Research Article
The Role of Career Adaptability on Dysfunctional Career Thought and Academic Satisfaction Key for a Successful School-To-Work Transition
@INPROCEEDINGS{10.4108/eai.15-9-2022.2335893, author={Agnes Avelia Roswita and Missiliana Riasnugrahani}, title={The Role of Career Adaptability on Dysfunctional Career Thought and Academic Satisfaction Key for a Successful School-To-Work Transition}, proceedings={Proceedings of the 1st Pedagogika International Conference on Educational Innovation, PICEI 2022, 15 September 2022, Gorontalo, Indonesia}, publisher={EAI}, proceedings_a={PICEI}, year={2023}, month={9}, keywords={academic satisfaction career adaptability career construction theory dysfunctional career thought school-to-work transition}, doi={10.4108/eai.15-9-2022.2335893} }- Agnes Avelia Roswita
Missiliana Riasnugrahani
Year: 2023
The Role of Career Adaptability on Dysfunctional Career Thought and Academic Satisfaction Key for a Successful School-To-Work Transition
PICEI
EAI
DOI: 10.4108/eai.15-9-2022.2335893
Abstract
The transition from school to the working life is a challenge that involves many factors, which are then related to student academic satisfaction. In this study, the CCT perspective was used to find out the dysfunctional relationship between career thought and academic satisfaction through career adaptability as mediator in final-year undergraduate students. Through convenience sampling method, online questionnaires were distributed to 344 final-year undergraduate students consisting of 99 men and 245 women. Participants filled out informed consent and self-report questionnaires which includes Career Thoughts Inventory, Career Adapt-Abilities Scale Short Form and Academic Satisfaction Scale. Through the results of data analysis with a simple mediation model 4, it was found that there was a significant direct and indirect relationship between dysfunctional career thought and academic satisfaction. This means that with career adaptability as a mediator of the relationship between dysfunctional career thought and academic satisfaction, the negative relationship of dysfunctional career thought with academic satisfaction can become stronger. The main implications of this study are suggestions for career development programs and student awareness to improve career adaptability to be able to overcome negative thinking and feel satisfaction.
