Akkermans Jos, Paradniké Kristina, Van der Heijden Beatrice I J M, De Vos Ans
School of Business and Economics, Vrije Universiteit Amsterdam, Amsterdam, Netherlands.
Institute of Psychology, Mykolas Romeris University, Vilnius, Lithuania.
Front Psychol. 2018 Sep 12;9:1678. doi: 10.3389/fpsyg.2018.01678. eCollection 2018.
In addition to acquiring occupation-specific knowledge and skills, students need to develop a set of career self-management skills - or resources - that helps them to successfully maneuver the various career-related challenges they face and that stimulate their well-being, engagement, and performance in studying tasks. In the current study, we apply the Job Demands-Resources (JD-R) theory in an educational setting and suggest that career adaptability and career competencies are important career resources that predict both life satisfaction and academic performance via students' satisfaction with the choice of their major and study engagement. Undergraduate students ( = 672) from nine different colleges and universities in Lithuania participated in the study. The results revealed that career adaptability and career competencies were positively linked to students' life satisfaction, both directly and via study engagement. In addition, these career resources were positively, yet indirectly, related to academic performance via study engagement. Overall, the results suggest that career resources contribute to study engagement, life satisfaction, and academic performance. The results of our study further support JD-R theorizing and its applicability in student samples. Further theoretical and practical implications are discussed.
除了获取特定职业的知识和技能外，学生还需要培养一系列职业自我管理技能——或资源——这些技能有助于他们成功应对所面临的各种与职业相关的挑战，并能促进他们在学习任务中的幸福感、参与度和表现。在本研究中，我们将工作要求-资源（JD-R）理论应用于教育环境，并提出职业适应性和职业能力是重要的职业资源，它们通过学生对所选专业的满意度和学习参与度来预测生活满意度和学业成绩。来自立陶宛九所不同学院和大学的672名本科生参与了该研究。结果表明，职业适应性和职业能力与学生的生活满意度直接相关，且通过学习参与度也呈正相关。此外，这些职业资源通过学习参与度与学业成绩呈正相关，但为间接关系。总体而言，结果表明职业资源有助于学习参与度、生活满意度和学业成绩。我们的研究结果进一步支持了JD-R理论及其在学生样本中的适用性。文中还讨论了进一步的理论和实践意义。
