To Hangover or Not: Trajectories of Job Satisfaction in Adolescent Workforce Newcomers
Valero, D., & Hirschi, A. (2019). To hangover or not: Trajectories of job satisfaction in adolescent workforce newcomers. European Journal of Work and Organizational Psychology, 28(2), 150-163. doi:10.1080/1359432X.2018.1564278
Abstract
The development of job satisfaction during the first months on the job often indicates ahoneymoon hangover, with high levels of job satisfaction gradually declining. This effect is often explained by disappointed expectations that are informed by previous job experiences. However, research has not established whether a hangover pattern could also be observed in individuals without previous work experience. We explored the development of job satisfaction with four assessment points across the first four months after starting vocational training among 357 Swiss adolescents. On average, a hangover pattern in job satisfaction was confirmed. Using person-centred growth mixture modelling, we identified two groups with distinct trajectories. Although a majority showed a hangover pattern, a third of participants showed stable, high job satisfaction. We presumed that adolescents with more contextual and personal resources (i.e., perceived social support, occupational self-efficacy, core self-evaluations, and perceived person–job fit) would be more likely to avoid a hangover pattern. Results confirmed that the two groups differed significantly in all these resources with the high stable satisfaction group showing higher resources. The results illustrate the importance of a diverse set of resources to facilitate a positive trajectory of job satisfaction at the beginning of work life.
Keywords: job satisfaction, newcomer socialization, growth mixture model, vocational training, social cognitive career theory; conservation of resources
The protean career orientation as predictor of career outcomes: Evaluation of incremental validity and mediation effects
Herrmann, A., Hirschi, A., & Baruch, Y. (2015). The protean career orientation as predictor of career outcomes: Evaluation of incremental validity and mediation effects. Journal of Vocational Behavior, 88,205-214, doi:10.1016/j.jvb.2015.03.008
Abstract
A protean career orientation is assumed to be beneficial for career development but researchers have only recently started to empirically evaluate the concept. Conducting two studies based on three independent samples of university students and working professionals in Germany, we address issues of concurrent validity, predictive incremental validity and mechanisms linking the protean orientation to career outcomes. The first study showed that in a sample of 104 Ger man employees different measures of the protean career orientation all correlated highly, but not identically, to a range of work and career attitudes. Using bootstrapping analysis, a second study with a six-month prospective examination among 419 German university students and a cross-sectional analysis among 526 German employees showed that a protean career orientation predicts proactive career behaviors and career satisfaction beyond a proactive disposition and core self-evaluations, respectively. Moreover, the protean career orientation was a significant mediator of these two personality constructs on both career outcomes. Cumulatively, the studies enrich our understanding of how and when a protean career orientation is related to important career outcomes.
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.
Vocational identity achievement as a mediator of presence of calling and life satisfaction
Hirschi, A. & Herrmann, A. (2012). Vocational identity achievement as a mediator of presence of calling and life satisfaction. Journal of Career Assessment, 20(3), 309-321. doi:10.1177/1069072711436158
Abstract
The present study explores what mechanism might be responsible for the reported link between presence of a calling in one’s career and life satisfaction. It is proposed that vocational identity achievement acts as one important mediator of this relation and that the effects can be observed even when controlling for core self-evaluations (CSEs). The study used a short-term longitudinal design based on a sample of 269 German college students from different majors. The results con firmed the mediation model, with calling predicting vocational identity achievement 6 months later and identity serving as a stronger predictor of life satisfaction, all controlling for CSEs. However, contrary to previous research, presence of calling was not directly related to life satisfaction and even showed a negative relation when vocational identity achievement was controlled. The results are interpreted to suggest a multifaceted relation between calling and life satisfaction.
Keywords: calling, vocational identity, core self-evaluations, career development
Vocational identity as a mediator of the relationship between core self-evaluations and life and job satisfaction.
Hirschi, A. (2011). Vocational identity as a mediator of the relationship between core self-evaluations and life and job satisfaction. Applied Psychology: An International Revieview, 60(4), 622–644. doi: 10.1111/j.1464-0597.2011.00450.x
Abstract
This study investigated whether vocational identity achievement mediates the relation between basic personality dispositions (i.e. core self-evaluations) and career and well-being outcomes in terms of job and life satisfaction. Two studies with Swiss adolescents were conducted. Study 1 (N = 310) investigated students in eighth grade, prior to making the transition to vocational education and training (VET); it showed that vocational identity related positively to life satisfaction but that this relationship disappeared once core self-evaluations were controlled. Study 2 (N = 150) investigated students in their second year of VET; it showed that job satisfaction was unrelated to identity and self evaluations. However, identity fully mediated the relation between self evaluations and life satisfaction.
Career-choice readiness in adolescence: Developmental trajectories and individual differences
Hirschi, A. (2011). Career-choice readiness in adolescence: Developmental trajectories and individual differences. Journal of Vocational Behavior, 79(2), 340-348. doi:10.1016/j.jvb.2011.05.00
Abstract
Developing career-choice readiness is an important task in adolescence, but current theory and research has provided a rather static view of the phenomenon. The present study investigated the developmentofcareer-choice readiness among a group of325Swissstudents assessed four times every 5 months from seventh through eighth grade. A variable-centered approach applying latent curve modeling showed not only a linear increase of readiness over time but also significant inter-individual differences in the level and development of readiness. Higher levels were predicted by more self-esteem and generalized self-efficacy and fewer perceived barriers while increase in readiness was predicted by increase in occupational information. A person-centered approach applying latent class-growth analysis identified four distinct developmental trajectories: high-increasing (42%), high-decreasing (5%), moderate-increasing (42%), and constantly low (11%). Students with different trajectories showed significant differences in core self-evaluations, occupational knowledge, and barriers. The results suggest that environmental demands promote a developmental trend in readiness development that overrules individual differences for the majority of students. Individual differences affect the level of readiness to a greater extent than the process of its development. Career information seems pivotal for readiness increase.
Callings in career: A typological approach to essential and optional components
Hirschi, A. (2011). Callings in career: A typological approach to essential and optional components. Journal of Vocational Behavior, 79(1), 60-73. doi:10.1016/j.jvb.2010.11.002
Abstract
A sense of calling in career is supposed to have positive implications for individuals and organizations but current theoretical development is plagued with incongruent conceptualiza tions of what does or does not constitute a calling. The present study used cluster analysis to identify essential and optional components of a presence of calling among 407 German undergraduate students from different majors. Three types of calling merged: “negative career self-centered”, “pro-social religious”, and “positive varied work orientation”. All types could be described as vocational identity achieved (high commitment/high self-exploration), high in career confidence and career engagement. Not defining characteristics were centrality of work or religion, endorsement of specific work values, or positivity of core self-evaluations. The results suggest that callings entail intense self-exploration and might be beneficial because they correspond with identity achievement and promote career confidence and engagement while not necessarily having pro-social orientations. Suggestions for future research, theory and practice are suggested.