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Using Multivariate Statistics

Principles and Practice of Structural Equation Modeling (2nd ed.)

EDITORIAL BOARD Robert Davison Aviles, Bradley University Harley E. Baker, California State University–Channel Islands Jean-Guy Blais, Universite de Montreal, Canada Catherine Y. Chang, Georgia State University Robert C. Chope, San Francisco State University Kevin O. Cokley, University of Missouri, Columbia Patricia B. Elmore, Southern Illinois University Shawn Fitzgerald, Kent State University John J. Fremer, Educational Testing Service Vicente Ponsoda Gil, Universidad Autonoma de Madrid, Spain Jo-Ida C. Hansen, University of Minnesota Charles C. Healy, University of California at Los Angeles Robin K. Henson, University of North Texas Flaviu Adrian Hodis, Victoria University of Wellington, New Zealand Janet K. Holt, Northern Illinois University David A. Jepsen, The University of Iowa Gregory Arief D. Liem, National Institute of Education, Nanyang Technological University Wei-Cheng J. Mau, Wichita State University Larry Maucieri, Governors State College Patricia Jo McDivitt, Data Recognition Corporation Peter F. Merenda, University of Rhode Island Matthew J. Miller, University of Maryland Ralph O. Mueller, University of Hartford Jane E. Myers, The University of North Carolina at Greensboro Philip D. Parker, University of Western Sydney Ralph L. Piedmont, Loyola College in Maryland Alex L. Pieterse, University at Albany, SUNY Nicholas J. Ruiz, Winona State University James P. Sampson, Jr., Florida State University William D. Schafer, University of Maryland, College Park William E. Sedlacek, University of Maryland, College Park Marie F. Shoffner, University of Virginia Len Sperry, Florida Atlantic University Kevin Stoltz, University of Mississippi Jody L. Swartz-Kulstad, Seton Hall University Bruce Thompson, Texas A&M University Timothy R. Vansickle, Minnesota Department of Education Steve Vensel, Palm Beach Atlantic University Dan Williamson, Lindsey Wilson College F. Robert Wilson, University of Cincinnati

measurement and evaluation in counseling and Development

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Handbook Of Psychological Testing

In the current article, we build on research from vocational psychology, multicultural psychology, intersectionality, and the sociology of work to construct an empirically testable Psychology of Working Theory (PWT). Our central aim is to explain the work experiences of all individuals, but particularly people near or in poverty, people who face discrimination and marginalization in their lives, and people facing challenging work-based transitions for which contextual factors are often the primary drivers of the ability to secure decent work. The concept of decent work is defined and positioned as the central variable within the theory. A series of propositions is offered concerning (a) contextual predictors of securing decent work, (b) psychological and economic mediators and moderators of these relations, and (c) outcomes of securing decent work. Recommendations are suggested for researchers seeking to use the theory and practical implications are offered concerning counseling, advocacy, and public policy.

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The Psychology of Working Theory.

Career adaptability was initially introduced as a theoretical construct to conceptualize how adults deal with or adjust to the challenges of a changing work world (Super & Kidd, 1979; Super & Knasel, 1981). Scholars have subsequently expanded the construct of career adaptability to refer to readiness to deal with changes and transitions across the life span (Rottinghaus, Day, & Borgen, 2005; Savickas, 1997, 2005). Savickas (2005) defined career adaptability as "a psychosocial construct that denotes an individual's readiness and resources for coping with current and imminent vocational development tasks, occupational transitions, and personal traumas" (p. 51). In addition, Rottinghaus et al. (2005) defined career adaptability as an individual's perceived "capacity to cope with and capitalize on change in the future, level of comfort with new work responsibilities, and ability to recover when unforeseen events alter career plans" (p. 11).Several studies during the past decade have sought to understand components and predictors of career adaptability. Career adaptability has been examined with regard to a host of other constructs, such as sense of control, social support, self-esteem, and career optimism (Duffy, 2010); professional and general well-being (Maggiori, Johnston, Krings, Massoudi, & Rossier, 2013); employability skills (de Guzman & Choi, 2013); and self-esteem and personality (van Vianen, Klehe, Koen, & Dries, 2012). In addition, optimism (Murphy, Blustein, Bohlig, & Platt, 2010) and resilience (Bimrose & Hearne, 2012) in relation to career adaptability have been examined using qualitative research methodology. Results of these studies indicated that career adaptability positively correlates with sense of control, social support, self-esteem, career optimism, general and professional well-being, employability skills, extraversion, agreeableness, conscientiousness, and openness, whereas it negatively correlates with neuroticism.Several researchers have suggested that career adaptability helps provide individuals with the necessary psychosocial resources to cope with the transition from school to work (Koen, Klehe, van Vianen, Zikic, & Nauta, 2010; Murphy et al., 2010). Longitudinal studies have also suggested that individuals who have higher levels of career adaptability are more successful in mastering vocational transitions (e.g., Creed, Muller, & Patton, 2003; Germeijs & Verschueren, 2007). After graduation, emerging adults face many career transitions for which they need varying degrees of coping skills and adaptability (Murphy et al., 2010). Thus, the university years, which have been characterized as the time when students make important decisions for their future employment, are vital for career adaptability.To date, most conceptual and empirical studies about career adaptability have been conducted in Western countries. One major exception is a multinational career adaptability project headed by the Life Design International Research Group (see Savickas & Porfeli, 2012). Therefore, the present study aimed to investigate the career adaptability construct in Turkey, a non-Western country. Many factors in Turkey-including its competitive educational system, a continuously increasing number of university graduates, excessive demand for higher education (which has been perceived as a prerequisite to getting a good job and prestige), and a higher unemployment rate among young people than in the general population-suggest that to survive in this fluctuating career environment, emerging adults need to have the ability and willingness to develop adaptive skills. In addition, a recent counseling needs assessment study (Yerin-Guneri & Capa-Aydin, 2012) indicated that the fear of unemployment and the transition to career life were the most pressing future concerns of emerging adults in Turkey. It is important to examine these factors and provide and design career interventions to enhance career adaptability. …

Predicting Career Adaptability From Positive Psychological Traits

Exploring links between career adaptability, work volition, and well-being among Turkish students

Linking decent work with physical and mental health: A psychology of working perspective

Decent work in Turkey: Context, conceptualization, and assessment

In the present study, the Career Adapt-Abilities Scale (CAAS)—which aims to measure concern, control, curiosity, and confidence as psychosocial resources for managing occupational transitions, deve...

Aysenur Buyukgoze-Kavas

Papers

Predicting Career Adaptability From Positive Psychological Traits

Exploring links between career adaptability, work volition, and well-being among Turkish students

Linking decent work with physical and mental health: A psychology of working perspective

Decent work in Turkey: Context, conceptualization, and assessment

Validation of the Career Adapt-Abilities Scale-Turkish form and its relation to hope and optimism