دانلود رایگان مقاله لاتین پیوند سازگاری شغلی و پیشرفت تحصیلی در نوجوانی از سایت الزویر
عنوان فارسی مقاله:
پیوندهای طولی بین سازگاری شغلی و پیشرفت تحصیلی در نوجوانی
عنوان انگلیسی مقاله:
Longitudinal links between career adaptability and academic achievement in adolescence
سال انتشار : 2016
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بخشی از مقاله انگلیسی:
2. Understanding the links between career adaptability and academic achievement
When conceptualizing career development as a life-long process, one must take into account the fact that young people start working on their careers long before they engage in actual work behaviors (Hartung, Porfeli, & Vondracek, 2008). Therefore, school, as a dominant social environment in adolescence, provides strong cues (e.g., perceived competence in different academic areas, personal interests that are linked to school activities) for adolescent career socialization (Roeser, Eccles, & Sameroff, 2000). These cues gradually channel important vocational choices (e.g., choice of a university or of occupational preparatory training programs). For instance, longitudinal studies have reported that adolescents' GPA shapes their educational and vocational aspirations and their career goals (Dubow, Huesmann, Boxer, Pulkkinen, & Kokko, 2006; Vuolo, Mortimer, & Staff, 2014). Adolescents with a higher GPA during high-school tended to aspire and commit to university-degree careers, transitioned more effectively from school to work, and entered jobs that matched their educational background (Vuolo et al., 2014). These findings suggest that high academic achievement (i.e., high GPA) is related to adolescents' career adaptability, viewed as their readiness and resources for coping with career issues (Savickas, 2013). One core set of psychosocial resources with high impact on career self-regulation refers to career adapt-abilities (Savickas, 2005), which adolescents actively use in constructing their careers and in approaching age-appropriate developmental tasks and transitions (e.g., choice of an educational track, engagement in work-preparatory behaviors). These adapt-abilities, also called the 4Cs of career adaptability, are: concern (i.e., one's preoccupation with the future, viewed as the personal value attached to preparing for tomorrow), control (i.e., a focus on making career choices in a conscientious and responsible manner), curiosity (i.e., one's inquisitiveness regarding possible vocational paths, through an exploration of different alternatives), and confidence (i.e., a strong belief in one's capacity to overcome career barriers and a focus on success when approaching these barriers). Adapt-abilities play an important role in preparing young people for important career decisions (e.g., perception of fewer career barriers, Soresi, Nota, & Ferrari, 2012), in ensuring a high level of satisfaction and well-being, and in empowering them to pursue adaptive goals (e.g., Hirschi, 2009; Stringer, Kerpelman, & Skorikov, 2012; Wilkins et al., 2014). As the student role is the dominant social role during adolescence, it is important to further investigate how career adaptability may be linked to academic achievement. Academic achievement validates personal competencies (e.g., an adolescent considers he/she has strong Math skills because of the high grades in this school subject), strengthens pre-existing career goals (e.g., high academic achievement confirms one's choice of going to university after high-school graduation), and guides the planning of new vocational paths (e.g., high grades in a new school subject may make an adolescent consider new options for an occupation in this field). Thus, academic achievement influences career development in a myriad of ways. For instance, in a longitudinal study on employees, Zacher (2014a) reported that education (i.e., the highest level of educational attainment) positively predicted career concern. In this respect, longitudinal proof of the relation between career adapt-abilities and academic achievement (i.e., adolescents' GPA) would close a “missing link” and bring important input on how academic achievement influences their resources and strategies for building their careers. This would be a valuable addition to vocational interventions in educational settings. Specifically, it could help career counselors make good use of adolescents' pre-existing career adapt-abilities and/or academic achievement in order to increase their intentionality in approaching educational and career issues (Savickas et al., 2009). Also it would ground career interventions on empirically-driven relations between the two variables. Still, to date very few studies have analyzed the relation between career adaptability and academic achievement in adolescence, especially from a longitudinal perspective.
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