Career Adaptability Development in the School-To-Work Transition

Abstract

The development pattern of career adaptability has an important influence on individual mental health and career outcomes. Based on career construction theory, our study explored the development characteristics of the career adaptability of college students during the school-to-work transition and discussed how the notions of future work selves and core self-evaluation affect the development trajectories and development patterns of career adaptability. Our study investigated 429 college graduates at an interval of 6 months over the course of 1 year. The results indicated that the graduates had a positive career adaptability trajectory during the school-to-work transition. There were three different development patterns: rapid growth group, growth group, and stationary group. Future work selves predicted career adaptability positively and dynamically. A higher core self-evaluation predicted a higher initial level of career adaptability and a slower development speed. Our study has important implications for enriching career construction theory and career counseling practice.

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