The role of contextual predictors and psychosocial resources in the school-to-work transition
Yükleniyor...
Dosyalar
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Wiley
Erişim Hakkı
info:eu-repo/semantics/embargoedAccess
Özet
Based on the Psychology of Working Theory, this study examined the influence of contextual factors and psychosocial resources on school-to-work transition. Data were collected from 781 senior university students in T & uuml;rkiye, and the relationships between economic constraints, marginalization, general self-efficacy, career adaptability, perceived future employability, and future decent work were examined. According to the results, economic constraints and marginalization negatively predicted perceived future employability and future decent work. Marginalization significantly predicted general self-efficacy and career adaptability, whereas economic constraints were not associated with two psychosocial resources. General self-efficacy significantly predicted career adaptability, while it was not related to perceived future employability and future decent work. Career adaptability significantly predicted perceived future employability but not future decent work. Lastly, perceived future employability significantly predicted future decent work. The findings revealed the significant influence of contextual factors on the school-to-work transition. Implications and suggestions for future research directions were also discussed.
Açıklama
Anahtar Kelimeler
Economic Constraints, Future Decent Work, Marginalization, Perceived Future Employability, Psychology of Working Theory, School-to-Work Transition
Kaynak
Career Development Quarterly
WoS Q Değeri
N/A
Scopus Q Değeri
Q2
