Abstract
In the present study, we offered a new account for the development of career adaptability and the realization of career growth potential based on conservation of resources (COR) theory. Using data collected from 903 university students in China, we examined how and when proactive personality influences students’ career adaptability and career growth potential by introducing emotional exhaustion as a mediator as well as friend support and teacher individualized consideration as boundary conditions. Specifically, the results confirmed a positive effect of proactive personality on career adaptability, with this relationship mediated by emotional exhaustion. In addition, results suggested a positive effect of proactive personality on career growth potential, with this relationship mediated by emotional exhaustion and career adaptability. Moreover, results showed that in-school social support (i.e., friend support and teacher individualized consideration) served as moderators in the relationship between proactive personality and emotional exhaustion, such that the negative effect of proactive personality on emotional exhaustion was strengthened when students received high levels of social support. Theoretical implications of career adaptability research and COR theory and practical implications for promoting adaptability resources and career growth in university are provided.
Highlights
The increasing boundarylessness and unpredictability in current career patterns require individuals to enhance their career adaptabilities to be competitive and adapt to the changing world (Uy et al, 2015)
According to conservation of resources (COR) theory (Hobfoll, 1989, 2001), people tend to control and retain resources that they value. Those who have greater personal resources are more likely to experience resource gain, in turn, leading to a resource gain spiral. Consistent with this corollary, we propose that students with high levels of personal resources may be less likely to deplete their emotional resources, thereby leading to higher levels of career adaptability resources
Drawing on the perspective that proactive personality is a personal resource that may lead to further resource gain, we argue that proactive personality can increase individuals’ career adaptability resources, which in turn, should enable students to achieve higher levels of career growth potential
Summary
The increasing boundarylessness and unpredictability in current career patterns require individuals to enhance their career adaptabilities to be competitive and adapt to the changing world (Uy et al, 2015). Despite the clear importance of this construct in career development, research on the underlying mechanisms through which proactivity affects career adaptability and career-related outcomes is still rare. For this reason, the current study aims to propose and examine a comprehensive model of proactive personality and its influence on students’ career adaptability and subsequent career growth. This construct has a wide range of positive occupational implications (for a review, see Johnston, 2016) It denotes individuals’ competencies and knowledge for coping with potentially stressful situations and challenges in their occupational roles (Savickas and Porfeli, 2012). Given the unparalleled changes in the global context and job market in recent years, it is important that university students acquire and develop their career adaptability resources to adapt to career demands (Hou et al, 2012; Shin and Lee, 2016)
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