Journal of Career Development

In this study, we investigate the role of matching communication (i.e., relational messages received) in mentoring outcomes (mentor and protégé career attitudes). Specifically, we used data from a sample of 145 matched mentor–protégé dyads in a response surface analysis to show that matched relational messaging generally relates to mentors (and less consistently, protégés) reporting enhanced career satisfaction and career commitment. Furthermore, our findings are consistent with previous research showing that when relational messages (i.e., intimacy) or self-disclosure are matched at high or low (i.e., more extreme) levels, the mentor and protégé have the best outcomes. Additionally, beneficial mentor outcomes were maximized when levels of seriousness were matched at a moderate level. These results suggest that both levels of relational messaging, as well as the degree to which mentors and protégé match on these constructs influences mentoring outcomes. Study limitations, future directions for research, and implications for career development are discussed.

This study investigated the reciprocal relationship between self-perceived employability (SPE) and psychological well-being (PWB), a connection previously suggested by theory but not yet explored empirically in early career research. Drawing from the Conservation of Resources theory, we analysed the reciprocal effects between SPE and PWB. Using data collected from 376 Italian university students and graduates, we tested the hypotheses with the random intercept cross-lagged panel model (RI-CLPM) to analyse the SPE-PWB reciprocal linkage at both the between-person and within-person levels. While we observed a reciprocal SPE-PWB association across three waves at the between-person level, we obtained mixed findings at the within-person level. This study is the first to test the reciprocal associations between SPE and PWB among labour market entrants adopting a within-person approach. The findings offer new empirical insights into SPE during early career stages, with implications for both future research and practical applications.

Proactive career behaviors are critical for employee development, especially in today’s uncertain environment. This study explores the impact of work–family conflict on proactive career behaviors, focusing on the mediating role of career resilience and the moderating role of conscientiousness, grounded in the conservation of resources theory. Using two-wave data from 169 employees in China, the results show that work–family conflict leads to a decrease in proactive career behaviors, with career resilience serving as a mediator. Additionally, conscientiousness intensifies the negative effects of work–family conflict on proactive career behaviors. This research provides an initial investigation into the link between work–family conflict and proactive career behaviors, offering practical implications for human resource management and career counseling.

This work presents an advancement in a theory of career problem-solving and decision-making, namely, Cognitive Information Processing (CIP). New conceptualizations of the Pyramid of Information Processing domains and CASVE Cycle are defined and discussed. Developmental aspects, internal aspects and external presses of the career decision context, and the role of self-regulated learning are presented with implications for career counseling in fostering transferable career problem-solving and decision-making skills. The metacognitive aspect of CIP has been expanded to discuss the implications of new considerations of beliefs, experiences, and knowledge in reflecting on the career decision-making process. Suggestions for further avenues of research are proposed based on theoretical modifications presented.

The use of technology for educational purposes has become widespread with the advent of the fourth industrial revolution (Dal santo et al., 2022). Drawing from Masdonati’s et al. (2022) model, the current research aims to show that the digital educational context can allow for decent education and play a tremendous role in the success of the school-to-work-transition. The study develops a model exploring how digital educational context is related to motivation to learn, proactive skill development during university studies, and career satisfaction once employed. We tested our hypotheses with a three-wave panel study composed of 297 individuals via a structural equation modeling analysis involving a sequential mediation. The results support our hypotheses and emphasize the importance of digital educational context for a better school-to-work-transition through motivation to learn and proactive skill development. The study provides practical implications which are discussed.

This study aimed to analyze how career adaptability and job control can influence apprentices’ perceptions of their work as being decent and stressful. The participants included 530 Swiss apprentices enrolled in a three-year vocational education training (VET) program. Structural equation modeling showed a positive association between career adaptability and job control and a strong negative association between decent work perception and occupational stress. Career adaptability had a specific positive relationship with decent work perception, whereas job control had a significant relationship with both decent work and occupational stress. Finally, results indicate that decent work could be a possible mediator between career adaptability and occupational stress and between job control and occupational stress. The study suggests that some personal resources and specific work conditions, such as physical and psychological safety and working hours that allow leisure and rest, could help apprentices perceive their work environment as positive and manage occupational stress.