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Abstract
The purpose of this study is to examine the relationship between high school students’ social support, career adaptability and subjective well-being that are perceived from their family, teachers and friends. The study group consisted of 325 students (193 girls, 132 males) in three secondary schools located in Cukurova and Yuregir districts of Adana city. The data were collected through Career Adaptability Scale, Life Satisfaction Scale, Positive and Negative Affect Schedule and Perceived Social Support Scale and Personal Information Form developed by the researchers to reach the demographic information of the participants. A path analysis was conducted within the framework of structural equation modeling to investigate the relationship between social support, career adaptability and subjective well-being that the students perceived. Data analysis was done through SPSS and AMOS package programs. Correlation coefficients of arithmetic mean, standard deviation, pearson moment analysis were calculated, and path analysis was performed based on the observed variables. The research findings show that there is a significant relationship between subjective well-being, career adaptability and perceived social support. The perceived social support from family, teachers and friends are variables that predict the career adaptability of high school students. Career adaptability has also been found to be a significant predictor of subjective well-being.
Highlights
In today’s world, individuals are confronted with immediate or long-term changes in almost every aspect of their lives
The studies show that there is a relationship between subjective well-being and career adaptability (Celen-Demirtas, Konstam, & Tomek, 2015, Konstam et al, 2015), career adaptability and social support (Guan et al, 2016, Han & Rojewski, 2015) and subjective well-being and social support (Saygın & Arslan, 2009; Şahin, 2011).Considering the human development, adolescence is one of the periods of many changes and developments that take place including career adaptability (Ginevra, Magnano, Lodi, Annovazzi, Camussi, Patrizi, & Nota, 2018; Hirschi, 2009), subjective well-being (Canbay, 2010; Eryılmaz & Hasan, 2011; Eryılmaz, 2010) and social support (Yıldırım, 1998; Yıldırım & Ergene, 2003) which are important in an individual’s life. In line with this view, differ from other research conducted in the field this research aims to reveal the relationship between career adaptability and subjective well-being of perceived social support from the family, teachers and friends from high school
The findings show that social support perceived by the family (β = .24, p
Summary
In today’s world, individuals are confronted with immediate or long-term changes in almost every aspect of their lives. Adaptability can be defined as adaptation and change to new or changing situations without challenging difficulties (Savickas, 1997). In accordance with the changes in individuals’ lives, international paradigms, widespread restructuring and the rapid development and change of the global labour market render the career of the individuals more important than it was before (Restubog, Bordia, & Bordia, 2011). Career adaptability is defined as the skill to be prepared for foreseeable tasks for participation in the business world, and being prepared to cope with unpredictable situations arising from changes in work and working conditions (Savickas, 1997). Within the framework of career adaptability; career decision making and relational support (Cheung & Jin, 2016), academic achievement (Negru-Subtirica & Pop, 2016), future orientation (Ginevra, Pallini, Vecchio, Nota, & Soresi, 2016), social comparison (Wong & Fu, 2015), social support and career satisfaction (Han & Rojewski, 2015), family support, career decision making and self-efficacy (Guan, Capezio, Restubog, Read, Lajom, & Li, 2016) are among the concepts that are studied with different groups of samples
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