Theory-based longitudinal research on career calling is sparse. In a two-wave, cross-lagged panel design we assessed Hall and Chandler's (2005) calling model of psychological career success using 216 young adults (M age = 20.44 years, SD = 2.54). We tested if changes in career calling over time were associated with changes in goal-directed effort (work effort and career strategies) and psychological career success (life meaning and career adaptability) over time, and if goal-directed effort mediated between career calling and psychological career success over time. The standard causal model showed a better fit over the base, reverse, and reciprocal causation models. T1 career calling predicted T2 work effort, career strategies, life meaning, and career adaptability. Only career strategies mediated between T1 career calling and T2 life meaning and T2 career adaptability. Limitations and future directions are discussed.

Career calling, a salient career goal that is personally meaningful and oriented toward helping others, is a developmental construct that is especially important for emerging adults when making career decisions and setting career goals. As no existing measure reflects the developmental aspect of career calling, we devised an age-appropriate measure suitable for use with this population. We reviewed the extant literature, conducted focus groups, and used expert reviews to generate 34 initial items. Item and exploratory factor analyses were employed to reduce these items to 15, representing three reliable subscales (Study 1; N ¼ 345 emerging adults). Confirmatory factor analysis supported the initial factor structure (Study 2; N ¼ 527). Expected correlations with adult measures of career calling (search and presence), general career indecision, and life satisfaction supported construct validity (Study 2; N ¼ 435). The implications for research and practice are discussed.

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We tested a mediation model of career calling, in which career calling was associated positively with life satisfaction and perceptions of future employability, and these relationships were explained by the self-regulatory mechanisms of work effort, career strategies, and emotional regulation. Using a sample of 664 emerging adults (74.8% female, mean age = 20.2 years), we found that higher career calling was associated with better life satisfaction and more positive perceived employability, that higher career calling was associated with more work effort, more use of career strategies, and better emotional regulation, and that the self-regulatory strategies mediated between career calling and life satisfaction (work effort and emotional regulation) and between career calling and perceived employability (work effort, emotional regulation, and career strategies). We interpreted the results from a developmental and goal-setting perspective, and made recommendations for practice.

We surveyed 355 junior doctors (first four years of post-university training; 69% female, mean age = 28 years) from multiple hospital and practice locations, and used an online questionnaire to assess their training-related demands (academic stress, concern about training debt, hours worked), academic burnout, and personal resources (operationalized as career calling). We tested whether training-related demands were associated with academic burnout and whether career calling moderated the association between the demands and burnout. The demands accounted for approximately one third of the variance in burnout, with all accounting for significant, unique variance. In the context of the demands, career calling was not a significant predictor, but it moderated the association between academic stress and burnout. The study identified additional ways that junior doctors can be assisted to manage these first few years of medical training after graduating from medical school.