Career Adaptability and Social Support of Vocational Students Leaving Upper Secondary School
| Authors | |
|---|---|
| Year of publication | 2020 |
| Type | Article in Periodical |
| Magazine / Source | Journal of Career Assessment |
| MU Faculty or unit | |
| Citation | |
| Web | https://journals.sagepub.com/doi/10.1177/1069072719884299 |
| Doi | http://dx.doi.org/10.1177/1069072719884299 |
| Keywords | career adaptability; Career Adapt-Abilities Scale; social support; parental support; teacher support; peer support |
| Description | 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. |
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