Results

28:T50f,

Navigating pathways into education, training, and the workforce has always been challenging for young people. With the growing complexity of the world of work and varied post-secondary education pathways, providing support and guidance is crucial. In Australia, national policies such as the Australian Blueprint for Career Development, National Career Development Strategy, and the National Career Education Strategy aim to support young people's career readiness. Despite the acknowledged importance of careers education, there is limited national reporting on its current state in Australian secondary schools. This article explores the experiences of over 15,000 Year 10 students in Australian schools, using data from the first wave (2022) of the GENERATION longitudinal study. It examines student participation in various career education activities and focuses on equity of access. The study aims to address the following research questions: What careers education activities are Australian students participating in during Year 10? Does student participation vary by student characteristics or school characteristics? The findings highlight the importance of contextualizing career education practices and ensuring equitable access to career guidance and support for all students.

29:T45b,

This study examines how career resources influence pre-service teachers’ transition from university to workforce and their well-being. Using a longitudinal design, we analyzed data collected at two time points. We applied a latent profile analysis (LPA) to identify career resources profiles including calling, career adaptabilities, and career decision self-efficacy at T1 and a multivariate analysis of variance (MANOVA) to examine their influence on career outcomes (turnover intentions and job satisfaction) and well-being (flourishing and life satisfaction) at T2. From the LPA, a three-profile solution was identified distinguishing profiles with low, medium, and high levels of resources. Multinomial logistic regression revealed gender differences: female participants were more likely to belong to profiles characterized by higher career resources. MANOVA results demonstrated that profiles predicted career outcomes at T2. These results underscore the importance of cultivating career resources in teacher education programs and raise questions about the pivotal role of calling in career choice.

2a:T4ea,

Career construction theory (CCT) offers unique insights into how students gain career adaptability skills to become employable. Although universities provide the same education to their students, some students’ perceptions of employability may be lower than others’. This study examines the relationship between career adaptability and employability and the moderating role of personality within the context of CCT. The sample comprised 317 students from the economics and administrative sciences faculty at a state university in Türkiye. The measurement model and hypotheses were tested using convergent and discriminant validity, correlation, and regression analyses.

Results

showed that career adaptability significantly and positively affects perceptions of employability, and that consciousness and extroversion strengthened this relationship. Gaining career adaptability skills is especially essential for students low in consciousness and extroversion. The findings emphasize that personality traits serve as fine-tuning factors within the adaptive process, suggesting that tailored career guidance is particularly essential for students low in these traits to navigate challenging labor markets.

2b:T42c,

Understanding career goal discrepancies is vital for fostering adaptive career development. This study evaluated the psychometric properties of the Persian version of the Positive Career Goal Discrepancy Scale and tested its measurement invariance across gender among Iranian university students (N = 363). Confirmatory factor analysis supported both three first-order and second-order fac