How STEM-based CI and Leadership Support can Turn Possibly Bad Situations Into Opportunities?

Abstract

In this study, we examined how science, technology, engineering, and mathematics (STEM) professionals’ perceptions of themselves as overqualified influence their career anxiety and career decidedness through their career identity under supportive leadership. To test our hypotheses, we conducted two time-lag studies in the fields of education (Study 1, N = 530) and engineering (Study 2, N = 515). Using role identity theory, our results showed that STEM employees’ perceived overqualification was positively related to their career identity. Based on the internal dynamics of role identity theory in terms of self-processing, we also found that STEM employees’ career identity reduced their career anxiety and increased their career decidedness. We showed that career identity mediated the effect of perceived overqualification on career anxiety and career decidedness. We also found that leader support moderated this mediating effect, based on the symbolic interactionist perspective of role identity. Specifically, overqualified STEM workers had a stronger career identity when their managers were more supportive. Overall, our findings indicate that in the presence of supportive leadership, perceived overqualification may positively affect the decision-making and career development of early-career STEM employees, as well as their organizations. The theoretical and practical implications of our findings are discussed.