Employees' adaptation to human–robot cooperation: a career adaptability perspective

The Double-Edged Sword Effects of Career Calling on Occupational Embeddedness: Mediating Roles of Work–Family Conflict and Career Adaptability

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.

Abstrak: Career adaptation theory savickas views that career adaptability as readiness to cope with predictable tasks to prepare and play a role in work, education, as well as being able to cope with unexpected situations that might arise as changes in work, working conditions and education. Savickas introduced the construct of career adaptability as a substitute construct for career maturity. Career adaptability can also be defined as a response to readiness and sources of individual coping, which are used to plan, explore and inform decisions about the possibilities for their career future. According to Savickas In career adaptability there are four dimensions that make individual adaptability more effective in carrying out his career, namely career concern, career control, career curiosity, and career evidence. Savickas also considers that if someone lacks career adaptability, then that person becomes apathetic, unable to decide, unrealistic, and refrained from achieving his career. Kata kunci: Career Adaptability, Career Development, Mark L. Savickas

Parents are a major influence on adolescents’ career development. However, past studies have mostly explored general rather than career-specific parenting aspects. According to Dietrich and Kracke (2009) parental support, parental interference, and lack of parental career engagement are basic dimensions of career-specific parental behaviours. This study examined the relationship between these parental behaviours and career adaptability in a sample of high school students (N = 197; Mage = 16.79). The data were collected in a group online testing. Student career adaptability was measured with the Career Adapt-Abilities Scale (Savickas & Porfeli, 2012) and parental career-specific behaviours were measured by the scale developed by Dietrich and Kracke (2009). Parental support emerged as the most important positive predictor of career adaptability since it predicted both global career adaptability and separate dimensions. Parental interference negatively predicted career control, career confidence, and overall career adaptability but only when parents’ career engagement was higher. The results point out that in understanding parental influences in students’ career development it is important to consider different parenting practices and also examine separate students’ career adaptability resources. Parents should be helped to recognise their career-related parenting practices and to understand the potential of these behaviours in facilitating their children’s career adaptability. Special counselling interventions should be provided for students who perceive that their parents are not providing enough career-related support.

Background: Scholars are highlighting the importance of adaptive career behaviors and resources that people could employ in directing their own career development across the lifespan. New constructs emerge with the intention to help the individuals to manage their careers. One of the most promising constructs is career adaptability, which includes such resources as concern, control, curiosity, and con fi dence. This study attempts to link those resources and study engagement. Engagement has been previously employed as an indicator of occupational wellbeing of both employees and students. Moreover, study engagement is considered to be adaptation result by some authors. Possibly, study engagement might be one of many positive career-related outcomes linked to career adaptability. Purpose: The purpose of the study is to analyze the links between college students“™ career adaptability and study engagement. Method: the sample consisted of 273 college students (MÂ age = 20.71, SDÂ age = 2.89). Career Adapt-Abilities Scale-Short Form (CAAS-SF; Maggiori et al., 2015), the short version of the Utrecht Work Engagement Scale ““ student version (UWES-S-9; Schaufeli et al., 2002; Schaufeli et al., 2006) and a questionnaire for demographic variables were used in the study. Results: Career adaptability resources, namely, concern, control, curiosity, and con fi dence, were linked to study engagement expressed as vigor, dedication and absorption. Concern and con fi dence were the only signi fi cant predictors of study engagement dimensions. Conclusion: The results support the importance of career adaptability resources for college students“™ engagement.Â

The concept of “collective contributions to career efficacy” (CCCE) has been long proposed to conceptualize the effects of influences from various significant others on individuals’ career efficacy and development. However, the longitudinal and dynamic implications of CCCE for individuals’ career development, especially the relative unique contributions of different parties above and beyond each other, have been rarely tested. Based on three-annual-wave survey data from 3196 Chinese adolescents across their senior high middle school years (Grades 10–12; Mean age = 15.55 years old, SD age = .44; 52.8% girls at Wave 1), this study sought to fill this key void by examining the associations between CCCE from parents, teachers, as well as peers and adolescents’ career adaptability and ambivalence over time. Results of structural equation modeling analyses indicate a series of reciprocal and transactional associations over time between CCCE from parents as well as teachers and adolescents’ career adaptability. In contrast, adolescents’ earlier career ambivalence was found to be unidirectionally associated with subsequent CCCE from parents, teachers, and peers over time but not vice versa. Such findings provide a more nuanced and dynamic delineation of the links between CCCE from different relational sources and adolescent career adaptation, which highlights the practical potential of promoting adolescents’ career development through enhancing their efficacy in receiving career-related support from various significant others in their proximal social networks. More implications for theories, future research and practice were also discussed.

The application of handling robots in industrial environments has always been a research hotspot. This paper proposes a positioning scheme for handling robots based on improved adaptive Monte Carlo (AMCL) fusion of multiple sensors and QR code assistance, which can achieve high-precision positioning under low-cost conditions in industrial environments, in response to the positioning accuracy and cost issues of handling robots. Firstly, this article uses the Cartographer algorithm to fuse data from multiple sensors and improve map accuracy. Secondly, this article proposes an improved AMCL algorithm that integrates multiple sensors for localization, enhancing global localization accuracy. Then, in order to further improve the local positioning accuracy, the two-dimensional code assisted positioning system is activated to correct errors when approaching the work point, thereby achieving high-precision positioning near the work point. Meanwhile, utilizing the YOLO Fastest algorithm based on DNN inference framework to improve the efficiency of camera recognition of QR codes. Finally, the transport robot was tested in an industrial environment. The results show that the positioning error of the scheme in the x direction of the workstation point is ± 0.068 m, the positioning error in the y direction is ± 0.069 m, and the heading angle error is ± 0.107 rad. Experimental results have shown that this study helps promote the use of low-cost control methods to achieve high-precision positioning of handling robots in industrial environments.

Vocational students’ careers are a progressively relevant issue and are extensively explored by researchers from numerous countries. In the context of global transformation, rapid job growth and career adaptability are required to overcome the challenges of unemployment. Vocational education fundamentally aims to prepare individuals to be competent in specific jobs and economically successful. Nevertheless, its effectiveness in encouraging students’ career development needs to be explored further to determine its overall impact. This review was conducted systematically using the Systematic Literature Review (SLR) method with the PRISMA guide and synthesized 15 Scopus-indexed journals to analyze career adaptability in the context of sustainable workforce development in vocational education. This study identified five main findings: (1) the concept of career adaptability, (2) career adaptability in TVET, (3) the importance of career adaptability for workers, (4) career adaptability for students, and (5) the sustainable workforce framework. The findings of the study indicate that career adaptability can not only foster students’ readiness to work but also contribute to increasing overall economic competitiveness. Career adaptability is essential for sustainable employment, as it enhances job satisfaction and resilience, influenced by professional identity, self-efficacy, and effective educational interventions like work-based learning programs. The policy implications of these findings emphasize the significance of multidisciplinary collaboration between educational institutions, government, and industry to strengthen the relevance of vocational education to the changing dynamics of the labor market. This study provides valuable insights for stakeholders and practitioners in designing strategies to improve students’ career adaptability so that graduates can succeed in a competitive workforce and contribute to sustainable economic development.

It is known that mobile robot applications have a preponderant role in industrial and social environments and, more specifically, helping human beings in carrying out difficult tasks in hostile environments. From teleoperated systems to autonomous robots, there is a wide variety of possibilities requiring a high technological level. Many concepts such as perception, manipulator design, grasping, dynamic control, etc. are involved in the field of industrial mobile robots. In this context, human–robot interaction is one of the most widely studied topics over the last few years together with computer vision techniques and virtual reality tools. In all these technical fields, a common goal is pursued, i.e., robots to come closer to human skills. In this paper, first some important research projects and contributions on mobile robots in industrial environments are overviewed. Second, a proposal for classification of mobile robot architectures is described. Third, results achieved in two specific application areas of mobile robotics are reported. The first is related to the tele-operation of a mobile robot called ROGER by means of a TCP/IP network. The control system of the robot is built up as a distributed system, using distributed object oriented software, CORBA compatible. The second is related to the teleoperation of an underwater robot called GARBI. (Research project co-ordinated with the Polytechnic University of Catalonia (Prof. Josep Amat) and financed by the Spanish Government.) The utility of this kind of prototype is demonstrated in tasks such as welding applications in underwater environments, inspection of dammed walls, etc. Finally, an industrial project involving the use of intelligent autonomous robots is presented showing how the experience gained in robotics has been applied.

Parental career-related support plays a crucial role in facilitating adolescents' career development, yet relatively little is known about its mediating role in Korean adolescents' career development. Using a sample of 581 Korean high school students, this study examined the role of parental career-related support in the link between socioeconomic status (SES) and adolescents' career adaptability. Results indicated that adolescents with high SES were more likely to have a high level of parental career-related support and a high level of career adaptability resources, and parental career-related support was significantly associated with career adaptability resources. Although curiosity and confidence were only significantly related to SES, parental career-related support was more likely to affect concern than other resources of career adaptability. The mediation models also supported the claim that adolescents from high SES families are more likely to perceive a higher degree of parental career-related support and the more they perceive such supports, the greater the level of career adaptability. These results suggest the need for parents and schools to facilitate career-related support for adolescents.

This study compared students’ perceived skills in the classroom and during their internship. It also assessed the effect of students’ perceived skills on career adaptability and perceived employability. A self-administered survey was sent out to hospitality and tourism undergraduate majors. Results showed that students perceived different skills in working under pressure, written communication, numeracy, planning and coordinating, and using new technology between internship set-ups and the classroom. It also indicated a positive relationship between soft skills and career adaptability, and between career adaptability and perceived employability. However, technical skills had no effect on career adaptability. Practical implications of complementing both classroom and internship experiences and enhancing soft skills of communication, problem-solving, and teamwork were discussed.

According to career construction theory, middle school students are in a critical phase of growth and exploration that requires self-reflection on their interests, values, and aspirations. Career adaptability is a key indicator of career development for middle school students and a crucial ability for achieving career success. Research indicates that many Chinese middle school students face significant hurdles in their career development, including a lack of motivation, limited self-awareness, and unclear career trajectories. To address these challenges, it is imperative to explore the factors influencing career adaptability, with a particular focus on the role of parental and teacher autonomy support within the framework of self-determination theory. This study aims to explore the correlation between parental autonomy support (PAS), teacher autonomy support (TAS), core self-evaluations (CSE), and career adaptability (CA) among middle school students. The longitudinal data for this study were collected from two middle schools in the Anhui province. Middle school students were recruited as research participants through a cluster sampling method. A total of 482 students were surveyed in three stages during a 1-year period, and a cross-lag model was employed to analyze the data. (1) From T1 to T2, T1PAS predicted T2CS, T1CSE predicted T2CA, and T1CA predicted T2TA; (2) from T2 to T3, T2PAS predicted T3CS, T2CSE predicted T3CA, and T2TAS predicted T3PAS; (3) TAS did not predict CSE and CA over time; (4) T2CSE mediated the relationship between T1PAS and T3CA. These findings suggest that autonomy support has a consistently positive influence on the career development of early adolescents. Valuing children's autonomy is beneficial for fostering positive self-evaluations and shaping their career trajectories. Autonomy support plays a pivotal role in enhancing middle school students' career adaptability and promoting career development by strengthening self-evaluations. Additionally, the effect of parental autonomy support is more stable than that of teacher autonomy support.

This study aims to measure the career adaptability of class XII Automotive students at SMK PGRI 2 Palimanan. The method used is quantitative descriptive, which aims to describe the current situation systematically and factually. Data were collected through career adaptability measurements on 79 students, which were divided into two categories: high and low. The results showed that 56 students (68.35%) had high career adaptability, while 23 students (31.65%) had low career adaptability. The highest score obtained by students was 72, and the lowest score was 45, with an average score of 57.64. This shows that the majority of students have good career adaptability. The increase in students' career adaptability is influenced by the cooperation between Guidance and Counseling (BK) teachers and the head of Career Guidance (BKK) in providing an understanding of career levels and motivation. Career guidance services at SMK PGRI 2 Palimanan help students to find and determine career fields that suit them. Thus, effective career guidance services can support students' career development.

Relationships of career adaptabilities with explicit and implicit self-concepts

Career adaptability, resiliency and perceived obstacles to career development of adolescent mothers were examined using a proposed conceptual framework that combined resiliency and career adaptability. The goals of this study were to gauge the current state of the career development and resiliency of adolescent mothers, including areas of strength and weakness, and to better understand the interactions between the three components of career adaptability (i.e., planfulness, exploration, decision-making), resiliency and perceived obstacles. Adolescent mothers were similar to nonparenting peers on the planfulness and decision-making dimensions of career adaptability, yet lower on career exploration. While adolescent mothers' traits of personal resiliency and emotional reactivity were comparable to those of their peers, their relational resiliency was lower. Based on the findings of the study, proposed strategies to further the three components of career adaptability and the resiliency of adolescent mothers are suggested.Keywords: adolescent mothers, career development, career adaptability, resiliency, decision-makingIn the United States, becoming a parent during adolescence has been described as a premature and nonnormative life event that can present lifelong challenges and growth opportunities in the career development of adolescent mothers (Gruber, 2012; Zachry, 2005). Taylor (2009) reported the most prevalent negative outcomes associated with adolescent parenthood as lowered high school graduation rates, limited educational opportunities after high school, and difficulty achieving stable work and financial independence. These are important career development considerations for this population given the national statistics on adolescent motherhood, previous research findings on the impact of parenting programs on the long-term career outcomes for adolescent mothers, and the viability of the proposed theoretical framework of the integration of career adaptability and resiliency (Barto, Lambert, & Brott, in press).The national statistics on adolescent mothers indicate a disparity between racial groups with 8.3% of Latina, 6.5% of African American and 2.7% of Caucasian (non-Hispanic) adolescent females becoming mothers (Guttmacher Institute, 2010). Race and ethnicity may influence how an adolescent pregnancy is perceived by the adolescent mother and those around her, further contributing to the mother's obstacles to and opportunities for career development (McAdoo, 2007; Santiago-Rivera, Arredondo, & Gallardo-Cooper, 2002). Support from families has been shown to be a positive factor in furthering the career development of adolescent mothers (Brosh, Weigel, & Evans, 2009). Although both African American and Latino families may be disappointed by adolescent pregnancies, these families tend to discourage pregnancy termination or adoption, instead offering assistance to adolescent mothers (McAdoo, 2007; Santiago-Rivera et al, 2002). Conversely, Caucasian adolescent mothers have the highest rates of formal adoptions outside the family; thus, family support for attempting to combine motherhood and career development may be lower for Caucasian adolescent mothers than for adolescent mothers in other racial or ethnic groups (Low, Moely, & Willis, 1989).Adolescent mothers typically report more challenges with life planning when compared to nonparenting peers (Spear, 2004). Related issues can be viewed through the lens of obstacles to and opportunities for career development for adolescent mothers. These obstacles may include completing an education, finding employment and experiencing increased financial strain. Conversely, becoming a mother during adolescence may stimulate resiliency and growth opportunities in the working role (Zachry, 2005). These opportunities could foster the desire to provide financially for self and child, positive attitudes toward the future after becoming a mother (Brubaker & Wright, 2006), and a greater sense of maturity and purpose about the future (Rosengard, Pollock, Weitzen, Meers, & Phipps, 2006). …