Examining Longitudinal Relationships Between Dysfunctional Career Thoughts and Career Decision-Making Self-Efficacy in School-to-Work Transition

Abstract

This study examines the role of dysfunctional career thoughts between two-wave longitudinal data (Time 1 and Time 2) in career decision-making self-efficacy during school-to-work transition periods. Career decision-making self-efficacy was measured before (Time 1) and after college graduation (Time 2). The results indicated that the growth of dysfunctional career thoughts during school-to-work transition periods negatively mediated the two time points (Time 1 and Time 2) of career decision-making self-efficacy. This study also examines the moderation effect of planned happenstance career skills, which refers the individuals’ skills in generating learning experiences during unexpected events on the relationship between dysfunctional career thoughts and career decision-making self-efficacy. College students’ career decision self-efficacy (Time 1) appeared to weaken individual’s career decision self-efficacy after college graduation (Time 2) via dysfunctional career thoughts when students were less likely to have developed planned happenstance career skills in order to discover unexpected career opportunities during school-to-work transition periods.

Longitudinal Changes of Planned Happenstance Skills by Gender, Community Types, and Employment Status in a Sample of College Students in School‐to‐Work Transition

“…Researchers have examined the effects of planned happenstance skills on an individual's career development (Ahn et al, ; Kim, Lee, Ha, Lee, & Lee, ). Ahn et al () found that the five components of planned happenstance skills were significantly related to higher occupational identity statuses, such as achievement and moratorium, among a sample of Korean high school students.…”

“…Ahn et al () found that the five components of planned happenstance skills were significantly related to higher occupational identity statuses, such as achievement and moratorium, among a sample of Korean high school students. Kim et al () found planned happenstance skills contributed to increased career decision‐making self‐efficacy and decreased dysfunctional career thoughts. These results indicate that planned happenstance skills are critically important for university students to appropriately develop career paths and, taken together, demonstrate it is necessary for individuals to examine their planned happenstance skills to gain a better understanding of their career paths.…”

“…Researchers have examined the effects of planned happenstance skills on an individual's career development (Ahn et al ., 2015;Kim, Lee, Ha, Lee, & Lee, 2015) . Ahn et al .…”

“…(2015) found that the five components of planned happenstance skills were significantly related to higher occupational identity statuses, such as achievement and moratorium, among a sample of Korean high school students . Kim et al . (2015) found planned happenstance skills contributed to increased career decision-making self-efficacy and decreased dysfunctional career thoughts .…”

Inventário de transições na carreira: estudo com profissionais graduados

“…Outra hipótese versa sobre traços de resiliência, otimismo e curiosidade, os quais podem fazer as pessoas enxergarem as transições involuntárias como uma oportunidade que esperavam para mudar, convergindo com a teoria Planned Happenstance (Krumboltz et al, 2013) e com as sugestões de enfrentamento de Chen (2005). Foi comprovado que a diminuição de pensamentos disfuncionais melhora o desenvolvimento das habilidades de aprendizagem ao acaso e níveis de autoeficácia (Kim et al, 2015). E a terceira hipótese pode abarcar um indivíduo que não se satisfaz mais com o seu trabalho e que permanece no mesmo apenas em razão da remuneração recebida, sentindo os efeitos negativos do mundo corporativo, como a pressão, a falta de liberdade e de autonomia, conforme observado em trabalhadores por L. .…”