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Santoso, Rifqy Puji. "Dukungan Sosial dan Employability Skill terhadap Career Adaptability pada Mahasiswa Tingkat Akhir Universitas AKI." Jurnal Sublimapsi 5, no. 2 (2024): 330. http://dx.doi.org/10.36709/sublimapsi.v5i2.47779.
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Abstrak : Penelitian ini bertujuan untuk menguji secara empiris pengaruh dukungan sosial dan employability skill terhadap career adaptability pada mahasiswa tingkat akhir di Universitas AKI. Adapun kriteria sampel yang digunakan adalah mahasiswa semester VIII yang saat ini sedang mengambil matakuliah tugas akhir (skripsi) dengan jumlah 102 orang. Teknik sampling yang digunakan adalah purposive sampling. Adapun pengukuran variabel career adaptability menggunakan skala likert Career Adapt-Abilities Scale (CAAS) yang didasarkan pada teori dimensi career adaptability Savickas yaitu Concern, Control, Curiosity dan Confidence. Variabel dukungan sosial ini diukur dengan menggunakan skala MSPSS (Multidimensional Scale of Perceived Social Support) dari Zimet, et.al yaitu families, friends and significant others.Variabel employability skill diukur berdasarkan teori Pool & Sewel, yaitu Career Development Learning, Experience, Degree subject knowledge, skill and understanding, Generic skill, Emotional Intelligence. Nilai reliabilitas Alpha Cronbach pada skala CAAS = 0,904. Skala MSPSS nilai α = 0,903 sedangkan skala employability skill nilai α = 0,865. Hasil penelitian juga ini menunjukkan bahwa nilai R = 0,969; R2 = 0,939; F = 762,850 ( p < 1% ) yang berarti terdapat pengaruh yang signifikan antara dukungan sosial dan employability skill terhadap career adaptability pada mahasiswa tingkat akhir.Adapun variabel yang memberikan kontribusi terbesar terhadap career adaptability pada mahasiswa tingkat akhir adalah variabel dukungan sosial yaitu 87,33%,. Hal ini menunjukkan bahwa kontribusi dukungan sosial khususnya keluarga sangat menentukan career adaptability seorang mahasiswa. Kata kunci : Career adaptability, Dukungan sosial, Employability skill Abstract: This research aims to empirically test the influence of social support and employability skills on career adaptability in final year students at AKI University. The sample criteria used are level VIII students who are currently taking final assignment (thesis) courses. The total is 102 people. The sampling technique used was purposive sampling. The measurement of the career adaptability variable uses the Likert scale Career Adapt-Abilities Scale (CAAS) which is based on Savickas' theory of career adaptability dimensions, namely Concern, Control, Curiosity and Confidence. This social support variable is measured using the MSPSS (Multidimensional Scale of Perceived Social Support) scale from Zimet, et.al, namely families, friends and significant others. The employability skill variable is measured based on the Pool & Sewel theory, namely Career Development Learning, Experience, Degree subject knowledge, skill and understanding, Generic skill, Emotional Intelligence. Cronbach's Alpha reliability value on the CAAS scale = 0.904. The MSPSS scale has a value of α = 0.903, while the employability skills scale has a value of α = 0.865. The results of this research also show that the R value = 0.969; R2 = 0.939; F = 762.850 (p < 1%) which means that there is a significant influence between social support and employability skills on career adaptability in final year students. The variable that makes the biggest contribution to career adaptability in final year students is the social support variable, namely 87.33 %,. This shows that the contribution of social support, especially family, really determines a student's career adaptability. Keywords: Career adaptability, social support, employability skills
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Mahfud, Tuatul, Yogiana Mulyani, Ria Setyawati, and Nur Kholifah. "The Influence of Teaching Quality, Social Support, and Career Self-Efficacy on the Career Adaptability Skills: Evidence from a Polytechnic in Indonesia." Integration of Education 26, no. 1 (2022): 27–41. http://dx.doi.org/10.15507/1991-9468.106.026.202201.027-041.
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Introduction. Changes in the industry impact the stable condition of working in a company or industry and it is not something that can be guaranteed again in the future. The proof is that there are many phenomena of job transfers or even layoffs in various business sectors due to COVID-19 pandemic. Many studies have examined the importance of developing career adaptability skills to face the changing needs of the industry. However, studies that discuss the mechanism of forming career adaptability skills involving important antecedent factors such as teaching quality, social support, and career self-efficacy of polytechnic students are still limited. Therefore, this study aims at examining the effect of teaching quality, social support, and career self-efficacy factors on the career adaptability skills of polytechnic students. Materials and Methods. This study involved 265 students at a polytechnic in East Kalimantan, Indonesia. The students expressed their perceptions of the quality of their internship learning, social support, and career selfefficacy – data analysis used Structural Equation Modeling by Amos 18 software. Results. This study reveals that teaching quality and social support does not have a direct effect on career adaptability skills. Meanwhile, career self-efficacy has a direct effect on the career adaptability skills of polytechnic students. Other findings, teaching quality and social support have a direct effect on the career self-efficacy of polytechnic students. Finally, career self-efficacy mediates the effect of teaching quality and social support on the career adaptability skills of polytechnic students. Discussion and Conclusion. This study provides important implications for the development of learning in vocational education so that students have a good mastery of career adaptability skills. Vocational education practitioners must design a vocational teaching model that combines vocational teaching, social support, and career self-efficacy to form mastery of career adaptability skills for pop-polytechnic students. In addition, the development of a vocational education curriculum needs to include mastery of career adaptability skills for students in vocational education, be it vocational high schools or polytechnics. In further research, it is necessary to develop a vocational learning model that aims to inculcate career adaptability skills for vocational students.
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Subhan, Nurul Izzah, and Muhammad Nur Wangid. "Exploring the Role of Planned Happenstance Skills in Shaping Career Adaptability Among High School Students." AL-ISHLAH: Jurnal Pendidikan 17, no. 1 (2025): 49–58. https://doi.org/10.35445/alishlah.v17i1.5925.
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Planned happenstance skills are crucial for thriving in an ever-changing environment, fostering adaptability in the face of uncertainty—an essential quality in today’s workforce. This study explores the role of planned happenstance skills as predictors of career adaptability among high school students, focusing on identifying the most influential dimensions. The study employed a quantitative approach, hypothesizing that (1) planned happenstance skills positively predict career adaptability, and (2) persistence contributes more significantly than other dimensions. A sample of 79 high school students in Wajo Regency was selected via simple random sampling. Data were collected using validated questionnaires measuring planned happenstance skills and career adaptability. Wolfowitz applied product-moment correlation to data analysis. Findings revealed a moderate positive correlation (r = 0.549, p 0.05), indicating that higher planned happenstance skills are associated with greater career adaptability. Among the dimensions, persistence accounted for the largest contribution (38%) to career adaptability. These results suggest that persistence is a critical factor in fostering career adaptability, reflecting students' ability to maintain effort despite challenges. This study contributes to the limited quantitative research on the relationship between planned happenstance skills and career adaptability in high school contexts. By highlighting the predictive role of planned happenstance skills, particularly persistence, this study provides actionable insights for career education programs. Schools can enhance students’ adaptability through targeted interventions fostering curiosity, flexibility, perseverance, optimism, and risk-taking, preparing them for unexpected career challenges.
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Talaue, Gilbert Macalanda. "Career Adaptability of Jubail University College Students." International Journal of Project Management and Productivity Assessment 10, no. 1 (2022): 1–19. http://dx.doi.org/10.4018/ijpmpa.297087.
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This study aimed to profile the career adaptability of selected college students to be able to assess their employability potentials. Quantitative and qualitative methods and descriptive research design were utilized. 100 respondents from different specialization and year-levels participated in the study. The study provided insights on the career adaptability of selected Saudi students. Demographic variables contributed to adaptability level of respondents. Student taking-up technology-related specializations are adaptable than liberal arts-related. Results shows that career adaptability correlated to maturity and human capital factors, therefore it can be enhanced or developed through proper intervention. Career adaptability is the most sought-after skill of employers for job candidates who can cope with necessary diverse situations. Therefore, adaptability is as important as technical skills for job-seekers. It can be recommended that educational institutions should design programs that will enhance their students’ soft skills.
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Wulandari, Devany Angie, and Nida Hasanati. "Hubungan antara psychological capital dan career adaptability anggota Dit Samapta Polda." Cognicia 12, no. 1 (2024): 1–9. http://dx.doi.org/10.22219/cognicia.v12i1.28518.
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Every individual will go through an exploration stage in their career where individuals still consider their talents, interests and educational background for their careers. There are career obstacles faced by individuals at the beginning of their careers, encouraging them to have career adaptability skills. This research is a correlational quantitative study that aims to determine the relationship between psychological capital and career adaptability at the beginning of the career of members of Dit Samapta Polda. Subjects in this study were 203 members, aged 19-23 years. This study used two measuring instruments, Psychological Capital Questionnaire Scale (PCQ) and the Career Adapt-Ability Scale (CAAS). Based on the correlation analysis using Rank Spearman, it was found that there was a positive and significant relationship between psychological capital and career adaptability with (ρ = 0,433) and sig. (2-tailed) = (0,000) so that the higher the psychological capital, the higher the career adaptability.
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Venugopal, Dr Kalpana, and Dr V. Saravana Kumar. "Graduates Employability Skills and Placements - Mediating Role of Career Adaptability." International Journal of Management and Humanities 8, no. 9 (2022): 38–42. http://dx.doi.org/10.35940/ijmh.j1490.058922.
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This paper focused on examining the relationship exist between psychosocial variables, employability skills and career adaptability for procuring placements among management graduates; to ascertain the mediating effect of career adaptability skills in the relationship between employability skills and placements. The study opt, cross-sectional design. Data were gathered from management graduates (N=207), placed in varied job settings through academic placements. Hierarchical regression were performed to accomplish objectives of the study. The results showed positive and significant correlation among employability, career adaptability towards procuring placements. Further describes partial mediation effect of career adaptability in relationship between employability and placements obtained among graduates. The results proposes that management graduates need to possess more adaptability skills compared to employability skills in order to secure employment through placements. The career adaptability dimensions: control, curiosity, concern, confidence and major employability skills can be enhanced by providing academic workshops and training interventions to management graduates.
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Dr., Kalpana Venugopal, and V. Saravana Kumar Dr. "Graduates Employability Skills and Placements - Mediating Role of Career Adaptability." International Journal of Management and Humanities (IJMH) 8, no. 9 (2022): 38–42. https://doi.org/10.35940/ijmh.J1490.058922.
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<strong>Abstract:</strong> This paper focused on examining the relationship exist between psychosocial variables, employability skills and career adaptability for procuring placements among management graduates; to ascertain the mediating effect of career adaptability skills in the relationship between employability skills and placements. The study opt, cross-sectional design. Data were gathered from management graduates (N=207), placed in varied job settings through academic placements. Hierarchical regression were performed to accomplish objectives of the study. The results showed positive and significant correlation among employability, career adaptability towards procuring placements. Further describes partial mediation effect of career adaptability in relationship between employability and placements obtained among graduates. The results proposes that management graduates need to possess more adaptability skills compared to employability skills in order to secure employment through placements. The career adaptability dimensions: control, curiosity, concern, confidence and major employability skills can be enhanced by providing academic workshops and training interventions to management graduates.
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Alamsyah, Muh Nur, Adi Atmoko, Nur Hidayah, and Yang Peng. "Exploring Protean Career Orientation: Career Strategies for Generation Z in the 21st Century." Indonesian Journal of Learning Education and Counseling 7, no. 2 (2025): 94–106. https://doi.org/10.31960/ijolec.v7i2.2956.
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This study aims to explore protean career orientations in developing Generation Z's 21st century career adaptability in an educational context. Generation Z faces significant challenges in a dynamic and fast-changing learning environment, including technological developments, labor market changes, and evolving skill needs. Therefore, it is important to understand how a protean career orientation can help them adapt to these changes. The method used was Systematic Literature Review (SLR), which identified and analyzed the literature related to protean career orientation and career adaptability. The results showed that protean career orientation, which emphasizes flexibility, career self-management and the ability to learn lifelong, significantly contributes to the development of career adaptability. The findings highlight the importance of developing adaptive skills and mindsets to enable Generation Z to cope with the evolving demands of education and careers. Adopting a protean career orientation can be an effective strategy in preparing Generation Z for future career challenges and enhancing their ability to navigate diverse educational and career pathways so that they can reach their full potential in an ever-changing environment.
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Lee, So-Young, and Han-Ik Jo. "The Effect of Counseling Major Graduate Student’s Planned Happenstance Skills on Employability: The Mediating Effect of Career Decision-Making Self-Efficacy and Career Adaptability." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (2022): 187–201. http://dx.doi.org/10.22251/jlcci.2022.22.24.187.
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Objectives The purpose of this study was to identify the effect of counseling major graduate student’s planned happenstance skills on employability and to investigate a mediating effect of career decision-making self-efficacy and career adaptability between planned happenstance skills and employability.
 Methods For the purpose of the study, 399 counseling major graduate students were surveyed online for 9 days from October 22 to October 30, 2019. The collected data were analyzed using SPSS 21.0 and R program through a structural equation modeling.
 Results First, the result of correlation analysis indicated that the relations among counseling major graduate student’s planned happenstance skills, career decision-making self-efficacy, career adaptability and employability have significant and positive correlations. Second, career decision-making self-efficacy and career adaptability sequentially mediated the relationship between planned happenstance skills and employability. Third, career adaptability completely mediated the relationship between planned happenstance skills and employability.
 Conclusions These findings suggest that counseling strategies that recognize accidental events positively and use them as opportunities to improve employment potential by sequentially increasing career decision-making self-efficacy and career adaptability indicate the positive effects of career development and job preparation.
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Eka Puteri Utami, Mamat Supriatna, and Eka Sakti Yudha. "Description of High School Students' Career Adaptability." G-Couns: Jurnal Bimbingan dan Konseling 8, no. 2 (2024): 809–17. http://dx.doi.org/10.31316/gcouns.v8i2.5691.
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Career adaptive ability is able to express appropriate behavior in dealing with changing conditions. If individuals have high career adaptability skills, it will be easier for them to face challenges in achieving success. This study aims to describe the description of career adaptability. The method used in this research is quantitative, and the research design used is a survey. Respondents in this study were 325 students in class XI of a high school in Bangka Belitung Province. Collecting data in this study used a career adaptability instrument which was developed from various definitions of experts and has been previously validated. The career adaptability instrument consists of 60 statements and covers three aspects. It can be concluded that students' career adaptability skills are in the quite capable category with a percentage of 67.7%. This means that several aspects and dimensions of career adaptability are still lacking. Keywords: career adaptability, students, high school
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Mohd Puad, Mohd Hazwan, Fatin Azrin Abd Rahim, Muhd Khaizer Omar, Enio Kang Mohd Sufian Kang, and How Shwu Pyng. "Probing the Relationship between Soft Skills and Career Adaptability among Vocational College Graduates." International Journal of Research and Innovation in Social Science VIII, no. IX (2024): 2111–25. http://dx.doi.org/10.47772/ijriss.2024.8090175.
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In today’s era, the demand for a workforce with the right skills required by employers is very high. Students must equip themselves with additional skills beyond academic achievements and must adapt to the skills required in the workplace before they graduate. This study examines the relationship between soft skills and career adaptability among vocational college graduates. The study interprets the crucial factors and skills influencing career adaptability and success in employability among Technical and Vocational Education and Training (TVET) graduates in the future. The researchers used a correlation study design to explain the relationship between soft skills and career adaptability. This quantitative study involves vocational college institutions in Negeri Sembilan, specifically those majoring in the Electronic Technology field and programs. About 120 graduates were chosen as sample respondents in this study. The survey method used a questionnaire to gather feedback from graduates identified in this research. The researchers used IBM SPSS Statistics to analyze the information obtained using descriptive and inferential statistics. The findings show that the level of soft skills among vocational college graduates is moderate to high. Career adaptability also depicted a similar pattern at a highlevel. There was a strong and significant correlation between soft skills and career adaptability, and teamwork skills are a dominant factor in explaining the career adaptability of graduates from vocational college.
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Ihtifazhuddan, Razan, Lilik Anifah, and I. Gusti Putu Asto Buditjahjanto. "Membangun Karier Adaptif: Peran Keterampilan, Dukungan Teman, dan Efikasi Diri Keputusan Karier Siswa SMKN 1 Bendo Magetan." Edu Cendikia: Jurnal Ilmiah Kependidikan 4, no. 03 (2024): 1131–38. https://doi.org/10.47709/educendikia.v4i03.5102.
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The low interest and ability of SMKN 1 Bendo Magetan students in "calculating" indicates a competency gap that can hinder future career prospects. In addition, the low inability of students to adapt and make the right career decisions after graduation suggests a gap in the career guidance system in schools. Based on these problems, the urgency of this study is to identify several fundamental challenges in student career development. This study aims to determine the effect of Technical Skill, Career Decision Self-Efficacy, and Peer Support as independent variables and Career Adaptability as the dependent variable. This type of research uses quantitative with a correlational approach. The study was conducted in the Construction and Housing Engineering Expertise Concentration of SMKN 1 Bendo Magetan with a population of 214 students. The sample in this study was 214 students using the Convenience Sampling technique. The data collection technique used a psychological scale, namely the Technical Skill scale, Career Decision Self-Efficacy and Peer Support, and the Career Adaptability scale, both in the form of a Likert scale. The findings show that technical skills, peer support, and career decision self-efficacy significantly and have a positive correlation affecting students' career adaptability. All three are competency constructs, not treatments. Each represents a different dimension in the development of individual potential. Technical skills, peer support, and self-confidence in career decision-making are essential determinants of career adaptability for students majoring in construction and housing engineering at SMKN 1 Bendo Magetan. The role of teachers is vital in improving aspects of students, one of which is career adaptability. In this case, teachers must also consider aspects outside student competency that can support student career adaptability. The researcher suggests that further research should examine other factors related to student career adaptability.
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Kim, Na Ri, and Ju Sung Jun. "Classifying Latent Profiles in Career Adaptability of Junior College Students and Analyzing Determinants." Education Research Institute, Chungbuk National University 45, no. 1 (2024): 317–43. http://dx.doi.org/10.55152/kerj.45.1.317.
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This study aimed to classify the career adaptability profiles of junior college students and examine the predictor variables that significantly affect the type classification of career adaptability. Data for this study were collected from 282 students enrolled in Junior College B in Chungcheongnam-do. The collected data were analyzed using descriptive statistics, correlation analysis, latent profile analysis, one-way analysis of variance, and multinomial logistic regression. Follwing are the results of this study. First, the types of career adaptability of junior college students were divided into five groups: Adaptability moderate-low group, adaptability high group, adaptability moderate group, adaptability low group, and adaptability moderate-high group. Second, there were significant differences in the subvariables of planned happenstance skills, career decision self-efficacy, and occupational engagement among the junior college students’ career adaptability types. Third, planned happenstance skills, career decision self-efficacy, and occupational engagement influenced junior college students’ career adaptability classification. Additionally, several discussions and implications are presented.
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Argyropoulou, Katerina, Ioanna Tsikoura, and Andronikos Kaliris. "CAREER MANAGEMENT SKILLS OF STUDENTS IN GENERAL AND VOCATIONAL UPPER-SECONDARY SCHOOLS IN GREECE: CAREER ADAPTABILITY AND SELF-EFFICACY IN CAREER PLANNING." Baltic Journal of Career Education and Management 5, no. 1 (2017): 7–21. http://dx.doi.org/10.33225/bjcem/17.5.07.
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Contemporary career guidance and counselling approaches with particular interest to subjects which concern the development of career management skills since these skills are considered important means for the active exploration of the vocational course and the development of a career. The development of skills related to career adaptability and self-efficacy in the planning of a career could help students who are finishing Upper-secondary School (Lykeio) to approach creatively their career aims, and to deal effectively with the transitions or unexpected events by applying appropriate actions. The present study employed the survey research strategy in order to examine the level of the career adaptability and self-efficacy in the planning of a career with male and female students (N = 240) of Upper-secondary Schools (General Lykeia - GEL) and Vocational Upper-secondary Schools (Vocational Lykeia - EPAL) in Greece. Specifically, it examined the level of skills which students declare that they possess regarding the type of school, their gender and the educational level of the parents. The finding that the levels of career adaptability differentiated not only as regards the gender of the students but also the studies of the father and the mother has presented particular interest while the students who study at the General Lykeia were found to have higher scores in the areas: “career interest” and “curiosity” in the Career Adapt-abilities Scale (CAAS) compared with students who study at the Vocational Lykeia (EPAL). Finally, the motif of the scores in the B’ Class of Lykeio showed that the students of EPAL excelled in all the skills apart from the factor “career interest” while correspondingly in the C’ class of Lykeio students of the General Lykeio (GEL) excelled in all skill categories. Keywords: upper-secondary school students, self-efficacy, career adaptability, career management, Perceived Self-Efficacy in Career Planning, Career Adapt-Abilities Scale.
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Liu, Xinqiao, Xinyuan Zhang, Yiming Dang, and Wenjuan Gao. "Career Education Skills and Career Adaptability among College Students in China: The Mediating Role of Career Decision-Making Self-Efficacy." Behavioral Sciences 13, no. 9 (2023): 780. http://dx.doi.org/10.3390/bs13090780.
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In the past, the shift in career patterns and the unprecedented disruptions caused by events such as COVID-19 have posed notable challenges for job seekers. This holds particularly true for college students who are preparing to enter the workforce. In this context, enhancing career adaptability plays a vital role in shaping their career development. The primary objective of this research was to investigate the relationship between career education skills and career adaptability among 273 undergraduate students in China. Additionally, the study aimed to explore the mediating effect of career decision-making self-efficacy in shaping this relationship. The findings of the correlation analysis indicate a significant positive correlation between career education skills and career adaptability. Moreover, the results of the mediation model revealed that career education skills significantly contribute to improving career adaptability along with the mediating effect of college students’ self-efficacy in making career decisions. This study suggests that universities should prioritize the development and expansion of career education initiatives. They should not only help establish clear career goals for college students but also cultivate a positive and flexible career outlook to assist them in better adapting to various changes that may arise throughout their career journeys.
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Wijayani, Dahyang Ika Leni, Nur Vita Opu, and Hendra Sanjaya Kusno. "Validasi Kuesioner Accountant Career Adaptability Skills Pada Mahasiswa Politeknik." Owner 8, no. 1 (2024): 873–84. http://dx.doi.org/10.33395/owner.v8i1.2046.
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According to students enrolled in accounting study programs, the purpose of this study is to map the skills of an accounting graduate, particularly from vocational school. The purpose of this competence mapping is to help vocational education institutions (PTPV) determine which key competencies students need to possess to be prepared for a career in the workforce. Students in vocational colleges in East Kalimantan are the subjects of this study to gather their opinions on the essential skills of accountants. The core competencies are derived from the International Federation of Accountants (IFAC) lists five professional skills: intellectual, technical & functional, organizational & management, interpersonal & communication. Confirmatory Factor Analysis (CFA) is used in data analysis using SPSS AMOS 26 software. The five dimensions- that comprise 31 question items can be used to career adaptability skills for accountants. The findings of this study can be utilized to develop a career adaptability skills questionnaire for accountants that can be used by both the workplace and vocational education.
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Jung, Eunju, and Ahram Lee. "The Relations among Planned Happenstance Skills, Career Adaptability, and Career Construction of College Students: The Mediation Effect of Career Adaptability." Korea Educational Review 27, no. 4 (2021): 209–30. http://dx.doi.org/10.29318/ker.27.4.8.
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Hasanah, Rizkiyah, Izzatul Munawwaroh, Febriyanti Ghayatul Qushwa, and Abu Hasan Agus R. "Pengembangan Career Adaptability Melalui Inovasi Sumber Daya Manusia." EDUKASIA: Jurnal Pendidikan dan Pembelajaran 5, no. 1 (2024): 169–78. http://dx.doi.org/10.62775/edukasia.v5i1.734.
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This article discusses the development of career adaptability through human resource innovation at MA Bahrul Ulum Besuk. This research uses a qualitative case study approach, the research subjects consist of the Principal and several Deputy Heads. Data collection techniques use interviews, documentation, observation. Data analysis techniques use data reduction, data presentation, and drawing conclusions. The focus of this research is that researchers want to describe Career Adaptability Development through Human Resource Innovation at MA Bahrul Ulum Besuk. This research data was obtained through interviews, observation and documentation. In the next stage, researchers checked the validity of the data by extending participation, diligent observation and triangulation. To get more accurate and accountable results, researchers conducted interviews with the Principal, Deputy Head of Student Affairs, Deputy Head of Curriculum and Teachers at MA Bahrul Ulum Besuk. The research results show that Career Adaptability Development through Human Resources innovation at MA Bahrul Ulum Besuk can be successfully carried out through human resource innovation by focusing on the dimensions of concern, control, curiosity and confidence. The implementation of a holistic career development program has proven its effectiveness in building self-confidence and readiness to face career changes. Regular monitoring of student skills and achievements provides a clear picture of the development of skills relevant to the world of work, enabling the identification of individual potential and the provision of constructive feedback. In addition, career resource centers are an important platform in providing the information, training and support needed to develop career adaptability. Overall, human resource innovation in the form of career programs, skills and achievement monitoring, and the role of career resource centers make a positive contribution in shaping individual career adaptability, creating a solid foundation for successful navigation in a dynamic world of work.
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Oliveira, Íris M., Inês de Castro, Ana Daniela Silva, and Maria do Céu Taveira. "Social-Emotional Skills, Career Adaptability, and Agentic School Engagement of First-Year High School Students." International Journal of Environmental Research and Public Health 20, no. 8 (2023): 5597. http://dx.doi.org/10.3390/ijerph20085597.
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The transition to the first year of high school constitutes a critical moment because it corresponds to the implementation of a career choice, which can impact students’ satisfaction and psychosocial adjustment. The career construction model of adaptation holds potential to explain how students adapt to high school, by suggesting linkages among adaptive readiness, resources, responses, and results. However, research applying the career construction model to school transitions, combining social-emotional, career, and academic variables is still needed. This study explores the roles that social-emotional skills (an indicator of adaptive readiness) and career adaptability (an indicator of adaptability resources) play in explaining first-year high school students’ agentic school engagement (an indicator of adapting responses). Measures of social-emotional skills, career adaptability, and school engagement were completed by 136 students (63.2% girls; M age = 15.68). Results from the hierarchical linear regression analysis suggest that social-emotional skills and career adaptability explain 32% of the variance and significantly contribute to explaining agentic school engagement. These findings seem illustrative of the potential of the career construction model of adaptation to deepen knowledge and understanding about the transition to high school and the implementation of career choices. Aligned with the literature, this study supports the calls for integrative psychological practices that acknowledge social-emotional, career, and academic variables when fostering students’ psychosocial adjustment.
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Ningrum, Reza Ayu, Idha Rahayuningsih, and Chandrania Fastari. "THE EFFECT OF PROACTIVE PERSONALITY AND CO-WORKERS’ SOCIAL SUPPORT ON CAREER ADAPTABILITY." Journal Universitas Muhammadiyah Gresik Engineering, Social Science, and Health International Conference (UMGESHIC) 1, no. 2 (2021): 643. http://dx.doi.org/10.30587/umgeshic.v1i2.3427.
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Vocational high school graduates are equipped with skills and expertise. However, currently, there is a rapid change in the work environment that requires new career skills. It is managing them effectively to survive. So, graduates can easily adapt to the work environment. Career adaptability is needed. The purpose of this study was to determine: (1) the effect of proactive personality and co-workers social support on career adaptability, (2) the effect of proactive personality on career adaptability, and (3) the effect of co-workers’ social support on career adaptability. This study used a correlational quantitative approach with 25 students as a population. The researcher used a total sampling technique. The method of collecting data from the third variable (career adaptability, proactive personality, and co-workers’ social support) used a questionnaire compiled in the form of a Likert scale. The data analysis of the three variables used multiple linear regression techniques. Based on the results obtained, there is no effect of proactive personality and co-workers’ social support on career adaptability. There is an effect of proactive personality on career adaptability. There is no effect of co-workers’ social support on career adaptability. The benefit of this research is to enrich the data information on the psychology development regarding the variables of career adaptability, proactive personality, and co-workers’ social support. The limitation of this study is the lack of subjects. So, future researchers are expected to be able to enhance the research subjects and pay more attention to demographic factors.
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Helens-Hart, Rose. "The Employability Self-Assessment: Identifying and Appraising Career Identity, Personal Adaptability, and Social and Human Capital." Management Teaching Review 4, no. 1 (2018): 6–13. http://dx.doi.org/10.1177/2379298118775937.
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Traditional linear careers are being phased out in many sectors, emphasizing the need for individuals to be competent managers of their careers. Students need to understand and acquire the variety of skills and qualities of highly employable people to secure their financial and professional futures. This exercise assists students in identifying and appraising personal skills and strengths that contribute to their employability. To do this, students use a conceptual framework for employability comprised of three dimensions (career identity, personal adaptability, and social and human capital) to guide their reflection and then appraise personal attributes in group discussions. This activity is suitable for undergraduate courses addressing professional development and career management.
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Pajic, Sofija, Ádám Keszler, Gábor Kismihók, Stefan T. Mol, and Deanne N. Den Hartog. "Antecedents and outcomes of Hungarian nurses’ career adaptability." International Journal of Manpower 39, no. 8 (2018): 1096–114. http://dx.doi.org/10.1108/ijm-10-2018-0334.
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Purpose With the ageing global population the demand for nursing jobs and the requirements for complex care provision are increasing. In consequence, nursing professionals need to be ready to adapt, obtain variety of skills and engage in career self-management. The purpose of this paper is to investigate individual, micro-level, resources and behaviors that can facilitate matching processes between nursing professionals and their jobs. Design/methodology/approach A survey-based study was conducted among 314 part-time and full-time nursing professionals in Hungary. Findings Consistent with the career construction theory, this study offers evidence on career adaptability as a self-regulatory resource that might stimulate nurses’ adaptation outcomes. Specifically, it demonstrates positive relationships between adaptive readiness (proactive personality and conscientiousness), career adaptability, adapting behaviors (career planning and proactive skill development) and adaptation outcomes (employability and in-role performance). Research limitations/implications The cross-sectional design limits causal inference. Relatively small sample of full-time professionals for whom supervisory-ratings were obtained yields the need of further replication. Practical implications Stimulating development of nurses’ career adaptability, career planning, and proactive skill development can contribute to sustainable career management. It can facilitate the alignment of nurses to performance requirements of their current jobs, preventing individual person-job mismatch. Originality/value Zooming into the context of nursing professionals in Hungary, the study elucidates the understudied link between adaptivity and adapting responses and answers the call for more research that employs other-ratings of adaptation outcomes. It demonstrates the value of career adaptability resources for nurses’ employability and in-role performance.
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Kepir Sávoly, Dursun Didem, and Meliha Tuzgol Dost. "Effectiveness of a school-to-work transition skills program in a collectivist culture." Australian Journal of Career Development 29, no. 2 (2020): 127–36. http://dx.doi.org/10.1177/1038416220919882.
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This study examined the effectiveness of a school-to-work transition skills program on the career adaptability and career optimism of senior year university students in Turkey. For this purpose, a career intervention program was adapted from one developed in the USA. Results indicated that participants in the intervention group (N = 16) had higher career adaptability and career optimism after the program, and their scores were higher than the control group (N = 16). The effectiveness of the program was confirmed by a follow-up test three months later. This study also discusses the theoretical and practical implications of career interventions in relation to the relevant literature.
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Jiang, Zhiqiang, Baihong Chen, and Ruibin Gao. "Exploring the Relationship between Student Engagement and Role of Career Adaptability to Enhance Employability of University Graduates." International Journal of Management Thinking 2, no. 2 (2024): 20–44. http://dx.doi.org/10.56868/ijmt.v2i2.58.
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This study investigates the relationship between student engagement, career adaptability, and the employability of university graduates. Utilizing a quantitative research design, data were collected from 450 undergraduate and postgraduate students at two universities in Guangzhou, China. Regression analysis was conducted, and statistical package of social science (SPSS) software was employed to examine the impact of key variables, including career adaptability, transferable skills, social support networks, and student engagement, on employability outcomes. The results indicate a significant positive relationship between career adaptability and successful workforce transition, suggesting that graduates with higher adaptability are better prepared for the job market. Transferable skills gained through higher education were also found to have a substantial impact on employability across various industries. Furthermore, social support networks, both within and outside the university, were shown to positively influence graduates' career development and job acquisition. The findings underscore the importance of integrating career adaptability training in universities by emphasizing the development of transferable skills and strengthening social support networks. Additionally, fostering student engagement through academic and extracurricular activities is crucial. The study concludes that a comprehensive approach that incorporates these elements can significantly enhance the employability of university graduates, enabling them to meet the demands of the modern workforce.
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Sainda, Ahmad Thoriq Tri, Arbin Janu Setiyowati, and IM Hambali. "Bimbingan Kelompok Teknik Self Management Berbasis Experiental Learning Untuk Mengembangkan Adaptabilitas Karier Siswa SMK." Munaddhomah: Jurnal Manajemen Pendidikan Islam 4, no. 3 (2023): 669–77. http://dx.doi.org/10.31538/munaddhomah.v4i3.560.
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SMK students need to have good career adaptability skills to be able to cope with career changes, get jobs quickly without experiencing long-term unemployment, and be able to find jobs that match their personalities and skills. The purpose of this study was to evaluate the effectiveness of self-management technique group counseling services using the experiential learning method in developing career adaptability of SMK students. This study used a pretest-posttest control group design. A total of 20 students became research subjects who had a moderate level of career adaptability, and they were divided into two groups, namely the experimental group and the control group. The results of data analysis using the SPSS program on the Mann-Whitney U Two-Independent-Sample Test showed the value of Asymp. Sig of 0.020 (0.020 <0.050). These results indicate that there is a difference in the level of career adaptability between the interventions given to the experimental group and the control group, which indicates that self-management group counseling services with experiential learning methods are more effective in developing the career adaptability of SMK students.
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Anggraini, Dewi, Rachmawati, and Rosada Dwi Iswari. "Optimisme dan Adaptabilitas Karir pada Mahasiswa di Era New Normal." Jurnal Ilmiah Psikologi MIND SET 13, no. 01 (2022): 79–88. https://doi.org/10.35814/mindset.v13i01.3313.
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The demand for ability and competence in the world of work in the new normal era after the COVID-19 pandemic is increasing. Graduates are expected to have knowledge and skills, because the world of work and careers undergoes changes that cannot be avoided, which are now increasingly diverse, flexible, global and without boundaries. One of the competencies that must be possessed by students in the new normal era is career adaptability, where individuals are able to face the transition period. Career adaptability is related to optimism, if optimism in students is high, it will have high adaptability as well, and vice versa. The subjects in this study were students in all universities in Indonesia, both public and private universities. The research method used to test the hypothesis is Pearson's product moment, but previously tested assumptions using normality and linearity tests. The data obtained from each normal variable with a significance value for the career adaptability variable is 0.735 (P>0.05) and 0.819 (p>0.05) for the optimism variable. The results of the linearity test showed a linear relationship with a significance value of 0.000 (p<0.05). The hypothesis in this study is accepted that there is a relationship between optimism and career adaptability in students in the new normal era. Students who have optimism will have good career adaptability in the current new normal era.
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Lim, Doo Hun, Woocheol Kim, and Heh Youn Shin. "Career adaptability and active job search behavior of Korean older workers." International Journal of Manpower 40, no. 7 (2019): 1239–53. http://dx.doi.org/10.1108/ijm-09-2018-0308.
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Purpose The purpose of this paper is to examine the mediating role of the attitudes toward seeking professional psychological help between career adaptability and active job search behavior of older workers in South Korea. Design/methodology/approach From a review of related literature, six study hypotheses were developed to test the structural relationship between the variables. Findings This study identified that attitudes toward seeking professional psychological help mediated the relationship between career adaptability, the value of career coaching and active job search behavior. Practical implications A successful job search requires the use of substantial self-control and self-regulation skills, and there can be effective training in all these skills of self-disciplining when older workers can find a high level of value from career coaching programs. Originality/value Despite the growing popularity of career support programs, the quality of career coaching programs and participants’ perceived value toward them are critical to illicit positive outcomes of such programs. This study supports this premise by revealing a structural relationship between career adaptability, perceived value of career coaching, attitudes toward seeking professional career help and active job search behavior.
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Nguyen, Thuy Thi, and Mai Thi Xuan Mai. "RESEARCHING CAREER ADAPTABILITY OF KHMER MINORITY STUDENTS AFTER GRADUATING AT TRA VINH UNIVERSITY." Scientific Journal of Tra Vinh University 1, no. 30 (2018): 43–49. http://dx.doi.org/10.35382/18594816.1.30.2018.16.
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The research was conducted to evaluate the career adaptability of Khmer students after graduating from the Tra Vinh University. The results of the research come from an investigation of 152 Khmer students graduating from Tra Vinh University and 62 employers for whom Khmer students work showed that career adaptability of Khmer students is high; there was positive correlation between job adaptability of Khmer students and their attitudes, skills and knowledge, in which knowledge is the most influential factor to career adaptability of Khmer students.
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Teychenne, Megan, Kate Parker, Danielle Teychenne, Shannon Sahlqvist, Susie Macfarlane, and Sarah Costigan. "A pre-post evaluation of an online career planning module on university students’ career adaptability." Journal of Teaching and Learning for Graduate Employability 10, no. 1 (2019): 42–55. http://dx.doi.org/10.21153/jtlge2019vol10no1art781.
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Indecisiveness and negative thinking regarding career pathways can hinder university students’ career planning, motivation, and mental health. Students intending to enter the workforce after graduation therefore need to develop skills related to career adaptability (i.e. career planning, decision-making, problem solving/confidence and exploration), particularly since career planning and construction is linked to gaining employment. This study aimed to test the effectiveness of an online career planning module on students’ career adaptability. The career-focussed online module, based on the constructs of Savickas’ (2005) theory of career construction, and tailored to students’ skills and interests, was developed and embedded into the University curriculum of a second-year exercise and public health-related unit. In 2018, 80 students completed the online module, along with pre- and post-intervention questionnaires assessing career adaptability elements including career planning, decision making, problem solving/confidence, and exploration. Dependent t-tests were conducted to assess differences in these measures pre- and post-intervention. Post-intervention, significant increases in career-planning strategies used (t(69)=5.45, p<0.001), career planning concern (t(69)=3.73, p<0.001), decision making (i.e. career path identification) (t(70)=3.86, p<0.001), decision making confidence (t(65)=2.69, p<0.01), and problem solving/confidence (t(65) = 2.16, p=0.03) were observed. Further, 80% of participants identified jobs at post-intervention not previously identified pre-intervention (exploration) and 71% of participants perceived improvements in confidence regarding job ideas/making career choices. Findings from this research indicated that completing a brief online career education module, tailored to an individual’s skills and interests, improved all dimensions of the participating students’ career adaptability. Further research utilising longer-term follow-up and randomised controlled trial designs are required to confirm the reliability and transferability of the findings.
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Darmuh, Muthia Mutmainnah, and Annisa Syauqina Kadar. "Optimasi Kesiapan Karier Mahasiswa: Pelatihan Daring Intensif dalam Public Speaking dan Penulisan CV yang Efektif Lingkungan Kerja bagi Mahasiswa." Tongkonan: Jurnal Pengabdian Masyarakat 2, no. 1 (2023): 71–77. http://dx.doi.org/10.47178/tongkonan.v2i1.2186.
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In an increasingly competitive global era, career preparation for senior-level students is a crucial element in achieving success in the dynamic professional world. This research focuses on the implementation of training in four key aspects: public speaking, interview preparation, effective CV writing, and adaptability in the workplace. This study aims to answer two main research questions: How does this training affect the career readiness and competitiveness of senior-level students? The results of the research indicate that this training leads to a significant improvement in public speaking skills, interview preparation, the ability to create standout CVs, and adaptability in the workplace. These findings demonstrate that these trainings successfully equip students with the skills needed to compete in the competitive job market. The discussion delves into the importance of holistic career preparation in facing the increasingly complex job market and fierce competition. The results of this research provide a clear insight into how these trainings can help students achieve early success in their careers
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Shamsuddin, Norin Rahayu, Fazillah Bosli, and Siti Nur Alwani Salleh. "PROFILING STUDENTS' READINESS FOR THE FUTURE: CLUSTER ANALYSIS OF 21ST-CENTURY COMPETENCIES AND CAREER INTERESTS AMONG SECONDARY STUDENTS." International Journal of Education, Psychology and Counseling 10, no. 57 (2025): 724–41. https://doi.org/10.35631/ijepc.1057047.
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The growing emphasis on 21st-century competencies has highlighted the need to understand how these skills influence students' academic trajectories and career aspirations, particularly within Science, Technology, Engineering, and Mathematics (STEM) education. Despite the recognized importance of competencies such as leadership, collaboration, adaptability, and time management, limited research has explored how these self-perceived skills relate to students' future career interests. This study aims to investigate the relationship between secondary school students' self-assessed 21st-century competencies and their expressed STEM career preferences. A consensus clustering approach with q-fold cross-validation was applied to categorize students into meaningful groups based on their responses to self-assessment surveys measuring leadership, collaboration, adaptability, and career aspirations. The internal cluster validity indices (ICVs) and heatmap visualizations were used to determine the optimal number of clusters and to interpret differences in learning competencies and career interests. The results revealed two distinct student clusters. Cluster 1 exhibited high self-efficacy in leadership, collaboration, and organizational skills, coupled with focused career interests in physics, mathematics, and chemistry. In contrast, Cluster 2 displayed moderate confidence in 21st-century learning skills, particularly in leadership and time management, but showed a broader and more diverse interest in STEM careers, including environmental sciences, medicine, and veterinary sciences. These findings suggest that students with higher self-perceived competencies are more likely to pursue specialized STEM fields, while those with lower self-efficacy may require targeted interventions to enhance their leadership and organizational skills. This study has significant educational implications, emphasizing the need for tailored interventions that foster essential competencies, enhance STEM career motivation, and address disparities in career readiness. Future research should explore longitudinal effects of these profiles on students' academic and career trajectories.
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Fachri, Destia, Rozi Sastra Purna, and Tri Rahayuningsih. "Pengaruh perceived social support terhadap career adaptability pada Mahasiswa Psikologi Universitas Andalas yang berada di tahun akhir selama pandemi Covid – 19." Jurnal Psikologi Tabularasa 17, no. 2 (2022): 97–106. http://dx.doi.org/10.26905/jpt.v17i2.8476.
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Career adaptability is expected to be one of the skills that needed to prepare for the changes in working place for person during Covid – 19 pandemic. One of the factor that effect career adaptability is perceived social support. The aim of this study is to explore the impact of perceived social support on career adaptability among final year students from Psychology Andalas University during Covid – 19 pandemic. This study uses a quantitative method with a simple linear regression test. Data collected from 86 students with proportionate stratified random sampling using Multidimentional Scale of Perceived Social Support (MSPSS) and Career Adapt-Abilities Scale (CAAS). The reliability of each scale of MSPSS and CAAS are 0,913 and 0,943. The result of this study shows that career adaptability is significantly impacted by perceived social support which can be seen from the significance regression value of 0,000 (p 0,05). Result of simple linear regression analysis demostrated an impact between perceived social support and career adaptability for 21,4% can be seen on R – square (R²) and the other 78,6% is impacted by other variables which are not studied in this research.Adaptasi karir diharapkan menjadi salah satu keterampilan yang diperlukan untuk mempersiapkan perubahan tempat kerja seseorang selama pandemi Covid – 19. Salah satu faktor yang mempengaruhi adaptabilitas karir adalah dukungan sosial yang dirasakan. Tujuan dari penelitian ini adalah untuk mengeksplorasi dampak dari perceived social support terhadap career adaptability pada mahasiswa tingkat akhir Psikologi Universitas Andalas selama masa pandemi Covid – 19. Penelitian ini menggunakan metode kuantitatif dengan uji regresi linier sederhana. Pengumpulan data dilakukan pada 86 siswa dengan cara proportional stratified random sampling menggunakan Multidimensional Scale of Perceived Social Support (MSPSS) dan Career Adapt-Abilities Scale (CAAS). Reliabilitas masing-masing skala MSPSS dan CAAS adalah 0,913 dan 0,943. Hasil penelitian ini menunjukkan bahwa adaptabilitas karir secara signifikan dipengaruhi oleh persepsi dukungan sosial yang dapat dilihat dari nilai regresi signifikansi sebesar 0,000 (p 0,05). Hasil analisis regresi linier sederhana menunjukkan adanya pengaruh antara perceived social support dan career adaptability sebesar 21,4% dapat dilihat pada R – square (R²) dan 78,6% lainnya dipengaruhi oleh variabel lain yang tidak diteliti dalam penelitian ini.
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Nwakanma, Chinegbonkpa Hope. "The Impact of Career Education on Students' Labour Market Perceptions." Didaktika: Jurnal Kependidikan 13, no. 1 (2024): 155–66. http://dx.doi.org/10.58230/27454312.490.
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This article examines the impact of career education on students' perceptions of the labour market. The study utilized a narrative literature review methodology to investigate this topic. The article discusses how career education influences students' views on employment opportunities, skills, and employability. The findings reveal that career education plays a crucial role in equipping students with the necessary skills and knowledge to succeed in the job market. The findings underscore the significance of career education in shaping students' understanding of the labour market, career aspirations, decision-making, lifelong learning, and adaptability. The results demonstrate that career education effectively prepares students for future careers by providing accurate information, fostering essential skills, and readying them for labour market demands. It also enables students to overcome obstacles and establish networks that are vital for long-term career development. The findings highlight the importance of career education in enhancing students' employment prospects and employability. Further research is necessary to explore the impact of career education on labour market perceptions among students from diverse cultural, socioeconomic, and educational backgrounds.
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Padmanabha, C. H., S. Venkatesh, and Pai Shwetha. "Navigating the job market: Strategies for enhancing employability and career success." B-Digest (Journal of Commerce & Management) 16, no. 2 (2024): 1. https://doi.org/10.26634/bdigest.16.2.21761.
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This paper highlights the practical aspects of study while focusing on key elements of employability and career progression. Understanding the job market involves analyzing current trends, sector demands, and identifying industries with the highest growth potential to create better opportunities. Relevance is the key to success, as employers seek individuals who are ready to perform and contribute productively. Since productivity is measurable, performance can also be assessed. To perform effectively, individuals must develop a strong skill set and cultivate a proactive mindset. The impact of technology and automation further enhances efficiency and innovation. Employability and soft skills are crucial for adaptability and continuous learning. Key skills for students and fresh graduates include technical expertise and soft skills, with adaptability and lifelong learning playing a vital role in achieving higher performance levels.
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Bocciardi, Federica, Andrea Caputo, Chiara Fregonese, Viviana Langher, and Riccardo Sartori. "Career adaptability as a strategic competence for career development." European Journal of Training and Development 41, no. 1 (2017): 67–82. http://dx.doi.org/10.1108/ejtd-07-2016-0049.
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Purpose In the current labour market, the competence to adapt is becoming significantly relevant for career development and career success. The construct of career adaptability, i.e. the capability to adapt to changing career-related circumstances and predict advancement in career development, seems to provide a fruitful scientific base for successful career intervention. The purpose of the study is exploratory, with the aim of providing new findings about the key predictors of this meta-competence that are relevant for career development. Design/methodology/approach Through a web-based survey, a convenience sample of 230 working participants completed an online questionnaire, including socio-demographic characteristics (age, gender, education), professional status (role seniority, sector of employment, professional role), professional development-related features (training, new professional assignments, financial incentives) and psychological factors (work self-efficacy, search for work self-efficacy and job satisfaction). Four-step hierarchical multiple regression analyses were conducted to understand which of these factors account for the most career adaptability variance. Findings Results highlight that work self-efficacy, search for work self-efficacy and education play a significant role in predicting career adaptability. Surprisingly, professional development-related features and professional status do not seem to have a relevant influence. Practical implications Training and career-development professionals can improve their understanding of which career-related skills and attitudes can increase one’s capability to cope with sudden changes and instability of the current labour market. Originality/value This study supports previous research, addressing the importance of career adaptability in times of dramatic change. It also provides some insight into the factors that could predict it.
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Mahfud, Tuatul, Alias Masek, Suyitno Suyitno, et al. "The Role of Work-Based Learning in Enhancing Career Adaptability: An Empirical Study from Vocational Students in Indonesian and Malaysian Universities." Integration of Education 28, no. 3 (2024): 436–53. http://dx.doi.org/10.15507/1991-9468.116.028.202403.436-453.
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Introduction. Career adaptability has been recognized as one of the skills needed to face changing needs in the world of work. This study is increasingly interesting from the perspective of instilling career adaptability in a vocational university environment. The importance of mastering career adaptability has been established, but the interaction between predictors such as work-based learning factors, curriculum relevance, university support, career self-efficacy has not been well-defined. This study aims to investigate the role of work-based learning, curriculum relevance, university support, and career self-efficacy on university students’ career adaptability. Materials and Methods. We involved 476 vocational students from universities in Indonesia and Malaysia. The data analysis used structural equation modelling (SEM) to test direct and indirect effects of career adaptability. The study utilizes the Amos 18 software for SEM analysis. This study used 200 bootstrap samples and a bias-corrected confidence interval of 90% to analyse the mediation role. Results. The study results reveal that work-based learning, curriculum relevance, university support, and career self-efficacy directly influence the career adaptability of vocational students. Another finding is that career self-efficacy was proven to mediate the effect of work-based learning and university support on vocational students’ career adaptability. Career self-efficacy does not mediate the effect of curriculum relevance on vocational students’ career adaptability. Discussion and Conclusion. The results of this study provide important implications for vocational education practitioners to promote career adaptability in the university environment through various work-based learning programs, curriculum relevance, university support, and career self-efficacy. Also, the result will guide the ongoing WBL curriculum review and improvement in Malaysia and Indonesia.
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Kaur, Harleen, and Rajpreet Kaur. "Career adaptability and job outcomes: a moderated mediation model of proactivity and job content plateau in educational sector." Higher Education, Skills and Work-Based Learning 11, no. 4 (2021): 929–45. http://dx.doi.org/10.1108/heswbl-07-2020-0150.
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PurposeVery little research has examined how adaptivity, adaptability resources, adapting responses and adaptation results are interlinked with each other. The current research aims to investigate whether career adaptability influences job outcomes via job content plateau. Taking career construction theory (Savickas, 2005) as a base, the research model of this study posited that employee's favorable job outcomes, i.e. job satisfaction and performance depend upon their psychosocial meta-capacities (career adaptability) and job content plateau. Further, the study is the first to examine the moderating role of proactivity among career adaptability, job content plateau and job outcomes relationship.Design/methodology/approachIt is a two-wave longitudinal study, quantitative in nature and has collected data from 357 faculty members of Indian universities. The hypotheses have been empirically tested through the structural equation modeling technique.FindingsThe moderated mediation model was supported, and as predicted, (1) career adaptability was positively related to job outcomes and (2) the mediated relationship between career adaptability and job outcomes via content plateau was stronger for individuals with high levels of proactivity.Practical implicationsThe study encourages career management practitioners and counselors to integrate proactive behaviors and career adaptability into counseling techniques to equip clients with necessary skills and deal with unfavorable job experiences, thereby engendering favorable job outcomes.Originality/valueThe current study is the first to test the intervening effect of proactivity in career adaptability and job outcomes relationships via job content plateau.
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Coetzee, Melinde, and Dries Schreuder. "Proactive career self-management: exploring links among psychosocial career attributes and adaptability resources." South African Journal of Psychology 48, no. 2 (2017): 206–18. http://dx.doi.org/10.1177/0081246317719646.
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The study explored whether the positive links between individuals’ psychosocial career attributes and career adaptability resources empirically represent the characteristics associated with proactive career self-management behaviour. A cross-sectional convenience sample of Black and White ( N = 248) working adults participated in the study. The redundancy analysis of the canonical correlation analysis indicated positive links between the career attributes of behavioural adaptability, career directedness, self-esteem, self/other skills, social connectivity, and career purpose, and the four career adaptability resources of career concern, career control, career curiosity, and career confidence. The common synthetic themes that emerged from the positive associations described the characteristics of proactive career self-management behaviour, including (1) self-efficacious adaptive goal-directed behaviour, (2) proactive psychosocial career engagement behaviour, and (3) career resilience. The three dimensions offer considerations for practitioners involved in career development and counselling discussions with employees who need to develop personal agency in their career development and management.
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Nabilah, Jihan, Maria Teodora Ping, Istanti Hermagustiana, Sunardi, Dyah Sunggingwati, and Desy Rusmawaty. "From Teaching to Thriving: Exploring the Lived Experiences of English Education Graduates in Non-Teaching Careers." Borneo Educational Journal (Borju) 7, no. 1 (2025): 158–77. https://doi.org/10.24903/bej.v7i1.1973.
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The present phenomenological study discovers the lived experiences of English education graduates pursuing non-teaching careers (any professional roles that do not involve teaching students in formal educational settings). By conducting in-depth interviews with three participants, their lived experiences uncovered the interaction between non-teaching career exploration, appealing job opportunities, interest-driven career decisions, career choice consistency, self-efficacy, confidence, career growth, and development opportunities, which guided them to pursue their non-teaching careers. They considered intrinsic factors (self-efficacy and confidence, personal goals, personal interest, personal development, and outcomes expectations), along with extrinsic factors (financial stability, teaching limitations, career prospect, workload vs. compensation, continued engagement with educational background) in deciding their careers. The skills from English education such as teaching, communication, critical thinking, problem-solving, and English skills are applicable to help them adapt to their non-teaching career. The findings prove the adaptability of English education graduates in managing job market difficulties and diverse applications of their educational experiences. By having these facts this study informs higher education institutions and English education programs to support and guide the English education graduates as they fit for diverse career paths.
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Coetzee, Melinde. "Exploring Psychological Career Mechanisms for Enhancing Employees’ Self-Efficacious Career Adaptability." Southern African Business Review 22 (May 7, 2018): 20. http://dx.doi.org/10.25159/1998-8125/3843.
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The study extends contemporary research on adaptive career behaviour by exploring the link between three under-researched psychological career-related attributes (career values, career enablers and career harmonisers) that may potentially serve as mechanisms for enhancing individuals’ self-efficacious career adaptability (career confidence). Participants (N = 248) were early and middle career stage individuals employed in an organisation situated in Gauteng, South Africa. Analyses included regression-based moderated-mediation procedures to assess conditional direct and indirect effects of the psychological career constructs. The results indicated that although the career harmonisers did not have a significant mediating effect, the conditional indirect effect of career enablers on career confidence through career harmonisers increased when the score on career values was high. Employees’ career confidence may potentially be enhanced by means of well-developed career enabling skills and positive psychosocial career attributes on the condition that they have strong (well-crystallised) career values.
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Ismayilli, Turkan. "Career Planning." ANCIENT LAND 6, no. 10 (2024): 15–18. http://dx.doi.org/10.36719/2706-6185/40/15-18.
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Abstract Career planning initiatives among university and college students stand as pivotal mechanisms for equipping individuals with the essential skills and direction needed to navigate their professional journeys. This study explores career planning and the importance of studying it in higher education for students. The research delves into the positive impacts, such as enhanced decision-making skills, increased career clarity, job satisfaction, academic performance improvement, and a culture of professional growth and adaptability. Career planning refers to the process in which an individual establishes career development goals, chooses a career, formulates corresponding education, training, and work plans, and takes necessary actions to achieve career goals while taking into account personal qualities and the external environment.
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Rahmi, Alfi, Afdal Afdal, Mudjiran Mudjiran, Netrawati Netrawati, Mega Iswari, and Engku Mardiah Engku Kamarudin. "Optimising Career Adaptability for Post-Internship Students Islamic Religious College: The Role of Work Values and Social Support." Pertanika Journal of Social Sciences and Humanities 32, S3 (2024): 1–19. http://dx.doi.org/10.47836/pjssh.32.s3.01.
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A discrepancy between individual values and social support received influences a low degree of career adaptability. This research 122 post-internship students enrolled at the State Islamic Religious College in Sumatra, Indonesia. Work Values Inventory, Multidimensional Scale of Perceived Social Support, and Career Adapt-Abilities Scale (CAAS) were employed as the research instruments using a quantitative design, and multiple regression analysis was adopted to analyse the data. The results showed a significant positive relationship between work values, social support, and career adaptability. Furthermore, the regression model predicted 64.1% of career adaptability, highlighting the synergistic effect of the variables. The results underscored the potential of career counselling interventions in empowering post-internship students by providing essential skills and knowledge for successful career navigation. Implications for career counselling were also discussed, and future analysis was suggested.
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Anjelina, Septina Fitri, and Ainun Nazriah. "Career Adaptability Karyawan dalam Career Statification Pada Badan Pembinaan Ideologi Pancasila." PANDITA: Interdisciplinary Journal of Public Affairs 8, no. 1 (2025): 259–80. https://doi.org/10.61332/ijpa.v8i1.280.
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The Badan Pembinaan Ideologi Pancasila (BPIP) still employs contract employees with a ratio of 70:30 between ASN (Civil Servants) and contract employees, where ASN are more dominant. This poses a challenge for contract employees as the dominance of ASN reduces their chances of being appointed as permanent civil servants (PNS). Additionally, contract employees at BPIP Jakarta face heavy workloads, often including working on weekends. This study aims to analyze the adaptability of contract employees at BPIP Jakarta and to find solutions to the problems they face. It also identifies the factors that support and hinder the adaptability of contract employees. The results show that the adaptability of contract employees at BPIP Jakarta is quite good due to career development training provided by BPIP. However, work relationships are less satisfactory due to seniority and status differences between ASN and contract employees. The main problem is that some contract employees are unable to perform their duties because they are not in line with their educational background. To address this, BPIP provides job orientation and specialized training. Factors affecting the adaptability of contract employees include limitations in skills and knowledge for career development, as well as difficulties in creating harmonious work relationships due to status disparities.
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Sagone, Elisabetta, Marcella Nucifora, Simona Maria Frischetto, et al. "Autoefficacia nelle life skills, career adaptability e competenze scolastiche: uno studio esplorativo." Community Notebook. People, Education and Welfare in the Society 5.0, no. 2 (December 30, 2024): 191–226. https://doi.org/10.61007/qdc.2024.2.306.
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Esplorare l’autoefficacia nelle life skills, la career adaptability e le competenze scolastiche non cognitive che aiutano gli studenti a compiere scelte responsabili per il loro futuro ha rappresentato l’obiettivo del presente studio. Campione: 6.250 studenti e studentesse frequentanti le Scuole Secondarie di II grado della Sicilia orientale. Strumenti: il Career Adaptability Inventory, la Scala di Autoefficacia percepita nelle Life Skills, la High School Competencies Scale. Risultati: ad un elevato senso di autoefficacia nelle life skills corrisponde una maggiore abilità di anticipare i cambiamenti ed immaginare il proprio futuro in contesti in continuo cambiamento, anche alla luce delle competenze scolastiche intese non cognitive che predicono il successo e supportano la crescita psicologica, l’integrità e il benessere.
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Xu, Chen, Tingli Li, Wei Wei, et al. "The relationship between perceived social support and career adaptability among Chinese vocational students post-(COVID)-19: A path analysis approach." Social Behavior and Personality: an international journal 52, no. 9 (2024): 1–11. http://dx.doi.org/10.2224/sbp.13345.
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Career adaptability is a key ability for young people to cope with challenges and changes in career development. This study explored the relationship between perceived social support and the career adaptability of Chinese vocational students post-COVID-19, along with the mediating role of selfefficacy and positive coping. Using cluster sampling, we collected 846 questionnaires from current vocational students in China. Our results showed that perceived social support was positively associated with career adaptability, influencing it through three pathways: the mediating effect of self-efficacy, the mediating effect of positive coping, and the chain mediating effect of selfefficacy and positive coping. Perceived social support also had positive associations with self-efficacy, positive coping, and career adaptability. Our findings provide new insight into potential strategies for promoting the development and adaptation skills of vocational students post-COVID-19.
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Dr.A.Shaji, George. "The Ephemeral Career: How Technological Change Necessitates Flexible Employment." Partners Universal International Innovation Journal (PUIIJ) 01, no. 05 (2023): 47–62. https://doi.org/10.5281/zenodo.10003775.
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As technology rapidly evolves in the 21st century, career longevity is undergoing a dramatic transformation. Where once an employee could expect to remain in a single role or company for decades, technological disruptions now necessitate more fluidity and flexibility in one's employment trajectory. This paper examines how ongoing advancements are shortening career spans and requiring adaptability of both employees and employers. Through examples across industries, it is demonstrated how innovations consistently render existing skills and job functions obsolete. Artificial intelligence and automation are also transforming roles once reserved for humans. New specializations emerge at a dizzying pace, leaving even highly experienced employees struggling to keep skills current. This technological churn means careers are becoming more ephemeral than ever before. With technological shifts occurring every few years rather than once or twice a career, employees must embrace continuous reskilling to remain employable. A mindset of openness to lateral career shifts into entirely new domains is also beneficial. Short-term contracts allow the mobility to pivot as needed. Employers are likewise adapting to ephemeral careers by hiring based on transferable skills rather than specific experience, investing in ongoing employee training, and generally abandoning the model of lifelong careers in one role. This tech-driven career volatility produces both benefits and challenges for workers. On the positive side, ephemeral careers provide ongoing engagement with new learning, a variety of experiences, and the opportunity to develop a wider portfolio of skills over time. However, the difficulties include reduced ability to build seniority and deep subject matter expertise, lower employer loyalty, and the need for strong self-motivation to remain employable. In conclusion, the research analyzed makes a compelling case that technological change is irrevocably transforming career longevity. While once a job could be held for decades, employees today must expect to undertake multiple career shifts and near-constant reskilling to remain relevant. Likewise, employers can no longer rely on long-term employees occupying set roles indefinitely. Both individuals and organizations must adapt to an era of ephemeral careers by embracing flexibility, continual learning, and skill-based hiring. Though this environment poses challenges, those able to adapt will remain professionally competitive.
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Jalil, M. Khoirudin, M. Ramli, Nur Eva, and Nur Mega Aris Saputra. "Fostering Ethical and Adaptive Careers: Religious Values and Career Readiness in Generation Z." Bisma The Journal of Counseling 8, no. 3 (2024): 262–73. https://doi.org/10.23887/bisma.v8i3.84698.
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Career adaptability is an essential competency for Generation Z students in addressing the challenges of a dynamic and uncertain labor market. This study aims to analyze the role of religious values in shaping the career adaptability of Generation Z students. Employing a descriptive phenomenological approach, the research explores students’ subjective experiences in integrating religious values, such as honesty, integrity, and gratitude, into the career adaptation process. Research data were collected through in-depth interviews with school counselors and students, as well as distributing instruments to vocational high school students representing Generation Z. Thematic analysis of qualitative data revealed that religious values serve as moral pillars that provide direction, mental resilience, and confidence in making ethical and sustainable career decisions. Quantitative results using the Wilcoxon Signed Rank test (Asymp. Sig. = 0.005) showed a significant improvement in the career adaptability of students in the experimental group. These findings were further supported by the Mann-Whitney U test (Asymp. Sig. = 0.020), confirming the effectiveness of integrating religious values into students' career readiness. Additionally, qualitative data revealed that experiential learning approaches positively contributed to students' psychological well-being. Students reported increased self-confidence, self-awareness, and stress management skills that support their readiness to navigate the dynamics of the labor market. This study underscores the importance of religious values in fostering adaptive, ethical, and sustainable career development among Generation Z students.
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Soonhwa Yoo. "Relationship Between Planned Happenstance Skills and Career Adaptability of College Students." Journal of Educational Innovation Research 26, no. 3 (2016): 149–68. http://dx.doi.org/10.21024/pnuedi.26.3.201612.149.
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P. Acosta, Maidie, MAIE AS, Auxientius O. Acera Jr, et al. "SHAPING THE FUTURE: EXPLORING THE UNTOLD REALITIES OF ENGINEERS' JOURNEYS THROUGH INNOVATIONMaidie P. Acosta , RL , MAIE AS , Auxientius O. Acera Jr , Elijah Josh D. Pimentel , Marc Paul C. Flores , Ghije Cyruz P. Fernandez , Larios A. Lakampuenga , Mckinley Rois D. Mabasa , Mckinzey Roie D. Mabasa and Vance Angelo D. Bacani." International Journal of Advanced Research 13, no. 04 (2025): 919–39. https://doi.org/10.21474/ijar01/20796.
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Engineering requires more than technical skills it also depends on teamwork, communication, and adaptability. This study explores how engineers lived experiences reveal both opportunities and challenges in driving innovation and solving real world problems. Methodology: This qualitative study used phenomenology as its research design, utilizing structured interviews to explore how individuals became and thrived as engineers. It aimed to answer: What characterizes the role of engineers in innovating and solving problems and How do lived experiences highlight both the opportunities and challenges of their work Results: Three major themes emerged: Career Progression, Work Adaptation, and Team Collaboration. Career Progression includes skill application, goal motivation, and career transition. Work Adaptation involves task organization, plan execution, and challenge resolution. Team Collaboration covers workplace cooperation, mentorship formation, and technology adaptation. Discussion: Career Progression highlights personal and professional challenges, such as shifting goals and applying skills in demanding roles. Work Adaptation focuses on handling task complexity, time constraints, and unexpected issues, showing engineers resilience. In contrast, Team Collaboration reveals opportunities through mentorship, shared knowledge, and evolving technology that enhance creativity, problem-solving, and innovation. Conclusion: This study highlights that career growth, adaptability, and teamwork shape engineers capacity to innovate and solve problems. Supporting these areas through mentorship, collaboration, and lifelong learning is essential in todays evolving field.
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Diva, Vivianora, and Pratista Arya Satwika. "Work Readiness of Final Year Students Observed from Grit and Career Adaptability." Jurnal Kajian Bimbingan dan Konseling 9, no. 2 (2024): 115–21. http://dx.doi.org/10.17977/um001v9i22024p115-121.
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Universities are obliged to prepare graduates of the highest caliber and ensure that their qualifications align with the requirements of the professional world. Therefore, it is essential for them to equip students with the necessary skills and knowledge before they enter the workforce. Nevertheless, a considerable number of students remain inadequately prepared for the demands of the workplace. The capacity to persevere and adapt to new circumstances are two key attributes that can influence an individual's preparedness for professional roles. This study aims to ascertain the relationship between grit and career adaptability with the work readiness of final-year students. This study employed a quantitative methodology, with 136 students selected through the use of a simple random sampling technique. The data collection method employed three scales: the Work Readiness Scale (α = 0.827), the Grit-12 Scale (α = 0.738), and the Career Adaptabilities Scale (α = 0.963). Subsequently, the data were analyzed using multiple linear regression. The results demonstrated that both grit and career adaptability exerted a significant influence on work readiness in final-year students, both concurrently and partially (p < 0.05). Grit and career adaptability collectively contributed an effective 50.1% to work readiness. Consequently, it is recommended that students cultivate persistence and the capacity to adapt their careers, in order to enhance their readiness to enter the workforce.