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Social-Emotional Skills, Career Adaptability, and Agentic School Engagement of First-Year High School Students

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  • Íris M. Oliveira

    (Faculty of Philosophy and Social Sciences, Centre for Philosophical and Humanistic Studies, Universidade Católica Portuguesa, 4710 Braga, Portugal
    Association of Psychology, University of Minho, 4710 Braga, Portugal)

  • Inês de Castro

    (Association of Psychology, University of Minho, 4710 Braga, Portugal
    School of Psychology, University of Minho, 4710 Braga, Portugal)

  • Ana Daniela Silva

    (Association of Psychology, University of Minho, 4710 Braga, Portugal
    School of Psychology, University of Minho, 4710 Braga, Portugal)

  • Maria do Céu Taveira

    (Association of Psychology, University of Minho, 4710 Braga, Portugal
    School of Psychology, University of Minho, 4710 Braga, Portugal)

Abstract

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.

Suggested Citation

  • Íris M. Oliveira & Inês de Castro & Ana Daniela Silva & Maria do Céu Taveira, 2023. "Social-Emotional Skills, Career Adaptability, and Agentic School Engagement of First-Year High School Students," IJERPH, MDPI, vol. 20(8), pages 1-11, April.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:8:p:5597-:d:1128535
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    References listed on IDEAS

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    1. Farnaz Mehdipour Maralani & Azre Shalbaf & Masoud Gholamali Lavasani, 2018. "Agentic Engagement and Test Anxiety: The Mediatory Role of the Basic Psychological Needs," SAGE Open, , vol. 8(2), pages 21582440187, April.
    2. Paola Magnano & Ernesto Lodi & Andrea Zammitti & Patrizia Patrizi, 2021. "Courage, Career Adaptability, and Readiness as Resources to Improve Well-Being during the University-to-Work Transition in Italy," IJERPH, MDPI, vol. 18(6), pages 1-16, March.
    3. Huaruo Chen & Tingting Fang & Fan Liu & Liman Pang & Ya Wen & Shi Chen & Xueying Gu, 2020. "Career Adaptability Research: A Literature Review with Scientific Knowledge Mapping in Web of Science," IJERPH, MDPI, vol. 17(16), pages 1-21, August.
    4. Oleksandr S. Chernyshenko & Miloš Kankaraš & Fritz Drasgow, 2018. "Social and emotional skills for student success and well-being: Conceptual framework for the OECD study on social and emotional skills," OECD Education Working Papers 173, OECD Publishing.
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