Relationships of career adaptabilities with explicit and implicit self-concepts

Rusu, Andrei; Măirean, Cornelia; Hojbotă, Ana Maria; Gherasim, Loredana Ruxandra; Gavriloaiei, Sabina Irina

doi:10.1016/j.jvb.2015.05.003

Cited by 18 publications

(20 citation statements)

References 48 publications

(66 reference statements)

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“…In the prediction of reported outcome variables, no criterion was consistently predicted by an implicit measure from the conscientiousness domain in accordance with the single association or additive predictive pattern (Costantini et al, ; Rusu et al, ; Schmukle et al, , Study 2; Siers & Christiaensen, ; Vianello et al, , Study 1). The implicit measure with the best predictive results was the orderliness IAT that predicted a composite score of 10 daily orderliness‐related behaviours and the self‐reported ability to initiate desirable behaviour, but not the self‐reported ability to obstruct undesirable behaviour (Costantini et al, ).…”

Section: Resultsmentioning

confidence: 85%

“…Available evidence supports the single association predictive pattern and the incremental predictive validity of implicit extraversion/shyness, in the prediction of observed extraversion/shyness‐related behaviour (Asendorpf et al, ; Study 1; Back et al, ; Hirschmüller et al, ; Hofmann, Gschwendner, et al, 2009, Studies 1 and 2; Horcajo et al, , Study 1 and 2; Schnabel et al, ; Steffens & Schulze‐König, ), apart from one risk propensity IAT (Dislich et al, ; Horcajo et al, , Study 2) and a shyness IAT (Schnabel et al, ). Regarding the single association predictive pattern and the incremental validity pattern predicting self‐reported extraversion‐related behaviour and job performance rated by a manager, no significant results were observed (Rusu, Măirean, Hojbotă, Gherasim, & Gavriloaiei, ; Schmukle et al, ; Siers & Christiaensen, ; Steffens & Schulze‐König, ). Two studies of Hofmann and colleagues (Hofmann, Gschwendner, et al, ) confirmed that extraversion‐related behaviour was only predicted by implicit extraversion when the behaviour was rated by observers, but not when it was scored by the participants themselves.…”

Section: Resultsmentioning

confidence: 99%

“…Second, studies investigating the additive predictive pattern in the neuroticism domain showed mixed results. In five studies, the predictive validity of implicit neuroticism measures was examined, over and above explicit neuroticism (Cogswell et al, ; Rusu et al, ; Sava et al, , Study 1; Siers & Christiaensen, ; Steffens & Schulze‐König, ). Significant results were only observed in the study of Steffens and colleagues () and in the study of Cogswell and colleagues (Cogswell et al, ).…”

Section: Resultsmentioning

confidence: 99%

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Using Indirect Measurement Tasks to Assess the Self–Concept of Personality: A Systematic Review and Meta–Analyses

et al. 2017

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This systematic review presents the current state of research investigating the implicit self-concept of personality. First, we present results on meta-analyses estimating internal consistency, reliability coefficients, the implicit-explicit consistency and the single association predictive effect of implicit self-concept of personality measures. To do this, studies were aggregated over personality domains. Second, for each of the Five Factor personality domains, different aspects of construct validity and predictive validity are reviewed in a narrative way. Results show that implicit self-concept of personality measures are reliable, and there is evidence for the construct and predictive validity of these implicit measures, especially in the extraversion and agreeableness domains of personality. However, it must be kept in mind that clear evidence for publication bias was found for studies examining the single association predictive pattern. Finally, this systematic review identifies some achievable improvements that are needed in future research. Large cross-lab efforts are important in this respect. Moreover, the implicit self-concept of personality field must move from an 'ad hoc' to a 'validation' approach in developing new indirect measurement tasks. By adopting these research objectives, the information processing account of personality will increase its potential to become integrated into mainstream personality theory and research. Copyright © 2017 European Association of Personality Psychology Key words: systematic review; meta-analysis; self-concept; personality; implicit measures Human beings consider it important to gain insight into their person(ality). Unfortunately, research has demonstrated that we can have blind spots with respect to the behavioural manifestations of our selves (e.g. Hofmann, Gschwendner, & Schmitt, 2009;Hofmann & Wilson, 2010;Wilson, 2002;Wilson & Dunn, 2004). According to psychoanalytic tradition, humans lack self-knowledge because they are motivated to keep unpleasant and anxious thoughts/feelings outside awareness. The more contemporary view on the failure of self-knowledge holds that much of the information that people capture with their senses is processed outside awareness, simply because the amount of information is too large to be consciously processed. Several mental functions operate outside conscious awareness, including aspects of learning, attention, interpretation, emotions and goal-setting (Hofmann & Wilson, 2010;Wilson, 2002). Wilson (Wilson, 2002;Wilson & Dunn, 2004) calls these non-conscious processes the 'adaptive unconscious', as they are vital for daily functioning. Several mental functions that are largely processed in the adaptive unconscious are part of-and are combined in-the construct of personality.In personality psychology research, direct self-report measures are the standard measurement tasks for assessing individual differences in personality. People are directly asked about characteristics of their personality, based on introspection. T...

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Section: Resultsmentioning

confidence: 85%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Using Indirect Measurement Tasks to Assess the Self–Concept of Personality: A Systematic Review and Meta–Analyses

et al. 2017

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“…Adaptive readiness, the first dimension of the model, was measured with self-esteem. Previous research has shown that there is a relation between self-esteem and career adaptability, and that self-esteem positively predicts career adaptability (Cai et al, 2015; Rusu et al, 2015). It is stated that self-esteem becomes an important focus in career interventions and should therefore be taken into consideration, among other counseling strategies (Hui et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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

Öztemel

Akyol

2020

Journal of Career Assessment

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This study evaluates the empirical applicability of the career construction model of adaptation (CCMA) by collecting evidence about the validity of the Student Career Construction Inventory (SCCI) from a sample of Turkish high school students and examining the relations between adaptive readiness, adaptability resources, adapting responses, and adaptation results. To test the model, we conducted two studies with samples of high school students in Ankara, Turkey ( n 1 = 251; n 2 = 694). In the first study, the SCCI was translated into Turkish and psychometric properties of the inventory were assessed. To validate the four-factor structure of the SCCI Turkish High School Form, two different levels of confirmatory factor analysis (CFA) were applied to 251 participants. The results of CFA demonstrated that the data for the SCCI Turkish high school sample fit the theoretical model very well. The internal consistency of the SCCI was determined as 0.72 for crystallizing, 0.75 for exploring, 0.85 for deciding, 0.73 for preparing, and 0.90 for the total. In the second study, the CCMA, consisting of four dimensions (adaptive readiness, adaptability resources, adapting responses, and adaptation results), was empirically tested by using the SCCI, which had been tested for validity in the first study. The results of serial mediation analysis supported the CCMA, indicating that adaptive readiness indirectly influenced adaptability resources, adapting responses, and adaptation results.

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“…However, each predictor contributes uniquely to the prediction of career adaptability components. Overall career adaptability is predicted by cognitive ability, the Big Five personality traits (Rudolph et al, 2017), future temporal focus (Zacher, 2014), a proactive personality (Guan et al, 2017;Jiang, 2017), positive emotional disposition (Hirschi, 2009), motivation (Pouyaud, Vignoli, Dosnon, & Lallemand, 2012), explicit and implicit self-esteem (Hui, Yuen, & Chen, 2018;Negru-Subtirica & Pop, 2016;Cai et al, 2015;Rusu, Măirean, Hojbotă, Gherasima, & Gavriloaiei, 2015), core self-evaluation (Guan et al, 2017;Neureiter & Traut-Mattausch, 2017;Zacher, 2014), career self-efficacy, personal goal orientation, and career future concern (Ebenehi, Rashid, & Bakar, 2016;Wang & Fu, 2015), and learning goal orientation (Guan et al, 2017;Yousefi, Abedi, Baghban, Eatemadi, & Abedi, 2011).…”

Section: Empirical Findings About Career Adaptabilitymentioning

confidence: 99%

Career Adaptability of Vocational Education and Training Graduates in the Period of Prospective School-to-Work Transition

Hlaďo¹,

Lazarová²,

Hloušková³

2019

Studia paedagogica

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The completion of vocational education and training (VET) and the subsequent school-to-work transition are important steps on the career pathway. The school-to-work transition is a long-term process with unclear boundaries involving a number of potentially difficult aspects. Psychological resources for successful schoolto-work transitions are reflected in the multidimensional psychosocial construct of career adaptability. The goal of the present study was to examine the role of selected demographic and school-related variables in predicting career adaptability and four components of career adaptability (concern, control, curiosity, and confidence) among VET graduates. Participants in this study were 3,028 Czech students approximately 1-2 months before graduation from vocational education and training, aged from 18 to 26 years (M = 18.97, SD = 1.09). The 24-item Career Adapt-Abilities Scale was used to measure career adaptability. Results from multiple linear regression analyses found that five out of ten predictor variables positively predicted the career adaptability or career adaptability components. These variables were the gained paid work experience in the field of study, one-off or multiple use of career guidance services, male gender, tertiary education of the father, and the field of study completed with a school-leaving examination. The variables that did not statistically predict career adaptability were family structure, maternal education, grades (GPA), repetition of a grade, and change of the field of study. Implications for career guidance are discussed.

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Relationships of career adaptabilities with explicit and implicit self-concepts

Cited by 18 publications

References 48 publications

Using Indirect Measurement Tasks to Assess the Self–Concept of Personality: A Systematic Review and Meta–Analyses

Using Indirect Measurement Tasks to Assess the Self–Concept of Personality: A Systematic Review and Meta–Analyses

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

Career Adaptability of Vocational Education and Training Graduates in the Period of Prospective School-to-Work Transition

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