Longitudinal predictors of the development of a calling: New evidence for the a posteriori hypothesis

Abstract

The literature does not provide a clear answer about the development of callings over time. It has been hypothesized that a calling is a consequence of positive experiences in a domain (a posteriori hypothesis), or that it is the antecedent of career choices and development (a priori hypothesis), or both (reciprocal hypothesis). To investigate which hypothesis better describes the development of a calling, a three-wave longitudinal study was conducted in which we tested the temporal precedence between calling and (1) engagement in learning activities, (2) clarity of professional identity, and (3) presence of a supportive social environment. Four competing structural equation models were estimated and compared. The results suggest that clarity of professional identity, engagement in learning, and social support positively predict calling rather than the opposite, and that they provide support for the a posteriori hypothesis of calling development. Students who are actively engaged in their studies and have a clear idea of their occupational future are more likely to develop a calling over time. In addition, the results suggest that the presence of a supportive environment helps students to develop their calling. Implications for theory and research on calling are discussed.