In the field of vocational psychology, career decision-making self-efficacy (CDMSE) and career exploration (CE) are considered the crucial factors for developing a sustainable career. This study investigated the relationship between CDMSE and CE among Chinese high-school students, as well as the moderating effects of gender and school. From 2019 to 2021, 24,273 students from 13 different high schools were recruited in the study (male = 15,050, female = 9223; urban schools = 12,327, rural schools = 11,946). The results showed that (i) male students scored significantly higher than female students in both CDMSE and CE, (ii) students from urban schools scored significantly higher than students from rural schools in both CDMSE and CE, (iii) CDMSE positively predicted CE, and (iv) school moderated the relationship between CDMSE and CE, with the effect of CDMSE on CE stronger among rural school students; a moderating effect of gender was not found. These findings indicate that promoting CDMSE can lead high-school students, especially rural school students, to engage more in CE to ensure sustainable career development under the protean and boundaryless career orientation.

To assist Chinese high school students in improving their career readiness and tackling career decision-making difficulties, we designed a synchronous online career intervention based on the Cognitive Information Processing (CIP) theory during the Covid-19 pandemic. The online career intervention consisted of a series of career courses to develop high school students’ knowledge and skills in career planning, career assessments for exploring their vocational interests and academic self-concept, and a database providing basic information about university majors. To evaluate the intervention’s effectiveness, 957 10th grade students were recruited in the study, 601 participants (girls = 227, boys = 324) were randomly assigned to the experimental group (online career intervention), and 356 (girls = 159, boys = 197) participants were randomly assigned to the control group (no any career interventions). All participants completed a pre- and post-intervention assessment of their career maturity, vocational identity and career decision-making difficulties. Results indicated that the online intervention significantly increased high school students’ career readiness and reduced their career decision-making difficulties. The practical implications of this research for online career interventions directed at Chinese high school students are also discussed.

Career commitment refers to individuals’ dedication to their career; in the field of vocational psychology, career commitment is considered a vital factor for promoting a sustainable career. The current study examined a mediation model of career concern related to career commitment with career exploration and Career Decision-Making Self-Efficacy (CDMSE) as two mediators. The participants were 1105 high school students (males = 594, females = 511) recruited from three main cities in Jiangsu Province, China. Results indicated that the hypotheses were all confirmed: the direct effect of career concern on career commitment was significant (β = 0.598, p < 0.001); the indirect effect of career concern on career commitment through career exploration and CDMSE was also significant (β = 0.255, p < 0.001); and career exploration and CDMSE mediated the relation from career concern to career commitment. Finally, the authors discussed the implications of the findings which could be applied to improve a high school student’s career commitment and the sustainability of career development. The limitations of the study and the future research needed to complement the current work are also discussed.

The Career Adapt-Ability Scale (CAAS) is the favored method among researchers for measuring career adaptability. The 12-item version of CAAS-SF, which was made by Maggiori, Rossier, and Savickas based on a change to CAAS, has been slowly used by different groups in different countries and regions. As samples for the validation of the scale in this study, 571 Chinese university graduates in the early stages of their professions were chosen. Principal component analysis and confirmatory factor analysis suggest that CAAS-SF and CAAS have very similar psychological measurement features and factor structures. And the internal consistency of each subscale and total scale are equivalent to or greater than that of the CAAS assessment. These findings indicate that the CAAS-SF is a valid and reliable instrument for evaluating China’s career adaptability. In addition, limitations, issues for further research, and suggestions are emphasized.

In recent years, employment has become a growing problem for Chinese college students, who often face issues of slow employment and lazy employment. Guided by the framework of career construction theory, we explored how proactive personality strengthens career adaptability. A total of 423 Chinese college students effectively completed the online survey. The results showed a positive correlation between proactive personality, future work self salience, future time perspective, and career adaptability. Additionally, proactive personality can directly affect career adaptability through three indirect paths: the separate intermediary effect of future work self salience, future time perspective, and the continuous mediating role of future work self salience and future time perspective. The results indicate that proactive personality increases career adaptability through the mediating role of future work self salience and future time perspective. This study contributes to our understanding of the mechanisms underlying the relationship between proactive personality and career adaptability. Additionally, the findings have implications for the career development of college students.