This study examined the nomological network for the Family Influence Scale in the United States and India. Specifically, the study assessed the relationship between family influences on career decision making and the constructs of family obligation, work volition, calling, work values, and occupational engagement across two countries. A total of 136 U.S. participants and 377 participants from India responded to a survey via Amazon Mechanical Turk. The study found support for the construct validity and the four different types of family influences both between the United States and the Indian population. Family influence was correlated in expected ways with family obligation, work volition, work values, calling, and occupational engagement.

Previous research has highlighted the employment needs of recent college graduates, focusing on the specific challenges members of this group encounter as they transition into the workforce. This study examined graduating seniors (N = 164) during their senior year of college as they transitioned to the workforce, investigating career adaptability and social support. Results from multiple regression analyses found that the concern resource of career adaptability was significantly predicted by social support. Implications and future directions are highlighted.

As a result of the Post-9/11 G.I. Bill, colleges and universities across the United States are experiencing an increase in student veteran enrollment. There is limited information about student veterans making career choices, as it relates to their transition to college. This study examined what factors of career transitions (e.g., confidence, independence, support, control, and readiness) were predicted by career adaptability (e.g., control, concern, confidence, and curiosity) and occupational engagement within a developmental framework. Although career adaptabilities and occupational engagement did not predict the confidence and support aspects of career transitions, they did predict readiness. This suggests that if military service students are able to manage the idea of occupational transitions from military to college and willing to engage in specific occupational tasks, they may be ready to participate in career planning activities. Further theoretical and practical implications for researchers, clinicians, and university staff and administrations are also discussed.

Student military veterans pursuing higher education present with unique career development needs. To better understand these needs, the authors conducted an exploratory study to examine career transition readiness, career adaptability, academic satisfaction, and satisfaction with life among 134 student military veterans (34 women, 100 men). Results indicated statistically significant positive correlations between satisfaction with life scores and scores on measures of career transition readiness and career adaptability. Regression results demonstrated that career transition readiness and career adaptability predicted satisfaction with life, but not academic satisfaction. The findings suggest a need to understand the complexity of student veterans’ career and academic development in both research and practice.