文章基本信息

标题：Psychological resources, satisfaction, and career identity in the work transition: an outlook on Sicilian college students
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作者：Giuseppe Santisi ; Paola Magnano ; Silvia Platania 等
期刊名称：Psychology Research and Behavior Management
印刷版ISSN：1179-1578
电子版ISSN：1179-1578
出版年度：2018
卷号：11
页码：187-195
DOI：10.2147/PRBM.S164745
语种：English
出版社：Dove Medical Press Ltd
摘要：Background: The phases of career building today bring out a more complex process than in previous decades. Starting from the literature review, the university-to-work transition is considered a very important step in the future career of the graduates, and it involves some psychological resources and requires specific abilities. Methods: Research has examined the psychological resources that students at the end of a degree course can use in the university-to-work transition. The aim of the study is to verify the relationship between academic satisfaction and career identity, and the mediational role of readiness and confidence on this relationship. A group of 438 students were assigned to complete a questionnaire in order to examine the relationship between academic satisfaction and career identity and the role of core components of psychological resources: readiness and confidence as mediator. Results: The results indicated both a direct relationship between academic satisfaction and career identity and a mediated relationship with the influence of readiness and confidence for a transition. Adding to our results, we assert that academic satisfaction has a directed effect on confidence during the transition and is a predictor of career identity, both directly and by the mediation of readiness in career transitions. Conclusion: Career identity has implication for exploratory behavior, thus increasing the motivation and mindfulness that create a virtuous circle, influencing the development of knowledge and skills, which are the base of proactivity and confidence in construction of one’s future career.
关键词：career; transition; identity; satisfaction; resources