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: | https://hdl.handle.net/1822/85556 |
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 schoolCiências Sociais::PsicologiaThe 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.This research was funded by Calouste Gulbenkian Foundation, Gulbenkian Academy for Knowledge, number 240941. This study was institutionally supported by the Association of Psychology (APsi) and the Psychology Research Centre (CIPsi/UM) School of Psychology, University of Minho, the latter funded by the Portuguese Foundation for Science and Technology (UIDB/01662/2020), and the Centre for Philosophical and Humanistic Studies, Universidade Católica Portuguesa, funded by the Portuguese Foundation for Science and Technology (UIDB/00683/2020).Multidisciplinary Digital Publishing InstituteUniversidade do MinhoOliveira, Íris MartinsCastro, Inês deSilva, Ana Daniela Santos Cruzinha SoaresTaveira, Maria do Céu2023-04-202023-04-20T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/1822/85556engOliveira, Í.M.; de Castro, I.; Silva, A.D.; Taveira, M.d.C. Social-Emotional Skills, Career Adaptability, and Agentic School Engagement of First-Year High School Students. Int. J. Environ. Res. Public Health 2023, 20, 5597. https://doi.org/10.3390/ijerph200855971661-78271660-460110.3390/ijerph2008559737107879https://www.mdpi.com/1660-4601/20/8/5597info: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:RCAAP2023-07-21T12:29:04Zoai:repositorium.sdum.uminho.pt:1822/85556Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:23:58.791753Repositório 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 Martins Career adaptation Psychosocial adjustment High school Ciências Sociais::Psicologia |
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 Martins |
author_facet |
Oliveira, Íris Martins Castro, Inês de Silva, Ana Daniela Santos Cruzinha Soares Taveira, Maria do Céu |
author_role |
author |
author2 |
Castro, Inês de Silva, Ana Daniela Santos Cruzinha Soares Taveira, Maria do Céu |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Oliveira, Íris Martins Castro, Inês de Silva, Ana Daniela Santos Cruzinha Soares Taveira, Maria do Céu |
dc.subject.por.fl_str_mv |
Career adaptation Psychosocial adjustment High school Ciências Sociais::Psicologia |
topic |
Career adaptation Psychosocial adjustment High school Ciências Sociais::Psicologia |
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 |
2023-04-20 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 |
https://hdl.handle.net/1822/85556 |
url |
https://hdl.handle.net/1822/85556 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Oliveira, Í.M.; de Castro, I.; Silva, A.D.; Taveira, M.d.C. Social-Emotional Skills, Career Adaptability, and Agentic School Engagement of First-Year High School Students. Int. J. Environ. Res. Public Health 2023, 20, 5597. https://doi.org/10.3390/ijerph20085597 1661-7827 1660-4601 10.3390/ijerph20085597 37107879 https://www.mdpi.com/1660-4601/20/8/5597 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Multidisciplinary Digital Publishing Institute |
publisher.none.fl_str_mv |
Multidisciplinary Digital Publishing Institute |
dc.source.none.fl_str_mv |
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 |
institution |
RCAAP |
reponame_str |
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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1799132717526286336 |