This study was based on a theory-driven training course, Staying Relevant. It aimed at developing university students’ proactive personality and career adaptability resources (concern, control, curiosity, and confidence) with the assumption that 6 months later, they would demonstrate appropriate adapting responses (career planning, career decision-making self-efficacy, career exploration, and occupational self-efficacy). A randomized control trial, the study used the pretest–posttest–posttest one control group ( n = 49) and one experimental group ( n = 49) design. Compared to the control group, results indicated that the training group had higher proactivity and career adaptability resources immediately after the training and 6 months later as well as showed higher adapting responses 6 months later. Theoretical contributions and practical implications of these results are also discussed. The study concluded that the Staying Relevant course embodying an eclectic mix of intervention best practices could be successful in facilitating a smooth university-to-work transition.

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This study determined the psychometric validation of the English version of the Fear of COVID-19 Scale (FCV-19S). Findings demonstrated robust psychometric properties for the FCV-19S. CFA results showed that the FCV-19S was a good model fit to the data in a sample of 608 university students. The FCV-19S also showed good concurrent validity, as it was significantly and positively related to the Preventive Behaviors related to COVID-19 Scale and the Generalized Anxiety Disorder Scale as well as significantly and negatively related to the Warwick-Edinburgh Mental Well-being Scale. The scale also showed good internal consistency reliability. Further, the association of age with FCV-19S indicated that younger students experienced greater fear of COVID-19. The analyses of mean differences revealed that women as compared to men, bachelor’s and master’s students as compared to post-master’s students, and unemployed students as compared to employed students experienced greater fear of the outbreak. Also, those suffering from severe anxiety experienced greater fear of COVID-19 followed by those suffering from moderate, mild, and minimal anxiety. Moreover, knowing someone suffering from the coronavirus, being afraid that someone close might contract the virus, and believing that the current COVID-19 situation adversely affects academic performance were linked to higher levels of fear of the pandemic. Practice implications, limitations, and avenues for future research are also discussed.

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