Social-emotional skills, career adaptability, and agentic school engagement of first-year high school students
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.14/41028 |
Resumo: | The transition to the first year of high school constitutes a critical moment because it corresponds to the implementation of a career choice, which can impact students’ satisfaction and psychosocial adjustment. The career construction model of adaptation holds potential to explain how students adapt to high school, by suggesting linkages among adaptive readiness, resources, responses, and results. However, research applying the career construction model to school transitions, combining social-emotional, career, and academic variables is still needed. This study explores the roles that social-emotional skills (an indicator of adaptive readiness) and career adaptability (an indicator of adaptability resources) play in explaining first-year high school students’ agentic school engagement (an indicator of adapting responses). Measures of social-emotional skills, career adaptability, and school engagement were completed by 136 students (63.2% girls; M age = 15.68). Results from the hierarchical linear regression analysis suggest that social-emotional skills and career adaptability explain 32% of the variance and significantly contribute to explaining agentic school engagement. These findings seem illustrative of the potential of the career construction model of adaptation to deepen knowledge and understanding about the transition to high school and the implementation of career choices. Aligned with the literature, this study supports the calls for integrative psychological practices that acknowledge social-emotional, career, and academic variables when fostering students’ psychosocial adjustment. |
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Social-emotional skills, career adaptability, and agentic school engagement of first-year high school studentsCareer adaptationPsychosocial adjustmentHigh schoolThe transition to the first year of high school constitutes a critical moment because it corresponds to the implementation of a career choice, which can impact students’ satisfaction and psychosocial adjustment. The career construction model of adaptation holds potential to explain how students adapt to high school, by suggesting linkages among adaptive readiness, resources, responses, and results. However, research applying the career construction model to school transitions, combining social-emotional, career, and academic variables is still needed. This study explores the roles that social-emotional skills (an indicator of adaptive readiness) and career adaptability (an indicator of adaptability resources) play in explaining first-year high school students’ agentic school engagement (an indicator of adapting responses). Measures of social-emotional skills, career adaptability, and school engagement were completed by 136 students (63.2% girls; M age = 15.68). Results from the hierarchical linear regression analysis suggest that social-emotional skills and career adaptability explain 32% of the variance and significantly contribute to explaining agentic school engagement. These findings seem illustrative of the potential of the career construction model of adaptation to deepen knowledge and understanding about the transition to high school and the implementation of career choices. Aligned with the literature, this study supports the calls for integrative psychological practices that acknowledge social-emotional, career, and academic variables when fostering students’ psychosocial adjustment.Veritati - Repositório Institucional da Universidade Católica PortuguesaOliveira, Íris M.Castro, Inês deSilva, Ana DanielaTaveira, Maria do Céu2023-05-04T11:12:31Z2023-04-202023-04-20T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.14/41028eng1661-782710.3390/ijerph2008559785153927486PMC1013906137107879info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-12T17:46:36Zoai:repositorio.ucp.pt:10400.14/41028Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T18:33:42.618867Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Social-emotional skills, career adaptability, and agentic school engagement of first-year high school students |
title |
Social-emotional skills, career adaptability, and agentic school engagement of first-year high school students |
spellingShingle |
Social-emotional skills, career adaptability, and agentic school engagement of first-year high school students Oliveira, Íris M. Career adaptation Psychosocial adjustment High school |
title_short |
Social-emotional skills, career adaptability, and agentic school engagement of first-year high school students |
title_full |
Social-emotional skills, career adaptability, and agentic school engagement of first-year high school students |
title_fullStr |
Social-emotional skills, career adaptability, and agentic school engagement of first-year high school students |
title_full_unstemmed |
Social-emotional skills, career adaptability, and agentic school engagement of first-year high school students |
title_sort |
Social-emotional skills, career adaptability, and agentic school engagement of first-year high school students |
author |
Oliveira, Íris M. |
author_facet |
Oliveira, Íris M. Castro, Inês de Silva, Ana Daniela Taveira, Maria do Céu |
author_role |
author |
author2 |
Castro, Inês de Silva, Ana Daniela Taveira, Maria do Céu |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Veritati - Repositório Institucional da Universidade Católica Portuguesa |
dc.contributor.author.fl_str_mv |
Oliveira, Íris M. Castro, Inês de Silva, Ana Daniela Taveira, Maria do Céu |
dc.subject.por.fl_str_mv |
Career adaptation Psychosocial adjustment High school |
topic |
Career adaptation Psychosocial adjustment High school |
description |
The transition to the first year of high school constitutes a critical moment because it corresponds to the implementation of a career choice, which can impact students’ satisfaction and psychosocial adjustment. The career construction model of adaptation holds potential to explain how students adapt to high school, by suggesting linkages among adaptive readiness, resources, responses, and results. However, research applying the career construction model to school transitions, combining social-emotional, career, and academic variables is still needed. This study explores the roles that social-emotional skills (an indicator of adaptive readiness) and career adaptability (an indicator of adaptability resources) play in explaining first-year high school students’ agentic school engagement (an indicator of adapting responses). Measures of social-emotional skills, career adaptability, and school engagement were completed by 136 students (63.2% girls; M age = 15.68). Results from the hierarchical linear regression analysis suggest that social-emotional skills and career adaptability explain 32% of the variance and significantly contribute to explaining agentic school engagement. These findings seem illustrative of the potential of the career construction model of adaptation to deepen knowledge and understanding about the transition to high school and the implementation of career choices. Aligned with the literature, this study supports the calls for integrative psychological practices that acknowledge social-emotional, career, and academic variables when fostering students’ psychosocial adjustment. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-05-04T11:12:31Z 2023-04-20 2023-04-20T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.14/41028 |
url |
http://hdl.handle.net/10400.14/41028 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
1661-7827 10.3390/ijerph20085597 85153927486 PMC10139061 37107879 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
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application/pdf |
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reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799132063462326272 |