A multivariate discriminant analysis of university students’ career decisions based on career adaptability, social support, academic major relevance, and university life satisfaction

Park, Sung Youl; Cha, Seung-Bong; Joo, Min‐Ho; Na, Hyunmi

doi:10.1007/s10775-021-09480-5

Cited by 9 publications

(5 citation statements)

References 34 publications

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“…For instance, from the perspective of concept and experience, Hirschi et al [ 8 ] explored the relationship between different operating modes of career adaptability in terms of attention, control, curiosity, and confidence. Other scholars have explored the prediction of career adaptability on outcome variables such as career choice [ 9 ], life satisfaction [ 10 ], personal growth, and well-being [ 11 ].…”

Section: Introductionmentioning

confidence: 99%

Professional Identity and Career Adaptability among Chinese Engineering Students: The Mediating Role of Learning Engagement

Liu

Zhang

et al. 2023

Behavioral Sciences

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Due to the rapid development of science and technology, economic development has changed dramatically, resulting in the transformation of career characteristics. Individuals need to convey a higher career adaptability than ever before in order to face the rapid changes brought by development. Especially for college students in the critical period of career development, having good career adaptability is of great significance to their future career choice and development. This study conducted a cross-sectional survey of 692 engineering undergraduates at a top engineering university in China and used the data to investigate the relationship between the professional identity (professional interest, professional strength, career prospects, and professional satisfaction) and career adaptability of college students, as well as to discuss the mediating role of learning engagement in the relationship between professional identity and career adaptability. The results of the correlation analysis showed that professional identity was positively correlated with career adaptability. The mediation effect model indicated that learning engagement played a mediating role in the relationship between the professional identity and career adaptability of Chinese college students. In other words, professional identity had a direct positive impact on career adaptability, while professional identity, mediated by learning engagement, had a positive impact on career adaptability. The study recommends that colleges provide students with a more conducive academic environment and more opportunities for career practice. We also encourage educators to provide more emotional support and identity for students to enhance students’ career adaptability by creating a favorable academic and emotional atmosphere.

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Section: Introductionmentioning

confidence: 99%

Professional Identity and Career Adaptability among Chinese Engineering Students: The Mediating Role of Learning Engagement

Liu

Zhang

et al. 2023

Behavioral Sciences

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“…When considered alone, these dimensions may relate differently to the other measures in the model. As noted above, Park et al (2021) found that concern is the most discriminant variable in career decisional status. Therefore, future studies computing the mean score per dimension are needed.…”

Section: Limitations and Directions For Future Researchmentioning

confidence: 67%

“…These results might be explained by adaptability multidimensionality. For example, Park et al (2021) found that students career concern is the most discriminant variable for career decisional status. Likewise, Magnano et al (2021) reported that only career concern predicted students satisfaction with life.…”

Section: Discussionmentioning

confidence: 99%

“…Regarding adaptability, studies indicate positive relations with adapting (e.g., Merino-Tejedor et al, 2016;Yıldız-Akyol and Öztemel, 2021). Also, both adaptability and adapting predict life satisfaction (e.g., Barroso, 2016;Magnano et al, 2021;Takao and Ishiyama, 2021), career certainty (e.g., Levin and Lipshits-Braziler, 2021;Park et al, 2021), and academic wellbeing results (e.g., Wilkins-Yel et al, 2018;Yıldız-Akyol and Öztemel, 2021). Adaptability also predicts achievement (Öncel, 2014), and adapting relates to study engagement (e.g., Šverko and Babarović, 2019), which is related to academic achievements (e.g., Elphinstone et al, 2019).…”

Section: Model Of Career Adaptation In Higher Educationmentioning

confidence: 99%

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Career adaptation in higher education: a study with non-working and working students

Soares,

Taveira

2024

Front. Educ.

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The career construction and sociocognitive career theories were considered to test an integrative model of career adaptation in higher education. Participants were 523 Portuguese university students (non-working, n = 335, Mage = 20.64; working, n = 188, Mage = 29.05), who completed measures of social support, protean orientation, adaptability and adapting as adaptation predictors, and career certainty, academic wellbeing, and life satisfaction as adaptation outcomes. Multigroup path analysis results indicated a good fit of the model and invariance across groups after some changes. Although more studies are needed to explore the range and limits of the proposed model validity, our findings allow the career development literature extension while informing the practice. Career counselors might facilitate university students’ adjustment by helping them expand their social network and develop their career attitudes.

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“…Nuestros resultados vienen a corroborar los obtenidos en los trabajos de Hirschi y Valero (2015) o Perera y McIlveen (2017) con alumnado universitario, evidenciando distintos perfiles de Adaptabilidad de la Carrera en los estudiantes de educación secundaria. En la línea de lo señalado por Park et al (2022) el alumnado más proactivo en la toma de decisiones muestra una mayor implicación, mayor confianza en sí mismo y mayor capacidad para afrontar la construcción de su carrera. Dicha implicación es limitada cuando se considera que las carreras se desarrollan al azar, se sigue las ideas de los demás en detrimento de las propias, y/o se siente incertidumbre ante el futuro.…”

Section: Discussionunclassified

Perfiles de Toma de Decisiones Académico-Profesionales en Estudiantes de Educación Secundaria Obligatoria

et al. 2023

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Introducción: El éxito de las transiciones en el alumnado de educación secundaria depende de su disposición a gestionar la construcción de sus carreras. Esta investigación tiene como objetivos identificar los perfiles del alumnado de Educación Secundaria Obligatoria en la gestión de sus decisiones académico-profesionales, así como determinar sus diferencias en base a características académicas, familiares y vocacionales. Método: Los participantes fueron 2187 estudiantes de tercero y cuarto de Educación Secundaria Obligatoria. Los datos se obtuvieron mediante el Cuestionario de Orientación Académica y Laboral. El análisis de perfiles latentes se empleó para identificar patrones en la gestión de la toma de decisiones académico-profesionales. Resultados: El alumnado muestra cuatro perfiles: Dependiente, Indiferente, Estándar, Proactivo. El alumnado proactivo percibe más apoyo familiar, tiene más confianza en su capacidad para tomar decisiones, está más predispuesto a estudiar, obtiene calificaciones más altas, y tiene más clara su opción académico-profesional. Discusión: Nuestros resultados sugieren la necesidad de identificar al alumnado con escasas habilidades de autogestión en la toma de decisiones. Es necesario que el asesoramiento empodere a este alumnado para que gestione sus decisiones con eficacia. Ofrecer información no es suficiente para que todo el alumnado asuma la gestión de decisiones, dado sus diferentes perfiles.

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A multivariate discriminant analysis of university students’ career decisions based on career adaptability, social support, academic major relevance, and university life satisfaction

Cited by 9 publications

References 34 publications

Professional Identity and Career Adaptability among Chinese Engineering Students: The Mediating Role of Learning Engagement

Professional Identity and Career Adaptability among Chinese Engineering Students: The Mediating Role of Learning Engagement

Career adaptation in higher education: a study with non-working and working students

Perfiles de Toma de Decisiones Académico-Profesionales en Estudiantes de Educación Secundaria Obligatoria

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