Predictors of a Protean Career Orientation and Vocational Training Enrollment in the Post-School Transition
Steiner, R. S., Hirschi, A., & Wang, M. (2019). Predictors of a protean career orientation and vocational training enrollment in the post-school transition. Journal of Vocational Behavior, 112, 216-228. https://doi.org/10.1016/j.jvb.2019.03.002
Abstract
The post-school transition is a critical transition for adolescents and understanding when and how it results in beneficial outcomes is a pressing issue. We integrate career construction theory and social cognitive career theory and investigate a sequential model of predictors and outcomes at various stages in the post-school transition process. We focus on a protean career orientation as an important subjective transition outcome and whether adolescents continue with high school or vocational education and training (VET) as an important objective transition outcome. We propose that personal and contextual socio-cognitive factors during school (i.e., occupational self-efficacy beliefs and perceived career barriers) relate to the transition outcomes indirectly through their effects on vocational identity clarity. We tested our hypotheses among a sample of 819 Swiss adolescents, based on a time- lagged study with three waves over a period of three years. Results of structural equation modeling showed that occupational self-efficacy beliefs positively, and perceived career barriers negatively related to vocational identity clarity. A clear vocational identity in turn predicted a higher probability of VET enrollment compared to high school enrollment after school. Unexpectedly, a clearer vocational identity related to a weaker protean career orientation. Implications for post-school transition research and the protean career literature are discussed.
Career adaptivity, adaptability, and adapting: A conceptual and empirical investigation
Hirschi, A., Herrmann, A., & Keller, A. (2015). Career adaptivity, adaptability, and adapting: A conceptual and empirical investigation. Journal of Vocational Behavior, 87, 1-10. doi:10.1016/j.jvb.2014.11.008
Abstract
The literature on career adaptation is vast and based on a range of different measurement approaches. The present paper aimsto explore how different operationalizations of career adapt ability in terms of concern, control, curiosity, and confidence are related from a conceptual and empirical standpoint. Based on a cross-sectional analysis with 1260 German university students, weestablished that the adaptability resources of concern, control, curiosity, and confidence are significantly related to, but empirically distinct from, measures representing adapting in terms of career planning, career decision-making difficulties, career exploration, and occupational self efficacy. In a follow-up survey six months later, we found that the career adaptability dimensions partially mediatedtheeffectsof adaptivity (i.e.,coreself-evaluations andproactivity)onplanning, decision-making difficulties, exploration, and self-efficacy. Interestingly, in both analyses, there was no clear match between adaptability resources and theoretically corresponding aspects of career adapting in terms of behaviors, beliefs, and barriers. The results suggest that psychological career resources in terms of concern, control, curiosity, and confidence partially mediate the effects of more context-general, trait-like adaptivity on different career-specificbehavioral forms of adapting.
The relation of secondary students' career choice readiness to a six-phase model of career decision-making
Hirschi, A., & Läge, D. (2007). The relation of secondary students' career choice readiness to a six-phase model of career decision-making. Journal of Career Development, 34(2), 164-191. doi: 10.1177/0894845307307473
Abstract
Based on common aspects of recent models of career decision-making (CDM) a six-phase model of CDM for secondary students is presented and empirically evaluated. The study tested the hypothesis that students who are in later phases possess more career choice readiness and consider different numbers of career alternatives. 266 Swiss secondary students completed measures tapping phase of CDM, career choice readiness, and number of considered career options. Career choice readiness showed an increase with phase of CDM. Later phases were generally associated with a larger increase in career choice readiness. Number of considered career options showed a curve-linear development with fewer options considered at the beginning and at the end of the process. Male students showed a larger variability in their distribution among the process with more male than female students in the first and last phase of the process. Implications for theory and practice are presented.
Keywords: career decision-making, career choice readiness, counseling goals, career development, career maturity
Holland’s secondary constructs of vocational interests and career choice readiness of secondary students
Hirschi, A., & Läge, D. (2007). Holland’s secondary constructs of vocational interests and career choice readiness of secondary students. Journal of Individual Differences, 28(4), 205-218. doi: 10.1027/1614-0001.28.4.205
Abstract
The study examined the relationship between the secondary constructs of Holland’s (1997) theory of vocational interests and career choice readiness [career maturity] attitudes with 358 Swiss secondary students. The hypothesis was tested that the secondary constructs consistency, coherence, differentiation, and congruence are measures for the degree of vocational interest development. Thus, they should belong to the content domain in career choice readiness and should show meaningful relations to career choice readiness attitudes. The hypothesis was confirmed for congruence, coherence, and differentiation. Interest profile consistency showed no relation to career choice readiness attitudes. Vocational identity emerged as a direct measure for career choice readiness attitudes. Realism of career aspirations was related to career choice readiness attitudes and coherence of career aspirations. Profile elevation was positively connected to more career planning and career exploration. Differences between gender, ethnicity, and school-types are presented. Implications for career counselling and assessment practice are discussed.
Keywords: vocational interests; career choice readiness; career maturity; RIASEC model; career counselling; interest assessment, career development