Abstract
(1) Background: University transition is a critical step in career construction due to the uncertainty and unpredictability of socioeconomic conditions; these conditions compel people to manage a greater quantity of perceived risks associated with their career projects than in the past, and to face unexpected situations that could compromise their quality of life in educational and work contexts. After all, experiencing well-being during the university path can undoubtedly affect the visions of one’s future work, especially when a transition period is nearby. The present study aimed to explore the role of subjective risk intelligence in expectations about future work, analyzing the potential mediational role of academic satisfaction in this relationship. (2) Methods: A longitudinal study was carried out on 352 Italian university students at the end of the degree course. We used the following measures: in T1, Subjective risk intelligence scale, College Satisfaction scale; in T2, three items assessing the expectations about future work. (3) Results: The main findings showed that subjective risk intelligence has both direct and indirect effects (through the mediation of college satisfaction) on the expectations about future work. (4) Conclusions: The ability to manage risks, also through the contribution of domain-specific satisfaction, can lead to positive expectations toward one’s future work. This could increase the likelihood to perform career-related behaviors in a more proactive way if people have high risk management skills and high levels of academic satisfaction with their university path during transition.
Highlights
University students who approach the completion of their degree can experience disparate feelings and attitudes by imagining their working future, seeing the transition phase from university to the world of work being real
We found significant and strong correlations between the two dimensions of academic satisfaction and the three items detecting the expectations about work; significant but weaker relationships are shown between three out of four dimensions of subjective risk intelligence and the choice and utility satisfaction; imaginative capability and problem-solving self-efficacy are positively related to the satisfaction dimensions; attitude toward uncertainty is negatively related to both satisfaction dimensions; stress management is not related to any of them
The same pattern is shown by the relationships between the dimensions of subjective risk intelligence and the three items on the expectation about work: imaginative capability and problem-solving self-efficacy are significantly and positively related to the expectations about work; attitude toward uncertainty is negatively related to two out of three items on expectations about work; any significant relationship was not found between stress management and the expectations about work
Summary
University students who approach the completion of their degree can experience disparate feelings and attitudes by imagining their working future (from the most positive to the most negative expectations), seeing the transition phase from university to the world of work being real. The risk perceptions are derived (and increased) from a labor market that has been totally and rapidly changed, and these transformations have deeply influenced the development of career paths [1]. These changes and transformations had already had a profound impact on the world of work (for example, by reducing the availability and quality of jobs, and the well-being of workers), and the most recent studies showed that these effects have been amplified even more by the pandemic situation linked to COVID-19, .
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