Career Adaptability and Social Support of Vocational Students Leaving Upper Secondary School

Hlad′o, Petr; Kvasková, Lucia; Ježek, Stanislav; Hirschi, Andreas; Macek, Petr (2019). Career Adaptability and Social Support of Vocational Students Leaving Upper Secondary School. Journal of Career Assessment, 28(3), pp. 478-495. SAGE Publications 10.1177/1069072719884299

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This study used a sample of 3,028 vocational upper secondary Czech students to validate the measurement model of the Career Adapt-Abilities Scale—Czech Form, assessing concern, control, curiosity, and confidence as the psychosocial resources for managing occupational transitions, developmental tasks, and work traumas. We moreover examined the associations of parental psychosocial support, parental instrumental support (action), teacher support, and peer support with the four components of career adaptability. As expected, social support provided by significant others was positively associated with career adaptability. Diverse sources of social support related differently to various career adaptability components. Career concern and confidence were associated simultaneously with parental psychosocial support, teacher support, and peer support while control was associated only with the parental and friend support and curiosity was associated with the social support from teachers and friends. Moreover, parental instrumental support did not show any significant link to career adaptability components.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Psychology > Work and Organisational Psychology

UniBE Contributor:

Hirschi, Andreas

Subjects:

100 Philosophy > 150 Psychology

ISSN:

1069-0727

Publisher:

SAGE Publications

Language:

English

Submitter:

Christine Soltermann

Date Deposited:

10 Mar 2020 09:48

Last Modified:

05 Jul 2020 02:38

Publisher DOI:

10.1177/1069072719884299

URI:

https://boris.unibe.ch/id/eprint/141031

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