Young emerging adults' graduateness and career adaptability: Exploring the moderating role of self-esteem. Issue 1 (29th February 2016)

• Record Type: Journal Article
• Authors: Ismail, Sadika; Ferreira, Nadia; Coetzee, Melinde
• Is Part Of: Journal of psychology in Africa. Volume 26:Issue 1(2016)
• Page Start: 1
• Page End: 10
• Publication Date: 2016-02-29
• Subjects: career adaptability -- emerging adults -- employability -- graduateness skills -- global/moral citizenship -- lifelong learning -- scholarship -- self-esteem -- vocational skills; Psychology -- Africa, Sub-Saharan -- Periodicals; Psychology -- Latin America -- Periodicals; Black people -- Latin America -- Psychology -- Periodicals; Black people -- Africa, Sub-Saharan -- Psychology -- Periodicals; 155.8496
• DOI: 10.1080/14330237.2016.1148417
• Languages: English
• ISSNs: 1433-0237

Abstract

Abstract : This study investigated the moderating role of self-esteem on young emerging adults' in their school-to-work transition phase of graduateness skills and career adaptability. A non-probability convenience sample ( n =332) of undergraduate black (98.5%) and female (62%) young emerging adults (18–29 years) at a Further Education and Training (FET) college in South Africa participated in the study. Participants completed the Culture Free Self-esteem Inventory for Adults (CFSEI 2-AD, Battle, 1992 ), the Graduateness Skills and Attributes Scale (GSAS, Coetzee, 2010 ) and the Career Adapt-abilities Scale (CAAS, Savickas & Porfeli, 2012 ). Hierarchical moderated regression analysis indicated significant interaction effects between self-esteem and overall graduateness, lifelong learning and global/moral citizenship skills and attributes in moderating overall career adaptability. The relationship between the participants' graduateness skills and attributes (overall graduateness, global/moral citizenship, and lifelong learning) and their career adaptability was significantly stronger when their self-esteem was high than when their self-esteem was low. The finding suggests self-esteem to influence self-perceived graduateness skills and career adaptability in emerging adults.