Career adaptability, calling and the professional competence of social work students in China: A career construction perspective

Predicting Chinese human resource managers' strategic competence: Roles of identity, career variety, organizational support and career adaptability

“…Career adaptability has been established as an important predictor for the professional competence of social work students (Guo, Guan, Yang, Xu, Zhou, She et al, 2014) and the employment skills of technical school students (de Guzman & Choi, 2013). The positive effect of career adaptability on employees' performance was also found in previous research (Ohme & Zacher, 2015), even with the effects of mental ability and conscientiousness controlled.…”

“…In order to examine the unique effects of professional identification, career variety, organizational support for SHRM and career adaptability on strategic competence (Becker, 2005;Ulrich et al, 2013), the current study measured and controlled the effects of participants' demographic variables such as gender ("male" = "0", "female" = "1"); age ("21 years or below" = "1", "between 21 to 25 years" = "2", "between 26 to 30 years" = "3", "between 31 to 35 years" = "4", "between 36 to 40 years" = "5", "between 41 to 45 years" = "6", "between 46 to 50 years" = "7", "between 51 to 55 years" = "8", "between 56 to 60 years" = "9", "61 years or above" = "10")and education ("primary school or below" = "1", "junior middle school" = "2", "senior middle school" = "3", "associate degree" = "4", "bachelor's degree" = "5", "master's degree" = "6", "doctor's degree"= "7"). Besides, as previous research suggested that the career-based knowledge and skill that accumulated through education, training, work experience may have effects on individual's career adaptability and professional competence (Brandl & Pohler, 2010;Guo et al, 2014;Savickas & Porfeli, 2012;Wright et al, 2001), we also controlled the effects of total years of working; university ranking ("1" = "first tier universities, included in the '985' project of China", "2" = "second tier universities, included in the '211' project of China, "3" = "other universities"); experience of learning HRM in university ("0" = "not majored in HRM in university", "1" = "majored in HRM once in undergraduate, postgraduate, or PhD studies"; "2" = "majored in HRM twice in undergraduate, postgraduate, or PhD studies"; "3" = "majored in HRM three times in undergraduate, postgraduate, or PhD studies"), managerial level ("HR Generalist or Specialist" = "1", "HR Supervisor" = "2", "HR Department Manager" = "3", "HR VP" = "4"), organizational size ("100 employees or less" = "1", "101 to 500 employees" = "2", "501 to 1000 employees" = "3", "1001 employees or more" = "4") and organizational type ("1" = "state-owned", "2" = "privately-owned", "3" = "foreign-invested", "4" = "others", "state-owned" as reference group when dummy coded).…”

Career adaptability and academic satisfaction: Examining work volition and self efficacy as mediators

“…In other words, students who felt highly adaptable in their careers not only felt more confident while searching for jobs, but were also more likely to be employed post-graduation. Another study among Chinese undergraduates found all four components of career adaptability to have moderate positive relations with professional competence (Guo et al, 2014). Among a sample of U.S. undergraduates, Douglass and Duffy (2015) found career adaptability was positively related to career decision self-efficacy, such that students higher in career adaptability felt more efficacious in making career decisions.…”

Big-five personality and BIS/BAS traits as predictors of career exploration: The mediation role of career adaptability

“…As an important self-regulatory resource, career adaptability also serves as an important predictor for various outcome variables, such as work engagement (Rossier, Zecca, Stauffer, Maggiori, & Dauwalder, 2012), job search success (Guan, Deng, Sun, Wang, Cai, Ye et al, 2013;Guan, Guo, Bond, Cai, Zhou, Xu et al, 2014), level of professional competence (Guo, Guan, Yang, Xu, Zhou, She et al, 2014), career success (Guan, Zhou, Ye, Jiang, & Zhou, in press), and so on. It was also found that career adaptability had positive relationship BIS/BAS and Career Exploration 7 with career exploration, although the causal relationship has yet been established (e.g., Cai et al, 2015;Guan et al, 2015).…”