Institute of Educational Psychology and School Counseling, Faculty of Education, Beijing Normal University, 100875, Beijing, China.
Lab for Educational Neuroscience, Center for Educational Science and Technology, Faculty of Education, Beijing Normal University, 100875, Beijing, China.
J Youth Adolesc. 2024 Mar;53(3):718-731. doi: 10.1007/s10964-023-01884-6. Epub 2023 Oct 21.
Career adaptability, essential for high school students' career development, is closely associated with academic achievement. However, it is still unclear whether there exist multiple subgroups among Chinese high school students that exhibit distinct combinations of the career adaptability dimensions and whether these subgroups display significant differences in academic achievement. Using latent profile analysis, this study identified career adaptability profiles in Chinese high school students and examined their effects on academic achievement through a longitudinal design. Chinese high school students (Wave 1: N = 1783, 42.9% boys, M = 15.17, SD = 0.86; Wave 2: N = 1395, 42.9% boys, 82.4% science students, M = 16.19, SD = 0.88) completed a packet of measures on two occasions at eight-month intervals. Career adaptability was assessed at Wave 1, and academic achievement was assessed at Wave 2. Five distinct career adaptability profiles were identified: (1) Low control and confidence; (2) Below average; (3) Control dominant and low confidence; (4) Above average; (5) High. Profiles of career adaptability displayed significant differences in academic achievement. High, Above average, and Control dominant and low confidence students' achievements were significantly higher than Low control and confidence students. These findings indicate that students with an overall high level of career adaptability or more robust career control are more likely to achieve higher academic achievement. In addition, level (average scores of all dimensions across different profiles) and shape (distinct forms displayed by the specific combination of dimensions) effects exist in the influence of career adaptability profiles on academic achievement. This highlights the dynamic and diverse nature of adolescent career development within the Chinese high school context.
职业适应性是高中生职业发展的关键，它与学业成绩密切相关。然而，目前尚不清楚中国高中生中是否存在具有不同职业适应性维度组合的多个亚组，以及这些亚组在学业成绩上是否存在显著差异。本研究采用潜在剖面分析方法，确定了中国高中生的职业适应性模式，并通过纵向设计考察了这些模式对学业成绩的影响。中国高中生（第 1 波：N=1783，男生占 42.9%，M=15.17，SD=0.86；第 2 波：N=1395，男生占 42.9%，82.4%为理科生，M=16.19，SD=0.88）在 8 个月的间隔内两次完成了一整套测量。职业适应性在第 1 波进行评估，学业成绩在第 2 波进行评估。确定了五个不同的职业适应性模式：（1）低控制和信心；（2）低于平均水平；（3）控制主导和低信心；（4）高于平均水平；（5）高。职业适应性模式在学业成绩上存在显著差异。高、高于平均水平和控制主导、低信心的学生成绩明显高于低控制和信心的学生。这些发现表明，整体职业适应性水平较高或职业控制能力较强的学生更有可能取得更高的学业成绩。此外，在职业适应性模式对学业成绩的影响中存在水平（不同模式下所有维度的平均得分）和形态（不同维度的特定组合所表现出的不同形式）效应。这突显了中国高中背景下青少年职业发展的动态和多样性。
