CAREER CONSTRUCTION IN ACADEMIC SETTING: LINKS BETWEEN CAREER ADAPTABILITY AND STUDY ENGAGEMENT
CAREER CONSTRUCTION IN ACADEMIC SETTING: LINKS BETWEEN CAREER ADAPTABILITY AND STUDY ENGAGEMENT

Summary/Abstract: Background: Scholars are highlighting the importance of adaptive career behaviors and resources that people could employ in directing their own career development across the lifespan. New constructs emerge with the intention to help the individuals to manage their careers. One of the most promising constructs is career adaptability, which includes such resources as concern, control, curiosity, and confidence. This study attempts to link those resources and study engagement. Engagement has been previously employed as an indicator of occupational well-being of both employees and students. Moreover, study engagement is considered to be adaptation result by some authors. Possibly, study engagement might be one of many positive career-related outcomes linked to career adaptability. Purpose: The purpose of the study is to analyze the links between college students’ career adaptability and study engagement. Method: the sample consisted of 273 college students (Mage = 20.71, SDage = 2.89). Career Adapt-Abilities Scale-Short Form (CAAS-SF; Maggiori et al., 2015), the short version of the Utrecht Work Engagement Scale – student version (UWES-S-9; Schaufeli et al., 2002; Schaufeli et al., 2006) and a questionnaire for demographic variables were used in the study. Results: Career adaptability resources, namely, concern, control, curiosity, and confidence, were linked to study engagement expressed as vigor, dedication and absorption. Concern and confidence were the only significant predictors of study engagement dimensions. Conclusion: The results support the importance of career adaptability resources for college students’ engagement.

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