This study seeks to achieve a dynamic person-centered understanding of the nature of the psychological capital trajectories observed among upcoming police officers undergoing vocational training. Moreover, it seeks to document the predictive role of leader-member exchange and perceived organizationa…
Informal workplace learning (IWL) is the predominant form of vocational learning. In striving to foster IWL, the focus of previous research has been on work design: according to the active learning hypothesis, both job resources and job demands can lead to learning. Informal learning research has so…
We investigated the effect of young newcomers' pursuit of gender-nontraditional professions on their occupational self-efficacy after starting work via the perceived frequency of evaluative feedback from others in their companies. Our research model was based on social–cognitive career theory and to…
This study relies upon the social cognitive career theory-model of career self-management to examine how and whether work placement learning might influence students' readiness for school-to-work transition. Also, it examines multiple mediation effects of self-efficacy, outcome expectations and perc…
Career competencies refer to knowledge and skills central to career development. They are particularly important at the start of the career, as early-career choices can have an impact on career outcomes in the longer term. Building on Conservation of Resources (COR) Theory, this study sets out to in…
Most prior research on career mobility has focused on people changing jobs and organizations. We know little about processes involved in individuals changing occupations, although these changes cause high individual, organizational, and public costs. Moreover, occupations are increasingly acknowledg…
The formation of occupational aspirations is an important developmental task during adolescence, and aspirations are an important predictor of occupational attainment in adulthood. This paper investigates the formation and development of occupational aspirations in a tracked educational system. We f…
The current study presents a multi-dimensional scale measuring the learning potential of the workplace (LPW), which is applicable across various occupational settings. Based on a comprehensive literature review, we establish four theoretically relevant dimensions of work-based learning, which togeth…
Based on career construction theory, the current research examined individual and contextual predictors for the professional competence of Chinese undergraduates majoring in social work (N=. 270). Results showed that career concern and career curiosity predicted social work students' professional co…
This paper analyses the impact of vocational specificity on school-to-work transitions in terms of initial job mismatches and socioeconomic status at the individual level. Considering heterogeneity amongst the various qualifications in Austria, the study finds that the positive impact of specificity…
Task mastery and social integration have been shown to be key elements in the adjustment process of young workers during the entry phase in a new organization. We analyzed the effect of task mastery and social integration on organizational commitment and occupational commitment of young workers in a…
The provision of workplace-based experiences (internship/placement) is an important component of the training program of students attending vocational education courses. Regarding the impact of such experiences on vocational development, research results are not conclusive enough, mainly, if we cons…
This two pronged study reports the initial validation of the psychometric properties and factor structure of the Career Adapt-Abilities Scale (CAAS) in the context of Papua New Guinea (PNG) and the investigation of the relationship between employability skills and career adaptability. Results of the…
This article focuses on which aspects of the learning environment, aimed at fostering career learning, correspond with the development of career competencies among students (aged 12-19. years) enrolled in prevocational and secondary vocational education in The Netherlands. Aspects of the learning en…
Development of career goals that are adapted to self and opportunities is a central component of adolescent career preparation. The present longitudinal study (conducted throughout the eighth grade with three assessment points) investigated how 330 Swiss adolescents simultaneously adapt career goals…
The transition from school to work is a central developmental task with long-term implications for the financial and social status of individuals. We argue that dynamic adjustments of aspirations play a decisive role for a successful outcome of the school to work transition, particularly in the cont…
A sample of 423 Swiss job entrants reported major change in general, as well as positive and negative work experiences one, two, and four years after finishing vocational training. Qualitative data analysis showed change in responsibility, increase in decision latitude, acquisition of new status (pr…
The current article provides an extension of the conceptual literature on the school-to-work transition (STWT). Specifically, we attempt to integrate this diverse literature by proposing a role identity approach to studying STWTs. Here, we suggest that an individual's work role identity plays three …
A successful school-to-work transition is a precursor of promising career development. In the present longitudinal study we investigated whether academic self-efficacy beliefs and grades in school at the ages of 12-15 would be associated with unemployment and job satisfaction at the age of 21. We fo…
This study sought to identify those factors that facilitate readiness for the transition from high school to work. Using an open-ended interview, the authors obtained narrative data from 17 high school juniors from two diverse school systems. A systematic, discovery-oriented, qualitative analysis st…
