Differences in the Career Adaptability and Life Satisfaction According to Cluster Types Based on the Personal Growth Initiative and Career Calling

Abstract This study aimed to develop and validate a Polish version of the Personal Growth Initiative Scale - II (PGIS-II; Robitschek et al. Journal of Counseling Psychology, 59(2), 274–287, 2012). The PGIS-II assesses skills for intentional cognitive, behavioral, or affective change in one’s life. These skills may promote positive mental health (Robitschek and Hershberger Journal of Counseling & Development, 83(4), 457–469, 2005) that could benefit Polish individuals following cultural and political transformation since the late 1980’s when Poland regained sovereignty from communism (Muszczynski 2015). The second aim of this study was to verify the hypothesis that Personal Growth Initiative (Robitschek Measurement and Evaluation in Counseling and Development, 30, 183–198, 1998, Measurement and Evaluation in Counseling and Development, 31, 197–210, 1999) may be related to life satisfaction indirectly via presence of meaning in life. Participants were 530 Polish citizens (65.1% female) aged 15–84. Participants completed the PGIS-II (Polish version) and measures to assess construct validity. Confirmatory factor analysis supported a 4-factor structure similar to the original PGIS-II structure, with slight differences in item loadings. Internal consistency estimates for the scale and subscales were adequate to strong. PGIS-II (Polish version) scores correlated positively with measures of well-being, providing evidence for concurrent validity of the scale. There was a significant indirect effect of PGI’s relationship with life satisfaction via presence of meaning in life. The Polish version of the PGIS-II shows sound psychometric properties and may be used with Polish populations.

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The Relation of Career Adaptability to Work-Family Experience and Personal Growth Initiative Among Taiwanese Working Parents

Journal of Employment Counseling ◽

10.1002/joec.12071 ◽

2018 ◽

Vol 55 (1) ◽

pp. 27-40 ◽

Cited By ~ 1

Author(s):

Yu-Chen Wang ◽

Hsiu-Lan Shelley Tien ◽

Ching-Lin Wu

Keyword(s):

Personal Growth ◽

Career Adaptability ◽

Working Parents ◽

Family Experience ◽

Personal Growth Initiative ◽

Work Family ◽

Growth Initiative

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Positive Predictors of Career Adaptability Among Diverse Community College Students

Journal of Career Assessment ◽

10.1177/1069072720932537 ◽

2020 ◽

Vol 29 (1) ◽

pp. 115-128

Author(s):

Margo A. Gregor ◽

Ingrid K. Weigold ◽

Ginelle Wolfe ◽

Devynn Campbell-Halfaker ◽

Javier Martin-Fernandez ◽

...

Keyword(s):

College Students ◽

Community College ◽

Community College Students ◽

Personal Growth ◽

Career Adaptability ◽

Personal Growth Initiative ◽

Educational Barriers ◽

Diverse Community ◽

Growth Initiative ◽

And Coping

Career Construction Theory (CCT) posits that an individual’s vocational development occurs as a product of their readiness, resources, and responses to the environment in which they are situated. Thus, an individual’s ability to adapt to environmental demands is predicated on a number of complex and interwoven inter- and intrapersonal factors. This is particularly relevant to the community college student population who, relative to their 4-year university counterparts, experience disparate rates of educational barriers. Therefore, the purpose of this study was to use CCT as a theoretical framework for investigating the relations among agentic characteristics (personal growth initiative and grit), barriers (perceptions of academic and educational barriers and coping with barriers), and career adaptability in a sample of diverse community college students. Data from a sample of 309 community college students indicated that perceptions of barriers significantly predicted career adaptability through coping with barriers, grit, and personal growth initiative. Serial mediation was supported for the effect of perceptions of barriers on career adaptability through personal growth initiative and coping with barriers. Results also indicated that the proposed model accounted for 55% of the variance in career adaptability. Implications of these findings for research and practice are discussed.

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