Perceived career barriers and vocational outcomes among university undergraduates: Exploring mediation and moderation effects

How do career adaptability and proactive career behaviours interrelate over time? An inter‐ and intraindividual investigation

“…When assessing the status quo in an ongoing goal pursuit, people with higher (vs. lower) levels of control are more (vs. less) positive regarding the estimation about achieving their goal. As already mentioned above, career adaptability can be placed among the constructs that reflect personal agency or the perceived ability to achieve one's goals (Urbanaviciute et al, 2016), to deal or cope with environmental traumas, and to be able to connect personal values or the self-concept with environmental challenges (Rottinghaus et al, 2005;Savickas & Porfeli, 2012). Consistent with this prediction, several past studies have shown on an intraindividual level that higher self-efficacy is associated with decreases in task effort (e.g., Vancouver, Thompson, Tischner, & Putka, 2002;Vancouver, Thompson, & Williams, 2001), resource allocation (Beck & Schmidt, 2015), and performance levels (Shea & Howell, 2000;Vancouver et al, 2002), whereas lower self-efficacy motivates increased effort, resource allocations, and performance.…”

“…Within CCT, four subdimensions build the higher-order general career adaptability construct: concern (i.e., planning), control (i.e., decision-making, being decisive), curiosity (i.e., exploring, being inquisitive), and confidence (i.e., problem-solving, being efficacious). Therefore, career adaptability can also be classified as a construct that reflects personal agency and the perceived ability to achieve one's goals (Urbanaviciute, Pociute, Kairys, & Liniauskaite, 2016). Furthermore, CCT Savickas, 2005) differentiates between (1) adaptivity (i.e., the psychological trait of willingness to meet the unfamiliar, complex, and ill-defined problems presented by vocational development tasks), (2) adaptability (i.e., the above-described resource for coping with current and anticipated tasks, transitions, and traumas in their occupational roles), and (3) adapting (i.e., performing adaptive behaviours that address changing conditions, such as career planning, career exploration, or networking).…”

“…One main assumption is that proactive career behaviours can be seen as specific (adaptive) responses to a more general psychosocial resource of career adaptability; hence, proactive career behaviours should be a direct result of career adaptability Savickas, 2005). In that sense, career adaptability is assumed to help in shaping strategies for directing proactive behaviours (Nilforooshan & Salimi, 2016) and emphasizes personal initiative and taking responsibility for one's career construction (Urbanaviciute et al, 2016), which should trigger proactive behaviours.…”

Cuestionario de Necesidades de Orientación Universitaria

“…Esta preocupación por reducir la deserción universitaria ha propiciado trabajos centrados en identificar factores de éxito académico (e. g. Álvarez-Pérez & López-Aguilar, 2016;FloresLópez et al, 2015) y también en conocer qué barreras perciben los estudiantes al acceder a la universidad (e. g. Urbanaviciute, Pociute, Kairys, & Liniauskaite, 2016), aspectos que proporcionan elementos significativos para el estudio de las necesidades de orientación. El diagnóstico de dichas necesidades debe entenderse como un proceso sistemático dirigido a identificar las carencias y dificultades, pero también las potencialidades percibidas, dado que las necesidades patentizan la tensión constante entre carencia y potencia tan propia de los seres humanos (Max-Neef, 1994, p. 49).…”

Career Adaptability: The Influence of Readiness and Adaptation Success in the Education Context: a Literature Review

“…Conscientiousness, Cognitive flexibility (Chong & Leong, 2017); adversity quotient (Tian & Fan, 2014); proactive personality (Tolentino et al, 2014) the presence of meaning in life is a predictor of career adaptability for male and female students (Yuen & Yau, 2015); Internal and external career barriers are found to be negatively related to the commitment of vocational identity through academic primary satisfaction, the effect is particularly prominent in the low level of career adaptability (Urbanaviciute, Pociute, Kairys, & Liniauskaite, 2016) …”