Title: Career adaptability of vocational education and training graduates in the period of prospective school-to-work transition
Source document: Studia paedagogica. 2019, vol. 24, iss. 2, pp. [59]-83
Extent
[59]-83
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2019-2-3
Stable URL (handle): https://hdl.handle.net/11222.digilib/141284
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
The completion of vocational education and training (VET) and the subsequent school-to-work transition are important steps on the career pathway. The school-to-work transition is a long-term process with unclear boundaries involving a number of potentially difficult aspects. Psychological resources for successful schoolto-work transitions are reflected in the multidimensional psychosocial construct of career adaptability. The goal of the present study was to examine the role of selected demographic and school-related variables in predicting career adaptability and four components of career adaptability (concern, control, curiosity, and confidence) among VET graduates. Participants in this study were 3,028 Czech students approximately 1–2 months before graduation from vocational education and training, aged from 18 to 26 years (M = 18.97, SD = 1.09). The 24-item Career Adapt-Abilities Scale was used to measure career adaptability. Results from multiple linear regression analyses found that five out of ten predictor variables positively predicted the career adaptability or career adaptability components. These variables were the gained paid work experience in the field of study, one-off or multiple use of career guidance services, male gender, tertiary education of the father, and the field of study completed with a school-leaving examination. The variables that did not statistically predict career adaptability were family structure, maternal education, grades (GPA), repetition of a grade, and change of the field of study. Implications for career guidance are discussed.
Note
This study is an outcome of the project "Career adaptability of vocational upper-secondary school graduates during the school-to-work transition" (GA18-07537S) funded by the Czech Science Foundation.
References
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[8] Buyukgoze-Kavas, A., Duffy, R. D., & Douglass, R. P. (2015). Exploring links between career adaptability, work volition, and well-being among Turkish students. Journal of Vocational Behavior, 90, 122–131. | DOI 10.1016/j.jvb.2015.08.006
[9] Cai, Z., Guan, Y., Li, H., Shi, W., Guo, K., Liu, Y., ... Hua, H. (2015). Self-esteem and proactive personality as predictors of future work self and career adaptability: An examination of mediating and moderating processes. Journal of Vocational Behavior, 86, 86–94. | DOI 10.1016/j.jvb.2014.10.004
[10] Coetzee, M., & Harry, N. (2015). Gender and hardiness as predictors of career adaptability: an exploratory study among Black call centre agents. South African Journal of Psychology, 45(1), 81–92. | DOI 10.1177/0081246314546346
[11] Creed, P. A., Fallon, T., & Hood, M. (2009). The relationship between career adaptability, person and situation variables, and career concerns in young adults. Journal of Vocational Behavior, 74(2), 219–229. | DOI 10.1016/j.jvb.2008.12.004
[12] Creed, P.A., & Patton, W. (2003). Differences in career attitude and career knowledge for high school students with and without paid work experience. International Journal for Educational and Vocational Guidance, 3(1), 21–33. | DOI 10.1023/A:1022674528730