Career Adapt-Abilities Scale Research Articles

Career Adapt-Ability and Social Support among Trainee Teachers

Career adapt-ability is a process that each individual need to go through including their attitudes, competencies, and behaviors to adapt to the work environment. While social support is the support from significant family, friends and individuals who contribute to one’s personal well-being in the process of career adapt-ability. This study aims to identify the level and relationship between career adapt-ability and social support of undergraduate students. This study uses descriptive and correlation design to measure the level and relationship between the variables. A total of 83 undergraduate students at a public university who were preparing for their internship were involved as respondents of this study. Two instruments were used in this study namely, the Career Adapt-Abilities Scale (CAAS) to measure career adjustment, and the Multidimensional Scale of Perceived Social Support (MSPSS) to measure social support. Findings found that the overall career adapt-ability and social support among undergraduate students are at high level. Findings also showed significant relationship between adapt-ability and friends support (r = .216, p < .05). However, there is no significant relationship between career adapt-ability with family support (r = .127, p > .05.) and significant others support (r = .048, p > .05). This study has implications towards counsellor role in developing student’s career program in terms of adaptation and social support. Thus, the recommendations for this study are (i) counsellors need to know and be skilled in using instruments; and (ii) further studies should focus on experimental design to measure the impact of an implemented career program.

Associations between student-athletes' self-esteem and career adaptability across the high school years.

The key challenges in sustainable elite sports concern young athletes´ holistic development. Consequently, preparation for dual careers has been recommended to enhance athletes' well-being and equip them for life after sports. The aim of this study was to examine the developmental associations between self-esteem and career adaptability among adolescent athletes across the high school years and investigate the role of gender in these developmental trajectories. A total of 391student-athletes were followed up four times from the beginning of high school (T1) to its end (T4) using the Dual-Career Form of the Career Adapt-Abilities Scale and the Self-Esteem Questionnaire. The results indicated that individual differences in student-athletes' self-esteem and career adaptability were relatively stable across the high school years and were thus modeled via the between-persons factors capturing differences between individuals across time. The results further showed that the overall levels of self-esteem and career adaptability were positively associated. Males showed higher overall levels of career adaptability and self-esteem than females. This study suggests that it is important to facilitate youth athletes' self-regulation resources by involving them in vocational developmental tasks. Further, gender differences should be considered when supporting student-athletes' development.

The role of individual and parental expectations in student-athletes’ career adaptability profiles

ObjectivesTo support holistic development, adolescent student-athletes are encouraged to integrate sport with education/academics (i.e., dual careers). Career adaptability, as a psychological resource, may help youth athletes cope with transitions and successfully manage their careers. Individuals with a plan and higher expectations for the future demonstrate higher career adaptability and are better prepared for the future. In the present study, we examined what kinds of distinct career adaptability profiles could be identified among youth athletes in Finland at the transition stage to a sports high school (i.e., specialized school for athletes). Moreover, we investigated whether youth athletes’ success expectations about school and sport, and corresponding parental expectations, predicted the probability of student-athletes demonstrating a certain career adaptability profile. Next, we examined how gender was represented in the different profiles. Design and methods: The present study is part of the Longitudinal Finnish Dual Career study. A total of 391 student-athletes (51% females) from six sports high schools in Finland, and 448 parents (42% fathers) participated in the study. The student-athletes answered questionnaires on career adaptability (Career Adapt-Abilities Scale – Dual Career Form) and success expectations at the beginning and then again at the end of the first year of sports high school. At the beginning of sports high school, parents responded to a questionnaire about their expectations of success for their children in both academics and in sport. The data were analyzed using structural equation modeling and latent profile analysis. Results: Five distinct adaptability profiles across time were identified: stable, very low adaptability, stable low adaptability, stable moderate adaptability, stable high adaptability, and increased adaptability. Student-athletes’ high success expectations in academics and sport, and mothers’ high success expectations in academics, increased the probability of student-athletes showing higher adaptability profiles. Conclusions: The student-athletes’ high level of expectations for both sport and academics are associated with career adaptability, and mothers’ high expectations of student-athletes’ academic success relate to higher career adaptability profiles among student-athletes and can thus be considered an important factor in supporting their dual careers.

A Career Adaptability Model for Psychological Counselors

The main aim of this research is; to propose and test a model of structural equality that examines career adaptability of psychological counselors, career calling and skills used in the fields of vocational identity experience for psychological counselors. This research was designed as a causal pattern. 231 volunteer psychological counselors participated in the study. The data were collected by “career adaptability scale, career calling scale, communication skills scale and perceived self- efficacy in counseling competencies scale”. Structural equation modeling was used for data analysis. According to the research findings, career calling predicts career adaptability in a statistically positive and meaningful way. At the same time, it was found that the skills used in the fields of vocational identity experience (communication skills and competence perception) for psychological counselors positively and significantly predicted career calling. Finally, the relationship between career adaptability and skills used in the fields of vocational identity experience for psychological counselors (communication skills and competence perception) has been shown to have a full mediating effect of career calling. As a result of this research, a career adaptability model for psychological counselors was reached. Experimental programs that will be prepared to increase career adaptability of psychological counselors can include dimensions of the model discussed in this research.

Career Adaptability and Career Success

Abstract. In this study, we contribute to the ongoing incremental validation efforts of the Career Adapt-Abilities Scale (CAAS). Using primary personality and cognition data from 164 German athletes in vocational careers, we intended to replicate Zacher’s (2014) seminal work in an alternative Western environment while also extending it in two significant ways: first, by adding two components of cognitive ability, and second, by introducing an alternative outcome variable – objective career success. In line with Zacher, we observe a significant role of career adaptability in predicting subjective career success. However, we also note that this initially robust relationship stems from a different psychosocial resource than expected. Interestingly, employing CAAS seems not to possess further incremental validity when predicting objective career success.

Self-Efficacy With Career Adabtability For Final Students The SWCU Psychology Faculty

Abstract: This study aims to determine the relationship between self-efficacy and career adaptability. Participants were 65 students from the SWCU Psychology faculty at the end of the year. Collecting data using a self-efficacy scale which consists of 10 items and a career adaptability scale consisting of 24 items, both of which have met the requirements of good reliability. Data analysis used Pearson's product moment correlation technique. The results of this study indicate a correlation coefficient of 0.470 with a significance value of 0.002 (p &lt;0.05), which means that there is a significant positive relationship between self-efficacy and career addiction for SWCU psychology faculty final year students. Through this research, it is hoped that it can help the faculty in an effort to increase self-efficacy, one of which is by maintaining and increasing career adaptability.

Kematangan vokasional dengan kecemasan dalam menghadapi dunia kerja pada mahasiswa tingkat akhir

The dynamics of problems faced by final year students do not only affect academic achievement but also anxiety in facing the future world of work. University graduates tend to experience career anxiety due to a lack of competence and minimum knowledge of career-related information. This study aims to determine the relationship between vocational maturity and anxiety in dealing with the world of work in final year students, using a correlational quantitative approach. The sample used in the study amounted to 154 people with the criteria of students currently working on their thesis and aged 21-24 years, while the sampling method used accidental sampling technique. The measuring instruments used in this study were the Indonesian Career Adapt-Abilities Scale and the Career Anxiety Scale. Analysis of research data was using Pearson product moment correlation analysis. The results showed that there was a significant negative relationship between vocational maturity and anxiety in facing the world of work in final year students. Keywords: Anxiety in facing the world of work, early adulthood, final year students, vocational maturity

Career Adapt-Abilities Scale-Short Form: Validation for Use in India

The Career Adapt-Abilities Scale (CAAS) is popular among researchers and validated in many countries but has not yet been tested for the Indian context. This study examined the CAAS Short Form (CAAS-SF) among a sample of Indian business school students. The CAAS-SF consists of four subscales, each with three items measuring concern, control, curiosity and confidence as psychosocial resources. A sample of 369 Indian business-school students with human resource management as major participated in the scale validation process. The internal consistency estimates for the subscales and total scores were found to be comparable or better than previous CAAS-SF assessments. Based on this study’s findings, the CAAS-SF appears to be appropriate for measuring career adaptability resources in Indian business school students.

A Psychometric Analysis of the Russian Career Adapt-Abilities Scale in High School Students

The aim of the research is to develop a Russian-language version of Career Adapt-Abilities Scale (CAAS) by M. Savickas and E. Porfeli and test its psychometric properties on a Russian sample of high school students from 9th, 10th, and 11th grade. The relevance of the study is determined by the modern society demand for the search, creation and development of effective tools for diagnosing meta-skills that are conducive to a persons professional self-determination, success and well-being. The study involved 607 people (360 girls and 247 boys) aged 15 to 19. The Russian-language version is identical to international form of Career Adapt-Abilities Scale. It includes 24 items that are summarized to give a total score for diagnosing career adaptability and are equally divided into four subscales to measure adaptability resources, including: concern, control, curiosity, and confidence. The internal consistency coefficients of the scale and its subscales ranged from good to excellent and were close to the corresponding parameters of the international version of CAAS. The study demonstrated the retest reliability of CAAS, the factor structure and correlations of the general indicator of career adaptability and its parameters with other psychological constructs associated with personality traits, regulatory mechanisms and processes of professional self-development. Thus, the adapted Russian-language form of Career Adapt-Abilities Scale is a reliable and valid tool for studying personal career adaptability and career-adaptive resources in Russian-speaking samples. Further research is related to the analysis of the age invariance of the method; it is also planned to study its invariance separately in men vs women groups. The article contains the text of the questionnaire, instructions and keys.

Development and Validation of the Career Adaptability Scale for Undergraduates in Korea

This study explores factors of career adaptability and develops a measurement scale for undergraduates in Korea. The scale measuring the undergraduates’ career adaptability consists of nine factors across three areas, as follows: knowledge and recognition for the self and work environment (self-understanding to establish identity, search for work environment, positive career beliefs), self-directed coping related to career behavior (coping with career-choice crisis, career preparation behavior, ability to coordinate career goals), environmental interactions for career decision and adaptation (ability to cope with environmental stress, social responsibility, ability to utilize social resources). First, an item analysis using the Rasch model was conducted, and measurement values of the items were compared. Second, an exploratory factor analysis and confirmatory factor analysis, applying the structural equation model, were performed. Third, Cronbach’s alpha was calculated to establish the reliability of the scale. The Rasch model fit analysis, to measure validity, revealed that 44 items were valid. The aforementioned model, consisting of nine factors across three areas, was shown to be suitable by the confirmatory factor analysis. The results of this study help in the development of career education programs by clarifying factors of career adaptability and providing information about differences based on the factors.

Personality and Post-Traumatic Growth: the Mediating Role of Career Adaptability Among Traumatized Adolescents.

Trauma needs special attention during the sensitive period of adolescence, which already involves its own psychological challenges and vocational tasks. Coping with trauma requires adaptation. From the perspective of the career construction model of adaptation, career adaptability provides psycho-social resources that promote adaptation. Using this model, the aim of the present study was to investigate the relationship between personality and post-traumatic growth via career adaptability. A total of 266 Iranian adolescents who had experienced the sudden death of a parent recruited. They then completed the Big Five Questionnaire, Post-traumatic Growth Inventory, and Career Adapt-abilities Scale. The results showed career adaptability partially mediated the relationship between neuroticism and openness and post-traumatic growth. In addition, the findings confirmed the full mediator role of career adaptability in the relationship between conscientiousness and post-traumatic growth. The results also indicated a direct relationship between extraversion and post-traumatic growth, but no relationship between agreeableness and post-traumatic growth. These results emphasized the essential role of career adaptability in empowering traumatized adolescents.

Career adaptability as a predictor of job search intentions and career readiness in the UAE

This study examined the career construction theory in an Arab Middle Eastern context by assessing the effects of career adaptability on job search intentions and career readiness of young adults. Given the widespread interest of researchers and career counselors in the career construction theory and the career adapt-abilities scale (CAAS) recently, it is believed that the CAAS has a potential to be used as a tool for internationalization of career development research and practice. The current paper contributes to the existing literature in this field by 1) validating the Arabic version of the CAAS scale, and 2) examining the effects of career adaptability on job search intentions and career readiness of young adults. Using data from a sample of 635 senior students at two universities in the United Arab Emirates (UAE), this study found that the CAAS-Arabic Form is valid in this context. The findings indicate that career adaptability has a positive impact on two measures of career readiness including career decidedness and perceived employability. The findings also indicate that career adaptability, as expected, predicted two relevant career adaptive responses in this context including intentions to seek Wasta and willingness to work in the private sector (WWPS). We further found that WWPS mediates the relationship between career adaptability and perceived employability. Theoretical and practical implications of these finding are discussed.

“Drive Your Career”: Strategi Meningkatkan Adaptabilitas Karier Melalui Pelatihan Karier

Career problems experienced by students may indicate that they do not understand their potential, lack of career information, choose wrong majors, doubt about career choices, and do not have a career yet. The purpose of this study is to determine whether the "Drive Your Career" training method can improve students' career adaptability. The training module was developed by researchers and used an experimental research design "one group pretest posttest design". The sampling method used purposive sampling technique involving 46 students of class IX Junior High School (SMP). Career adaptability was measured using the Career Adaptability Scale. The results show that there is an effect of using the "Drive Your Career" training method to improve career adaptability.

체육계열 대학생들의 긍정심리자본, 진로준비행동과 진로적응력의 구조적 관계 분석

The purpose of this study was to investigate the structural relationship of positive psychological capital, career preparation behavior, and career adaptability for university students participating in physical Education. Participants of this study were 455 physical education students who were more than 18 years old. They were assessed by positive psychological capital scale, career preparation behavior scale, and career adaptability scale. The evaluation questionnaires were modified to reflect the circumstances in Korea and underwent a validity test prior to translation. The data were conducted by descriptive statistics, confirmatory factor analysis, reliability analysis, correlation analysis, and structure equation modelling. First, positive psychological capital had a positive influence on career preparation behavior. Second, positive psychological capital had a positive influence on career adaptability. Third, career preparation behavior had a positive influence on career adaptability. Finally, the relationships between positive psychological capital and the level of career adaptability were mediated by career preparation behavior.

Parental Support on College Students’ Career Adaptability: The Role of Proactive Personality as Mediator

In dealing with the changes posed by the industrial era 4.0, college students need to have career adaptability. One of the factors that influence the development of career adaptability is parental support. However, some previous studies have shown inconsistencies in the influence of parental support on career adaptability. The inconsistency of the results indicates that there is the involvement of internal factors, namely proactive personality. This study aims to examine the role of proactive personality in mediating the effect of parental support on a student’s career adaptability. Participants involved in this research were undergraduate students (N equals 551) from various universities in Jakarta, Bogor, Depok, Tangerang, and Bekasi, who are in their 6th semester or more. The three research variables were measured using The Career Adapt-Ability Scale (CAAS), The Career-Related Parent Support (CRPSS), and the Proactive Personality Scale (PPS). Data processing was performed statistically using Pearson Correlation and PROCESS macros from Hayes. The results showed that parental support can influence career adaptability through proactive personality. Based on the limitations of this study, further research is suggested to consider the role of personality in parents, the characteristics of participants, and other factors that are likely to affect career adaptability.

Tacit knowledge mediates the effect of family socioeconomic status on career adaptability

We explored the indirect effect of family socioeconomic status on career adaptability within the framework of career capital theory, by investigating the mediating role of human capital. We distributed the Family Socioeconomic Status Scale, Tacit Knowledge Inventory for College Students, and Career Adapt-Abilities Scale to 1,692 college students in China. SPSS 21.0 and Mplus 7.0 were used for data analysis. Results show that family socioeconomic status had a direct predictive effect on participants' career adaptability. Mediation model results show that this direct effect was full mediated by tacit knowledge. Critically, the mediation model results differed between urban and rural college student participants, such that the tacit knowledge of urban (vs. rural) participants had a more positive predictive effect on their career adaptability. Results are discussed within the framework of career capital theory.

The relationship between employability skills and career adaptability: a case of undergraduate students of the United Arab Emirates

PurposeThe purpose of this study is to examine the psychometric properties of the Career Adapt-Abilities Scale (CAAS-Arabic form) and investigates the relationship between Emirati students' employability skills and their career adaptability in the workplace, against the backdrop of the Fourth Industrial Revolution (IR 4.0).Design/methodology/approachA survey was conducted of 420 full-time, working and part-time students in their final year in the United Arab Emirates (UAEs).FindingsAs hypothesized, career adaptability is positively related to the employability skills of complex problem-solving, critical thinking, creativity, people management and coordinating with others, even when controlling for demographic characteristics.Practical implicationsConsistent with career construction theory, this study presents evidence of the instrumental role of skills required for IR 4.0 in managing career resources and subjective career success. Understanding the relationship between IR 4.0 skills and career adaptability offers valuable insights for academia and policymakers on formulating strategies and action plans to continually update Emirati students' transferable skills. It is also crucial for long-term success in human capital sustainability under the Emiratization policy.Originality/valueThis study is a preliminary step toward clarifying the complex mechanism through which career adaptability relates to career outcomes and sustaining employability. Concentrating on UAE undergraduates, this study elucidates the relationship between employability skills and career adaptability, and advocates more research employing boundary conditions that might limit their effects on adapting behaviors.

Psychological flexibility training for career adaptability improvement among second-year middle-school students

Objective To test the effectiveness of psychological flexibility training on career adaptability among middle school students who undertook psychological courses based on acceptance commitment therapy and the adolescent mental flexibility model(DNA-V), and to provide a reference plan to improve the mental health of middle school students. Methods This study recruited 110 junior high school students (60 boys and 50 girls) from a middle-school in Beijing. The students were randomly divided by class into a DNA-V face-to-face course group(offline group n=33), a DNA-V online course group(online group n=40), and a regular school psychology course group(control group n=37). Louise Hayes' DNA-V intervention program was condensed into a six-hour middle-school DNA-V psychology curriculum. Using the Avoidance and Fusion Questionnaire for Youth and the Career Adaptability Scale, changes in psychological flexibility and career adaptability were measured before(T1), one week after(T2), and two months after (T3) the intervention. Results Linear mixed models were used for the analysis, while controlling for demographic variables. Psychological flexibility and career adaptability in the offline group were higher at T2 and T3 than at T1(psychological flexibility t=4.22, 3.11; career adaptablity t=3.05, 4.16, P Conclusion In terms of both psychological flexibility and career adaptability, the DNA-V face-to-face psychology course resulted in a retention period of at least two months.

The Relationship Between Career Adaptability and Job-Search Self-Efficacy of Graduates: The Bifactor Approach

Career adaptability is an important resource for dealing with career transitions such as the transition from university to work. Previous research emphasized the importance of focusing on career adapt-abilities instead only on general career adaptability. The aim of this research was to investigate whether career adaptability can be conceptualized as a bifactor model and whether general and specific dimensions of career adaptability have a relationship with job-search self-efficacy of graduates. In an online cross-sectional study, 667 graduates completed the Career Adapt-Abilities Scale and Job Search Skill and Confidence Scale. The CFA analysis showed that the bifactor model of career adaptability had a good fit where general factor explained most of the items’ variance. The SEM analysis revealed that general career adaptability and the specific factor of confidence positively correlated with job-search and interview performance self-efficacy. Control only correlated with interview performance self-efficacy. Neither concern nor curiosity showed a significant relationship with job-search and interview performance self-efficacy.

The criterion validity of career adapt–abilities scale with cooperation among Chinese workers

PurposeThis work contributes to the literature on career adaptability by examining the criterion validity of the Cooperation dimension, supporting the inclusion of cooperation into the career adaptability construct and informing the nomological network of career adaptability (Nye et al., 2018; Savickas and Porfeli, 2012). The authors also evaluate the improvements in cross-cultural generalizability argued for by Nye et al. (2018) by conducting a criterion validity study of the CAAS including cooperation using a non-Western sample.Design/methodology/approachSurvey responses from a Chinese adult working sample (N = 208, 53.4% male) were analyzed via relative weights analysis, facilitating the comparison of the Cooperation dimension to other career adaptability dimensions and general adaptability.FindingsResults demonstrate the added value of the Cooperation dimension across several work outcomes (i.e. work engagement, career commitment, occupational well-being, occupational stress) and highlight Cooperation in predicting interpersonal outcomes (i.e. supervisor and coworker satisfaction).Originality/valueThe inclusion of Cooperation, a dimension originally conceptualized as a career adaptability factor but only recently subjected to additional psychometric evaluation, within the career adaptability paradigm should promote both predictive validity and cross-cultural generalizability.