Abstract
This study examines the role of dysfunctional career thoughts between two-wave longitudinal data (Time 1 and Time 2) in career decision-making self-efficacy during school-to-work transition periods. Career decision-making self-efficacy was measured before (Time 1) and after college graduation (Time 2). The results indicated that the growth of dysfunctional career thoughts during school-to-work transition periods negatively mediated the two time points (Time 1 and Time 2) of career decision-making self-efficacy. This study also examines the moderation effect of planned happenstance career skills, which refers the individuals’ skills in generating learning experiences during unexpected events on the relationship between dysfunctional career thoughts and career decision-making self-efficacy. College students’ career decision self-efficacy (Time 1) appeared to weaken individual’s career decision self-efficacy after college graduation (Time 2) via dysfunctional career thoughts when students were less likely to have developed planned happenstance career skills in order to discover unexpected career opportunities during school-to-work transition periods.
| Original language | English |
|---|---|
| Pages (from-to) | 511-523 |
| Number of pages | 13 |
| Journal | Journal of Career Development |
| Volume | 42 |
| Issue number | 6 |
| DOIs | |
| State | Published - 1 Dec 2015 |
Bibliographical note
Funding Information:The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the National Research Foundation of Korea Grant funded by the Korean Government (NRF- NRF-2014S1A3A2044196).
Publisher Copyright:
© 2015, Curators of the University of Missouri 2015.
Keywords
- career decision-making self-efficacy
- dysfunctional career thoughts
- longitudinal analysis
- planned happenstance skills