Compromise, Well-Being, and Action Behaviors in Young Adults in Career Transition

Autor/inn/en	Creed, Peter A.; Blume, Kellie
Titel	Compromise, Well-Being, and Action Behaviors in Young Adults in Career Transition
Quelle	In: Journal of Career Assessment, 21 (2013) 1, S.3-19 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1069-0727
DOI	10.1177/1069072712453830
Schlagwörter	Young Adults; College Freshmen; Career Choice; Well Being; Behavior; Goal Orientation; Adjustment (to Environment); Career Planning; Career Exploration; Satisfaction; Multiple Regression Analysis; Student Surveys + Suchen Sie Ihr Suchwort? Young adult; Junger Erwachsener; Studienanfänger; Well-being; Wellness; Wohlbefinden; Zielorientierung; Zielvorstellung; Karriereplanung; Berufserkundung; Zufriedenheit; Schülerbefragung
Abstract	The authors surveyed 186 first-year university students and assessed their level of career compromise associated with making the transition to university. Compromise was operationalized as the discrepancy between the job characteristics of ideal and expected occupations. The authors also assessed career well-being (satisfaction, distress), action behaviors (planning, exploration), and goal adjustment (disengagement, reengagement). The authors expected compromise to be negatively associated with well-being and positively associated with action behaviors, and the relationship between compromise and the outcome variables (well-being, action behaviors) to be moderated by goal adjustment. Compromise was negatively associated with well-being, but not associated with planning or exploration, although the Compromise x Goal Adjustment interaction was significant. Disengagement and reengagement were not associated with well-being, although the Disengagement x Reengagement interaction was significant. Disengagement was associated with planning and exploration, reengagement was associated with exploration, and both interaction terms were significant. (Contains 4 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10