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In this article, we assess the structural equivalence of the Zimbardo Time Perspective Inventory (ZTPI) across 26 samples from 24 countries (N = 12,200). The ZTPI is proven to be a valid and reliable index of individual differences in time perspective across five temporal categories: Past Negative, Past Positive, Present Fatalistic, Present Hedonistic, and Future. We obtained evidence for invariance of 36 items (out of 56) and also the five-factor structure of ZTPI across 23 countries. The short ZTPI scales are reliable for country-level analysis, whereas we recommend the use of the full scales for individual-level analysis. The short version of ZTPI will further promote integration of research in the time perspective domain in relation to many different psycho-social processes.

Based on self‐determination theory, this study sought to identify distinct motivational profiles in a sample of high school students (N = 396, mean age = 17.02 years) using a person‐centered approach. Three motivational clusters of students emerged: self‐determined students, non‐self‐determined students, and externally regulated students. Differences between and among these profiles across career exploration and career indecision levels were analyzed. Overall, self‐determination theory appears to offer a conceptual framework for organizing career interventions. The fact that motivational profiles can distinguish students among career exploration and career indecision levels leads the authors to reaffirm the importance of differential career intervention practices. Future research should examine the stability of motivational profiles, their predictive power over career exploration and career decision making, and the differences between highly motivated students regarding the career decision‐making process.

ResumoA crescente complexidade do mercado de trabalho coloca novos desafios aos processos de inserção profissional dos diplomados do ensino superior, sobretudo num período em que se assiste a uma acentuada retração nas ofertas de emprego disponíveis. No âmbito dos fatores individuais, a adaptabilidade de carreira surge como um processo capaz de facilitar a transição para o mundo do trabalho, sobretudo no que diz respeito aos níveis de confiança com que os estudantes encaram a resolução das tarefas relativas à procura de emprego e à inserção profissional. Por outro lado, as instituições de ensino superior são cada vez mais chamadas a promover a empregabilidade dos seus alunos, embora ainda não seja suficientemente conhecida a relação entre a empregabilidade percebida e o investimento nas atividades de transição para o mundo do trabalho. Por conseguinte, este estudo teve como principal objetivo analisar o impacto da adaptabilidade de carreira na autoeficácia para a transição para o trabalho, considerando o efeito da empregabilidade percebida, numa amostra de 261 estudantes universitários (80.5% mulheres) com uma média de idades de 22.37 anos (DP = 6.77 anos). Os resultados encontrados sugerem que a adaptabilidade prediz a autoeficácia na transição para o trabalho, sobretudo através das dimensões confiança e curiosidade, e que a relação entre adaptabilidade e autoeficácia é parcialmente mediada pela empregabilidade percebida. Por último, são discutidas as implicações dos resultados para a intervenção vocacional, no âmbito do apoio aos processos de transição para o mundo do trabalho, junto dos estudantes do ensino superior.

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Occupational stress is a significant problem throughout the modern world and a concern for many organizations (Flaxman & Bond, 2010). But it does not affect in the same manner the numerous existing occupations. Several studies have revealed that human services occupations, including teaching and health-care providing, are prone to high stress levels (Bermejo-Toro & Prieto-Ursúa, 2010;

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Given the increased self-directedness of todays’ career environment, career goals represent to some extent the exercise of individual agency, particularly during ecological transitions (e.g., school to work). The main purpose of this study was to analyze the relationship between internship quality and career exploration behavior, considering students’ career goals content (labor market vs. higher education). Using a longitudinal design (pre- and post-internship), we conducted a study (12th grade; N = 191) that explores the relationship between perceived qualities of the internship and the different dimensions of career exploration. Analysis of variance and analysis of covariance, with repeated measures, were used to analyze the data. The results reinforce the importance of career goals, since they seem to have a differentiating effect on how the quality of the internship interacts with students’ career exploration behavior. Finally, the implications of these findings for career interventions and for future research in this area are discussed.