. No sex differences were found in the age-related trends in vocational identity status and its relationships with the other identity domains. The results are interpreted as indicative of the leading role of vocational development in adolescent identity formation. Applicability of the construct of vocational identity status to career assessment is discussed.
A common concern when faced with multivariate data with missing values is whether the missing data are missing completely at random (MCAR); that is, whether missingness depends on the variables in the data set. One way of assessing this is to compare the means of recorded values of each variable between groups defined by whether other variables in the data set are missing or not. Although informative, this procedure yields potentially many correlated statistics for testing MCAR, resulting in multiple-comparison problems. This article proposes a single global test statistic for MCAR that uses all of the available data. The asymptotic null distribution is given, and the small-sample null distribution is derived for multivariate normal data with a monotone pattern of missing data. The test reduces to a standard t test when the data are bivariate with missing data confined to a single variable. A limited simulation study of empirical sizes for the test applied to normal and nonnormal data suggests that the test is conservative for small samples.
Longitudinal research into personal and ethnic identity has expanded considerably in the first decade of the present century. The longitudinal studies have shown that personal identity develops progressively during adolescence, but also that many individuals do not change identity, especially ethnic identity. Researchers have found rank-order stability of personal identity to be larger in adulthood than in adolescence and stability of ethnic identity to be larger in middle and late than early adolescence. Personal identity appears to progress in adulthood, as well. Adolescents with a mature identity typically show high levels of adjustment and a positive personality profile, live in warm families, and perform well at school. There is little evidence for developmental order, however, and studies instead have mainly found covariation over time between identity and the other developmental processes. The present review demonstrates that the dimensional approach to the study of identity formation can be very successful. It allows for combined variable and person-centered analyses, and for empirically generated and replicable statuses. Theoretically, the review suggests that identity formation is a less dynamic process than commonly assumed, that the identity status continuum has the order diffusion (D)→moratorium (M)→foreclosure (F)→achievement (A), that adolescents may follow two distinct sets of identity transitions on this continuum: D→F (or EC: early closure, an alternative label for foreclosure)→A or D→M→C (closure, a subtype of early closure)→A, that present identity status research offers multiple ways to study continuity of identity, and that there is no empirical proof for the assumption that exploration precedes commitment in the process of identity formation. Additionally, narrative identity research became highly visible between 2000 and 2010. The studies into narrative identity have shown that continuity of identity and coherence of the life story both grow in adolescence. Suggestions for future research are outlined.
Readers who want a less mathematical alternative to the EQS manual will find exactly what they're looking for in this practical text. Written specifically for those with little to no knowledge of structural equation modeling (SEM) or EQS, the author's goal is to provide a non-mathematical introduction to the basic concepts of SEM by applying these principles to EQS, Version 6.1. The book clearly demonstrates a wide variety of SEM/EQS applications that include confirmatory factor analytic and full latent variable models.
Occupational identity refers to the conscious awareness of oneself as a worker. The process of occupational identity formation
in modern societies can be difficult and stressful. However, establishing a strong, self-chosen, positive, and flexible occupational
identity appears to be an important contributor to occupational success, social adaptation, and psychological well-being.
Whereas previous research has demonstrated that the strength and clarity of occupational identity are major determinants of
career decision-making and psychosocial adjustment, more attention needs to be paid to its structure and contents. We describe
the structure of occupational identity using an extended identity status model, which includes the traditional constructs
of moratorium and foreclosure, but also differentiates between identity diffusion and identity confusion as well as between
static and dynamic identity achievement. Dynamic identity achievement appears to be the most adaptive occupational identity
status, whereas confusion may be particularly problematic. We represent the contents of occupational identity via a theoretical
taxonomy of general orientations toward work (Job, Social Ladder, Calling, and Career) determined by the prevailing work motivation
(extrinsic vs. intrinsic) and preferred career dynamics (stability vs. growth). There is evidence that perception of work
as a calling is associated with positive mental health, whereas perception of work as a career can be highly beneficial in
terms of occupational success and satisfaction. We conclude that further research is needed on the structure and contents
of occupational identity and we note that there is also an urgent need to address the issues of cross-cultural differences
and intervention that have not received sufficient attention in previous research.
I have been following the identity literature for more than 10 years and have been an active contributor to this literature since 1998. During the years that I have followed and contributed to the identity literature, I have had the opportunity to observe and take note of the general areas and themes that have been emphasized in this literature as well as important areas that have been neglected. In this editorial essay, I comment on some of the areas in which identity research has been lacking and on ways to expand identity research by focusing on these areas. I restrict my analysis to the literature rooted in Eriksonian and neo-Eriksonian theory because that is the area with which I am most familiar. I touch on a number of important areas, including methodological short-sightedness, reliance on a narrow and limiting theoretical approach, and lack of attention to important applied and social policy issues. However, I deliber-ately do not touch on another potentially problematic area in identity research—measurement issues—in this essay. I believe that measurement issues are secondary to theoretical issues, more broadly based research design issues, and applicability issues—and therefore that measurement issues should be raised only after these more important issues have been addressed. The measures that are selected for use in any given study are guided by the theoretical approach and research questions on which the study is based. As the identity literature expands to cover new ground, measures will be adapted or created to address the specific identity dimensions, research objectives, and populations being examined. 293 I thank Lisa Rodriguez Schwartz and Jeffrey Arnett for their helpful and insightful comments on earlier ver-sions of this essay.
Analysis of Ordinal Categorical Data Alan Agresti Statistical Science Now has its first coordinated manual of methods for analyzing ordered categorical data. This book discusses specialized models that, unlike standard methods underlying nominal categorical data, efficiently use the information on ordering. It begins with an introduction to basic descriptive and inferential methods for categorical data, and then gives thorough coverage of the most current developments, such as loglinear and logit models for ordinal data. Special emphasis is placed on interpretation and application of methods and contains an integrated comparison of the available strategies for analyzing ordinal data. This is a case study work with illuminating examples taken from across the wide spectrum of ordinal categorical applications. 1984 (0 471-89055-3) 287 pp. Regression Diagnostics Identifying Influential Data and Sources of Collinearity David A. Belsley, Edwin Kuh and Roy E. Welsch This book provides the practicing statistician and econometrician with new tools for assessing the quality and reliability of regression estimates. Diagnostic techniques are developed that aid in the systematic location of data points that are either unusual or inordinately influential; measure the presence and intensity of collinear relations among the regression data and help to identify the variables involved in each; and pinpoint the estimated coefficients that are potentially most adversely affected. The primary emphasis of these contributions is on diagnostics, but suggestions for remedial action are given and illustrated. 1980 (0 471-05856-4) 292 pp. Applied Regression Analysis Second Edition Norman Draper and Harry Smith Featuring a significant expansion of material reflecting recent advances, here is a complete and up-to-date introduction to the fundamentals of regression analysis, focusing on understanding the latest concepts and applications of these methods. The authors thoroughly explore the fitting and checking of both linear and nonlinear regression models, using small or large data sets and pocket or high-speed computing equipment. Features added to this Second Edition include the practical implications of linear regression; the Durbin-Watson test for serial correlation; families of transformations; inverse, ridge, latent root and robust regression; and nonlinear growth models. Includes many new exercises and worked examples.
Childhood marks the dawn of human development. To organize, integrate, and advance knowledge about vocational development during this age period from a life-span perspective, we conducted a comprehensive review of the empirical vocational development literature that addresses early-to-late childhood. The review considers career exploration, career awareness, vocational expectations and aspirations, vocational interests, and career maturity/adaptability. By conducting the review, we sought to consolidate knowledge and identify avenues for further research concerned with vocational development in childhood and across the life span. Linking knowledge of child vocational development with what is known about adolescent and adult vocational development and conducting research that embeds vocational development within the fabric of a life-span developmental framework could move the field of vocational psychology from a disjointed perspective on career as studied in isolated age groups and toward an integrated life-span conceptualization.
According to Erikson, the formation of a vocational identity is one of the main tasks of adolescence. There is ample evidence to suggest that during this period of vocational identity formation, many adolescents experience periods of indecision regarding their career. The present study was designed to examine the relationship between the identity statuses, as operationalized by Marcia, and different kinds of career indecision. Findings supported the notion that membership in a specific identity status group was significantly related to the nature and amount of career indecision reported by 407 students in grades seven through twelve. The study is interpreted to offer evidence of construct validity for the identity and indecision measures used, and suggests avenues for further research.
Career preparation represents a major developmental task of adolescence, which has not received sufficient attention in empirical research on career development. Thus, this study was designed to examine the structure, continuity, and change in adolescent career preparation and its relationships with adjustment. The data were collected from a diverse sample of 389 adolescents on four occasions beginning in Grade 11 in high school and ending 6 months after high school graduation. Using Structural Equations modeling, a four-wave, developmental model of adolescent career preparation indicated by career decidedness, planning, and confidence was shown to fit the empirical data very well. Career preparation was characterized by continuity and a consistent pattern of positive concurrent and prospective associations with various indicators of adjustment. The results of the study provide empirical support for the theoretical propositions about the adaptive role of adolescent career preparation, particularly in terms of its contribution to psychological well-being and social integration.
J. L. Holland's (1985, Making vocational choices: A theory of vocational personalities and work environments, Englewood Cliffs, NJ: Prentice-Hall) formulation of the new construct vocational identity did not deal with its relation to other developmental constructs in vocational psychology. The present study investigated the association of vocational identity with vocational development by administering the Vocational Identity Scale, the Medical Career Development Inventory, and the Ego Identity Scale to 143 first- and second-year college students with the same career aspiration. The results indicated that vocational identity related to both degree of vocational development and progress in egoidentity achievement. In particular, vocational identity associated most with the task of crystallizing tentative preferences and progressively less with the other tasks in the vocational development continuum. Interpretation of sex differences in the results led to recommendations for research on stability of vocational identity and the identity formation process.
Although there has been increased interest in the boundaryless career since the publication of Arthur and Rousseau’s book (1996), there is still some misunderstanding about what the concept means. This article examines the boundaryless career and presents a model that attempts to visually capture Arthur and Rousseau’s suggestion that the concept involves six underlying meanings. Rather than considering whether or not an individual has a boundaryless career, the model focuses on the degree of mobility reflected in a career along two continua: one psychological, one physical. Based on the model, we suggest five propositions and a series of directions for future research.
We surveyed 245 first-year university students using measures of career concerns, career adaptability (career planning, career exploration, self-exploration, decision-making, self-regulation), goal-orientation (learning, performance-prove, performance-avoid) and social support (family, friends, significant others), and tested: (a) whether the career adaptability variables could be represented by a second-order factor of career adaptability; (b) whether career adaptability, goal-orientation and social support were associated with fewer career concerns; and (c) whether career adaptability mediated the relationship between goal-orientation and social support and career concerns. The study demonstrated that the career adaptability variables were inter-related and could be represented by a higher-order factor. Decision-making and self-exploration were negatively associated with career concerns, and decision-making mediated the relationship between goal-orientation and career concerns. Having more of a learning orientation was associated with more decision-making and fewer career concerns, whereas holding a performance-prove orientation was associated with poorer decision-making and more career concerns.
Changes in personality traits in late adolescence and young adulthood are believed to co-occur with changes in identity, but little research is available that supports this hypothesis. The present study addressed this relatively understudied area of research by examining longitudinal associations of Big Five personality traits (i.e., Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness) with dimensions of identity formation (i.e., identification with commitment and exploration in depth) in the domain of education. For this purpose, we used four annual waves of longitudinal data on 485 Belgian late adolescents (87.4% female; mean age at T1 = 18.6 years) covering a 3-year period. Multivariate growth models revealed that changes in Big Five personality traits were related to changes in identification with commitment and exploration in depth. Cross-lagged panel models uncovered that, except for Openness, all Big Five traits predicted educational identity dimensions. Educational identity dimensions only predicted Neuroticism. In addition, adolescents with higher levels on the personality trait of Conscientiousness faced fewer study delays. In sum, the present study adds to the growing literature that explores the antecedents, correlates, and consequences of personality trait development by uncovering the interplay of personality traits, educational identity dimensions, and academic progress in late adolescents.
Preparing for an adult career through careful planning, choosing a career, and gaining confidence to achieve career goals is a primary task during adolescence and early adulthood. The current study bridged identity process literature and career construction theory (Savickas, 2005) by examining the commitment component of career adaptability, career preparation (i.e., career planning, career decision-making, and career confidence), from an identity process perspective (Luyckx, Goossens, & Soenens, 2006). Research has suggested that career preparation dimensions are interrelated during adolescence and early adulthood; however, what remains to be known is how each dimension changes over time and the interrelationships among the dimensions during the transition from high school. Drawing parallels between career preparation and identity development dimensions, the current study addressed these questions by examining the patterns of change in each career preparation dimension and parallel process models that tested associations among the slopes and intercepts of the career preparation dimensions. Results showed that the career preparation dimensions were not developing similarly over time, although each dimension was associated cross-sectionally and longitudinally with the other dimensions. Results also suggested that career planning and decision-making precede career confidence. The results of the current study supported career construction theory and showed similarities between the processes of career preparation and identity development.
Establishing a worker identity is among the most central aspects of the transition from adolescence to adulthood. Despite its importance, few measures with acceptable psychometric and conceptual characteristics exist to assess vocational identity statuses. This study reports the development and evaluation of the Vocational Identity Status Assessment (VISA), which is derived from established conceptual models and includes career exploration, commitment, and reconsideration dimensions. Results show that the VISA exhibited metric invariance across a high school and university sample. Cluster analyses demonstrated that the VISA consistently resolved six identity statuses across the two samples, supporting the previously established achieved, moratorium, foreclosed, and diffused statuses along with two additional statuses termed searching moratorium and undifferentiated. The identity statuses predicted differences in participants' work valences and well-being with the achieved and diffused statuses respectively exhibiting the most and least favorable characteristics. Implications, limitations, and suggestions for future research based upon these findings are offered.
We surveyed 506 Australian high school students on career development (exploration, planning, job-knowledge, decision-making, indecision), personal functioning (well-being, self-esteem, life satisfaction, school satisfaction) and control variables (parent education, school achievement), and tested differences among work-bound, college-bound and university-bound students. The work-bound students had the poorest career development and personal functioning, the university-bound students the highest, with the collegebound students falling in-between the other two groups. Work-bound students did poorest, even after controlling for parent education and school achievement. The results suggest a relationship between career development and personal functioning in high school students. Yes Yes
This paper examines the well-being and career decision-making self-efficacy (CDMSE) of adolescents before and after leaving school, and tests for the changes in these variables as a result of leaving school. While at high school, 309 students were assessed on levels of school achievement, well-being (psychological distress, self-esteem, life satisfaction) and CDMSE. Nine months after leaving school, 168 of these students completed the above surveys and measures of their access to the latent (e.g. social contact, time structure) and manifest (i.e. financial) benefits of employment, and work commitment. At T2, 21% were full-time students, 35% were full-time students who were also working part-time, 22% were employed in full-time jobs, and 21% were in the labour market but not employed full-time. These groupings were differentiated at T2 on aspects of well-being, self-efficacy, and access to the latent and manifest benefits of work, and at T1 on aspects of well-being and confidence. Leaving school improved well-being and confidence for some. One group was disadvantaged by having poorer well-being while at school, which predisposed them to disadvantage in the labour market. Results are discussed in relation to models of well-being and drift/social causation.