Attachment, Career-Choice Pessimism, and Intrinsic Motivation as Predictors of College Students’ Career Adaptability

Shin, Yun‐Jeong; Lee, Ji-Yeon

doi:10.1177/0894845316653472

Cited by 18 publications

(6 citation statements)

References 47 publications

(66 reference statements)

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“…Interest towards the field is a crucial factor that will motivate and encourage students to excel in their study as it creates the sense of belonging to the academic community (Pesigan et al 2014). Shin and Lee (2017) illustrated that intrinsic motivation is formed by an individual's interest or enjoyment and produce individuals that are energetic which enables them to take actions with self-regulated strategies.…”

Section: Student's Field Of Concentrationmentioning

confidence: 99%

Factors Influencing the Choices of Concentration Field Among Liberal Studies Students in Ukm

Idris¹,

Din²

2021

MALIM

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Universiti Kebangsaan Malaysia is the first public university in Malaysia which takes up the challenge to offer Bachelor of Science in Liberal Studies. This degree is the first personalized curriculum degree which entitles students to choose their own curriculum structure, which is called concentration field in this program. The concentration field is created by students to fulfil their future personal goals and career. This paper will highlight the fields chosen for their concentration and factors contributing to their decision. The study will use self -administered survey to registered Bachelor of Science in Liberal Studies students. The data collected will be analyzed descriptively. Findings show that there are 52 combinations of concentrations fields which cross-disciplines of science, technology, humanities, and social science. Three main factors which influence decision in choosing the concentration field are interest, future career, and academic ability. Two lowest factors are parents and peers influence. This study suggests a model of success for Liberal Studies students includes three internal factors i.e., interest, ambition and academic ability, and three external support which are parents, peers and the university. This paper will give insights to other higher education institutions that are interested in offering this future-focused curriculum in line with the aspiration of the Malaysian Education Blueprint. Keywords: Liberal studies; Concentration, Citra UKM; Malaysian Education Blueprint; Future-focused curriculum.

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Section: Student's Field Of Concentrationmentioning

confidence: 99%

Factors Influencing the Choices of Concentration Field Among Liberal Studies Students in Ukm

Idris¹,

Din²

2021

MALIM

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“…It denotes individuals’ competencies and knowledge for coping with potentially stressful situations and challenges in their occupational roles ( Savickas and Porfeli, 2012 ). Given the unparalleled changes in the global context and job market in recent years, it is important that university students acquire and develop their career adaptability resources to adapt to career demands ( Hou et al, 2012 ; Shin and Lee, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

Proactive Personality as a Predictor of Career Adaptability and Career Growth Potential: A View From Conservation of Resources Theory

et al. 2021

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In the present study, we offered a new account for the development of career adaptability and the realization of career growth potential based on conservation of resources (COR) theory. Using data collected from 903 university students in China, we examined how and when proactive personality influences students’ career adaptability and career growth potential by introducing emotional exhaustion as a mediator as well as friend support and teacher individualized consideration as boundary conditions. Specifically, the results confirmed a positive effect of proactive personality on career adaptability, with this relationship mediated by emotional exhaustion. In addition, results suggested a positive effect of proactive personality on career growth potential, with this relationship mediated by emotional exhaustion and career adaptability. Moreover, results showed that in-school social support (i.e., friend support and teacher individualized consideration) served as moderators in the relationship between proactive personality and emotional exhaustion, such that the negative effect of proactive personality on emotional exhaustion was strengthened when students received high levels of social support. Theoretical implications of career adaptability research and COR theory and practical implications for promoting adaptability resources and career growth in university are provided.

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“…Career adaptability (CA), a central construct of career construction theory ( Savickas, 2002 ; Savickas et al, 2009 ), represents individuals’ psychosocial resources that help one to fit environmental change ( Savickas, 1997 ). Indeed, CA has been shown empirically to be a significant and universally valid factor that enables individuals to facilitate psychological adjustment and achieve adaptation goals (e.g., Guan et al, 2013 ; Fiori et al, 2015 ; Hirschi et al, 2015 ; Ghosh et al, 2019 ; Urbanaviciute et al, 2019 ), thus emerging vocational research on career construction theory has started to explore the drivers of CA ( Coetzee and Harry, 2013 ; Zacher, 2014 ; Shin and Lee, 2016 ; Autin et al, 2017 ; Obschonka et al, 2018 ; Pajic et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Does Practice Enhance Adaptability? The Role of Personality Trait, Supervisor Behavior, and Career Development Training

2021

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Drawing upon career construction theory, we examined the mediating effect of deliberate practice (DP) on career adaptability (CA) and the effects of learning goal orientation (LGO) and supervisor incompetence accusations (SIA) as well as career development training (CDT) on DP. Using data collected from 204 Chinese PhD students in three waves over a period of 2 months, we found that individuals who were inclined to learn new skills and obtain new knowledge were more likely to deliberately practice professional activities in their fields. When a PhD student’s professional competence was questioned by his or her supervisor, the student was more prone to negative emotions and would reduce his or her effort in the development of expertise. CDT – contrary to expectations – negatively predicted DP of professional activities. One possible reason is that the participants in this study have strong autonomy so that those who really struggling are participating in training and seeking help and those who with strong professional abilities are not accessing training programs. Moreover, results showed that DP of professional activities significantly promoted PhD students to adapt to their academic circumstances. Implications for career-related practice within the academic domain are provided.

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Attachment, Career-Choice Pessimism, and Intrinsic Motivation as Predictors of College Students’ Career Adaptability

Cited by 18 publications

References 47 publications

Factors Influencing the Choices of Concentration Field Among Liberal Studies Students in Ukm

Factors Influencing the Choices of Concentration Field Among Liberal Studies Students in Ukm

Proactive Personality as a Predictor of Career Adaptability and Career Growth Potential: A View From Conservation of Resources Theory

Does Practice Enhance Adaptability? The Role of Personality Trait, Supervisor Behavior, and Career Development Training

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