A longitudinal study of career maturity of Korean adolescents: the effects of personal and contextual factors

Yon, Kyu Jin; Joeng, Ju Ri; Goh, Michael

doi:10.1007/s12564-012-9232-y

Cited by 25 publications

(15 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is plausible that perceived academic achievement is associated with increased career adaptability because intellectual ability boosts individuals' readiness to prepare for career‐related tasks (Rudolph et al, 2017; Savickas & Porfeli, 2012). This result reinforces previous research findings on how academic performance relates to optimal career functioning in Asian societies (Park et al, 2018; Yon et al, 2012; Yuen et al, 2010). Indeed, performing well academically has career‐related advantages in a non‐Western context such as the Philippines.…”

Section: Discussionsupporting

confidence: 91%

Academic Engagement and Achievement Predict Career Adaptability

Datu

Buenconsejo

2021

The Career Development Quart

View full text Add to dashboard Cite

Abundant evidence indicates that personality, social, cultural, and contextual factors predict career adaptability. However, little research attends to the roles of academic engagement and achievement in career adaptability, especially in non‐Western cultural contexts. We examined the associations of perceived academic engagement dimensions (i.e., behavioral and emotional engagement) and academic achievement with facets of career adaptability among 324 Filipino high school students. Results of hierarchical regression analyses demonstrate that, after controlling for age and gender, behavioral engagement served as the strongest predictor of concern, curiosity, confidence, and control. In addition, perceived academic achievement was the weakest predictor of career adaptability dimensions. Our findings underscore the benefits of integrating active involvement in school‐related tasks to foster career adaptability in high school student populations.

show abstract

Section: Discussionsupporting

confidence: 91%

Academic Engagement and Achievement Predict Career Adaptability

Datu

Buenconsejo

2021

The Career Development Quart

View full text Add to dashboard Cite

show abstract

“…While preparing for college entrance exams, students become less aware of how their studies relate to their future life and career choices (K. H. Lee, 2001). South Korean parents usually encourage their children to expend effort only on academics rather than on working at part‐time jobs and looking for career opportunities (Yon, Joeng, & Goh, 2012). Indeed, many South Korean high school students make career choices according to their college entrance exam results.…”

Section: Discussionmentioning

confidence: 99%

The Planned Happenstance Career Inventory: A Cross‐Cultural Comparison

Lee

Cho

Lee

et al. 2019

The Career Development Quart

View full text Add to dashboard Cite

This study examined the measurement invariance and latent mean difference of an English version (J. H. Lee et al., 2017) of the Planned Happenstance Career Inventory (PHCI; B. Kim, Jung, et al., 2014) across cultures. Participants were 262 American and 291 South Korean undergraduates. Measurement invariance results indicated that the 5‐factor structure was adequate for both groups and that conditions for configural, metric, and partial intercept invariance were met. Latent mean analysis was used to compare the mean scores of the PHCI skills (curiosity, flexibility, persistence, optimism, and risk taking). The latent means of curiosity, flexibility, persistence, and optimism were higher among South Korean undergraduates, but no significant difference was found regarding risk taking. Career counselors should consider differences in planned happenstance perceptions across cultures to provide better career guidance. Future studies are needed to verify the distinctive nature of flexibility by replicating the factor structure of the PHCI with other samples.

show abstract

“…Career maturity of individuals affected by many factors, among others: locus of control (Dhillon & Kaur, 2005), self-concept (Gulbahce, 2007), work experience (Buchanan & Flouri, 2002), culture (Patton, Watson, & Creed, 2004), the role of parents (Choi, Hutchison, Lemberger, & Pope, 2012), adversity quotient (Khusna, Karyanta & Setyanto, 2017), generation (Harlow & Bowman, 2016), gender (Busacca & Taber, 2002;Choi, Hutchison, Lemberger, and Pope 2012), ethnicity (Grashinta, Istiqomah & Wiroko, 2018), as well as socio-economic status (Yon et al, 2012;Sofyan, Joseph & Daharnis, 2013). Individuals with high career maturity have an openness to experience and personality traits, versatile and curious; creative, sensitive to change, imaginative, open to innovation, and individuals who are willing to take risks Gosling, Rentrow, & Swan, 2003;McCrae & Costa, 2006;Moody, 2007;Roccas, Sagiv, Schwartz, & Knafo , 2002).…”

Section: Introductionmentioning

confidence: 99%

Contribution of Adversity Quotient, Self Awareness and Demographic Factors to Student Career Maturity

Kurniawan¹,

Daharnis²,

Karneli³

2020

IJRICE

View full text Add to dashboard Cite

One of the purposes of vocational school (SMK) is as an education facility to prepare alumni who are ready to enter work field, but in contrary the highest number of unemployed in West Sumatra is dominated by SMK alumni. This research aims to describe the contribution of adversity quotient, self awareness and demographic factors to student career maturity. The study was conducted using quantitative descriptive methods. The research population were students of class XII at SMKN6 Padang as many as 392 students and a sample of research were 198 students. The technique used in this research waspurposive sampling technique. The instrument used was a adversity quotient, self awareness and career maturity scale was using Likert model, and the research data was analyzed using simple regression and multiple regression with dummy variables. The research findings prove that: (1) adversity quotient has an effective contribution of 23% to student career maturity, (2) self awareness contributing as much as 37.9% to career maturity, (3) gender does not contribute to career maturity,(4) socioeconomic status contributes 4.9% to student career maturity, and (6) there were 47.8% of contributions together with adversity quotient, self awareness, gender and socioeconomic status on students' career maturity. This result show that student’s career maturity was not influenced by one variable only but adversity quotient, self awareness and demographic factor all together contribute in forming student’s career maturity. Therefore, increase in career maturity as an attempt to prepare students prior to entering work field could be done by optimizing adversity quotient level and self awareness while also considering demographic factor of each students.

show abstract

A longitudinal study of career maturity of Korean adolescents: the effects of personal and contextual factors

Cited by 25 publications

References 44 publications

Academic Engagement and Achievement Predict Career Adaptability

Academic Engagement and Achievement Predict Career Adaptability

The Planned Happenstance Career Inventory: A Cross‐Cultural Comparison

Contribution of Adversity Quotient, Self Awareness and Demographic Factors to Student Career Maturity

Contact Info

Product

Resources

About