A Test of the Career Construction Theory Model of Adaptation in Adult Workers With Chiari Malformation

Abstract

<jats:p> The present study examined the career construction theory (CCT) model of adaptation using a sample of working adults diagnosed with Chiari malformation. Specifically, we tested a mediation model in which adaptivity (i.e., proactivity, openness, and conscientiousness) fosters adaptability, which conditions adapting (i.e., competence need satisfaction at work), which leads to adaptation (i.e., work well-being and subjective well-being). Results of structural equation modeling supported all of the hypothesized direct and indirect relations between CCT constructs, thus providing strong support for the applicability of the model of adaptation among workers with Chiari malformation. Prior to testing the model of adaptation, we examined and found support for the hypothesized hierarchical structure of the Career Adapt-Abilities Scale–Short Form, a recently developed operationalization of career adaptability. </jats:p>

From Adaptive Readiness to Adaptation Results: Implementation of Student Career Construction Inventory and Testing the Career Construction Model of Adaptation

“…Individuals who are willing to adapt are able to use their self-regulatory resources to alter situations (Savickas, 2013; Savickas & Porfeli, 2012). Adaptive readiness can be measured by variables such as proactive personality, openness to experience, and conscientiousness (Tokar et al, 2020). In the present study, we operationally define adaptive readiness using the empirically distinct indicator of self-esteem.…”

Strengthening career adaptation among school teachers in Pakistan: Test of strengths-based career intervention imparted through emotionalized learning experiences

“…Results suggest that the strengths-based career intervention imparted through ELE fared better than the one imparted through the teacher-centered methodology with regard to the final stage of career construction, i.e., adaptation results or goodness of fit—resulting from the sequential consequences of adaptivity, adaptability, and responses (Tokar et al, 2020 ). Comparison of the two groups’ correlation coefficients indicates that the development of work engagement (adaptation results) was greater in the experimental group than in the control group four and eight months after the intervention.…”

“…With regard to working adults—such as school teachers—a pertinent indicator of adapting responses at work is their occupational self-efficacy, i.e., their level of competence or self-efficacy to perform tasks that bolster effective performance and facilitate goal attainment. However, adapting responses for adolescents and emerging adults (students) usually entail addressing changing career conditions based on such behaviors as exploring, planning, deciding, and committing (Tokar et al, 2020 ). Further, most measures for assessing adapting responses have been designed for use by students, such as the Student Career Construction Inventory (SCCI; Savickas et al, 2018 ).…”

How does proactive personality promote calling at work? A dual-path mediation model

“…According to the CCT conceptualization model, the generated outcome of adaptation result will be influenced by several processes or adaptation preparative components sequence, namely adaptive readiness, adaptability resources, and adapting responses (Šverko & Babarović, 2018). During the process, individuals' adaptation will promote the merging of internal and external factors and eventually will generate the adaptation result (Tokar et al, 2020). In this study, the adaptation processes to acquire calling (adaptation result) start with the individuals who possess the readiness and willingness to change (adaptive readiness) and involving internal factors such as a proactive personality which may motivate individuals to promote and initiate changes in their environment.…”