The role of optimism and engagement coping in college adaptation: a career construction model

Perera, Harsha N. and McIlveen, Peter (2014) The role of optimism and engagement coping in college adaptation: a career construction model. Journal of Vocational Behavior, 84 (3). pp. 395-404. ISSN 0001-8791

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Abstract

From the perspective of the career construction theory (Savickas, 2005, 2013), adaptation is fostered by adapt-ability resources via the process of adapting. Using this model, the current research tested hypotheses representing the conceptual formulation that academic and psychological adjustment (i.e., adaptation) are associated with optimism (i.e., an adapt-ability resource) via engagement coping (i.e., adapting). These hypotheses were tested in a short-term multiwave study with a sample of incoming college undergraduates (N = 236). The resultant data were largely consistent with the study’s hypotheses. In structural equations analyses optimism was shown to be a direct predictor of the greater use of engagement coping, and better psychological adaptation to college transition. Further, empirical tests of mediation revealed that the relations of optimism with academic and psychological adaptation were mediated by engagement coping.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Accepted version deposited in accordacne with the copyright policy of the publisher.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education
Date Deposited: 08 May 2014 01:57
Last Modified: 09 Jul 2015 05:00
Uncontrolled Keywords: optimism, college adaptation, coping, mediation, career construction theory
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130305 Educational Counselling
13 Education > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified
Socio-Economic Objective: C Society > 93 Education and Training > 9301 Learner and Learning > 930103 Learner Development
Identification Number or DOI: 10.1016/j.jvb.2014.03.002
URI: http://eprints.usq.edu.au/id/eprint/25051

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