Development and Validation of the Career Adaptability Scale for Undergraduates in Korea

Abstract

This study explores factors of career adaptability and develops a measurement scale for undergraduates in Korea. The scale measuring the undergraduates’ career adaptability consists of nine factors across three areas, as follows: knowledge and recognition for the self and work environment (self-understanding to establish identity, search for work environment, positive career beliefs), self-directed coping related to career behavior (coping with career-choice crisis, career preparation behavior, ability to coordinate career goals), environmental interactions for career decision and adaptation (ability to cope with environmental stress, social responsibility, ability to utilize social resources). First, an item analysis using the Rasch model was conducted, and measurement values of the items were compared. Second, an exploratory factor analysis and confirmatory factor analysis, applying the structural equation model, were performed. Third, Cronbach’s alpha was calculated to establish the reliability of the scale. The Rasch model fit analysis, to measure validity, revealed that 44 items were valid. The aforementioned model, consisting of nine factors across three areas, was shown to be suitable by the confirmatory factor analysis. The results of this study help in the development of career education programs by clarifying factors of career adaptability and providing information about differences based on the factors.

Development and Effectiveness Verification of an Online Career Adaptability Program for Undergraduate Students

“…In a study with Korean undergraduate students, Jang and Kim (2009) defined career adaptability as the attitude and ability to successfully adapt to various career transitions, and readiness for career decisions, transitions, and adaptation. Considering interactional factors between the work world and Korean students’ career development tasks, Kim J. (2021) defined career adaptability as (1) career development tasks required for a successful career transition, (2) adaptation and self-regulation strategies to appropriately cope with career development tasks and future career tasks necessary for a successful career transition and (3) adaptative and self-regulatory strategies to cope appropriately with future career tasks.…”

“…Studies related to career adaptability have been conducted extensively with workers, adults, college students, high school students, out-of-school adolescents, and women with career interruptions ( Savickas, 1997 ; Ployhart and Bliese, 2006 ; Keum et al, 2008 ; Creed et al, 2009 ; Jang and Kim, 2009 ; Kim J. 2021 ).…”

“…Studies on undergraduate students’ career adaptability and related variables reveal career adaptability is associated with social support, career concern, calling, career decision, self-efficacy, and career barriers. These may be regarded as factors with exploratory power for future job satisfaction and successful career transitions ( Savickas, 2002 , 2005 ; Creed et al, 2009 ; Douglass and Duffy, 2015 ). Therefore, career adaptability is an important concept that influences college students’ future career design.…”

“…The content areas of the basic program were: career adaptability diagnosis, orientation, exploring interests, exploring aptitudes and values, exploring personality and preferred work environment, and exploring career and incorporation of self-understanding. Kim J. (2021) developed and tested the effectiveness of a peer career counselor training program to improve college students’ career adaptability.…”

“…First, it developed a program that reflects all key areas required for successful career development in Korean undergraduates. This program consists of three domains of career adaptability based on the developmental tasks of college students: (1) knowledge and recognition of the self and work environment; (2) self-directed coping related to career behavior; and (3) environmental interaction for career decisions and adaptation ( Kim J. 2021) .…”