Longitudinal Changes of Planned Happenstance Skills by Gender, Community Types, and Employment Status in a Sample of College Students in School‐to‐Work Transition

Abstract

This study examined the characteristics of college students who are transitioning from school to work by measuring their mean differences on planned happenstance skills subscales at 3 separate time points. The results indicated that the mean of planned happenstance skills changed across the 3 time points and are somewhat different through demographic factors, such as gender, community types, and employment status. In addition, 2‐way and 3‐way multivariate analysis of variance results showed that the interaction effects of 3 demographic variables on 5 planned happenstance skills were not significant. Practical implications for career counselors are discussed.

Clinical Anatomy and Unexpected Careers: Is There Curriculum for That?

“…Based on the decrease in PHS scores these authors suggested that academic advisors may opt use of the PHCI in a counseling context (Yang et al, 2017). In a longitudinal study, Kim et al (2017) found during this transitory period, a similar decrease in these aforementioned PHS scores with particular emphasis on the persistence. Furthermore, PHCI skill scores are confirmed to have associative relationships with differential measures of career-related variables such as career aspiration, career barriers, career engagement, and career decision self-efficacy and theoretical models postulate how PHS intersect with these variables (Kim et al, 2014a(Kim et al, ,b, 2015(Kim et al, , 2016Rhee et al, 2016;Kim et al, 2017;Yang et al, 2017).…”

“…Using Qualtrics online survey software (Qualtrics, Provo, UT), the PHCI was distributed to participants after the interviews. It assesses PHSs through a series of five-point Likert scale questions (1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, 5 = strongly agree) (Table 1) (Kim et al, 2014b(Kim et al, , 2017. Each of the five skills have five sub-questions used to determine a skill value.…”

“…The current study is based on the observations that happenstance events are repeatably described to profoundly influence career trajectory (Betsworth and Hansen, 1996; Williams et al, 1998; Magnuson et al, 2003; Bright et al, 2005; Chien et al, 2006; McKay et al, 2005; Pryor and Bright, 2007; Bright et al, 2009). Further, that there is consensus across numerous studies that PHS play a significant role in career development processes (Krumboltz et al, 2013; Kim et al, 2014a,b, 2015; Rhee et al, 2016; Kim et al, 2017; Lee et al, 2017; Yang et al, 2017; Eissenstat and Nadermann, 2018). The current study is designed to: (1) Describe a multi‐year postgraduate Master of Science Clinical Anatomy cohort through the lens of PHT (qualitative); (2) Enumerate PHS score levels these students express using the English‐PHCI index (quantitative); (3) Use a mixed‐methods approach (1 and 2) to compare outcomes and provide a wider understanding of PHT's potential applications in higher educational settings.…”

Dukungan orang tua, efikasi diri pengambilan keputusan karier, dan planned happenstance pada siswa Sekolah Menengah Pertama

“…Salah satu faktor internal yang ditemukan memengaruhi CDSE secara signifikan adalah keterampilan memanfaatkan kejadian tak terduga sebagai peluang (Krumboltz, 2009). Hal ini disebut sebagai planned happenstance, yang didefinisikan sebagai keterampilan dan kemampuan individu untuk menangkap kejadian tak terduga sebagai peluang (Kim, Kim, Yang, Yaung, & Lee, 2017). Krumboltz (2009) menyatakan bahwa orang tua memiliki peranan yang krusial dalam membentuk keterampilan planned happenstance ini.…”

Planned Happenstance Dalam Perencanaan Dan Pengambilan Keputusan Karir

“…Atas dasar teori pembelajaran kebetulan Krumboltz, Mitchell et al (1999) mengusulkan happenstance skill, yaitu : (a) keingintahuan (curiousity), memeriksa peristiwa untuk pembelajaran baru atau kesempatan belajar baru; (b) kegigihan (persistance), gigih melanjutkan pengalaman belajar baru meskipun mengalami kemunduran; (c) fleksibilitas (flexibility), mengubah keterampilan melintasi keadaan yang ada atau tetap menghadapi kondisi walaupun tidak ideal; (d) optimis (optimism), melihat keyakinan bahwa suatu peristiwa yang terjadi sebagai pengalaman belajar; dan (e) berani mengambil risiko (risk taking), mengambil tindakan saat dihadapkan dengan peristiwa yang tidak direncanakan atau hasil yang tidak pasti. (Kim, Kim, Yang, Yaung, & Lee, 2017). Dalam penelitian yang dilakukan oleh Boyoung Kim, menunjukkan bahwa toleransi atau keterbukaan seseorang pada kejadian tidak terduga menjadi hal yang penting dalam membangun kepercayaan diri dalam memilih karir (Kim, Rhee, Ha, Yang, & Lee, 2016).…”