How Career Hope and Career Social Support Affect College Students' Career Engagement
The Role of Planned Happenstance Skills
Dados Bibliográficos
| ID | 21446532 |
|---|---|
| Autores | Xiaoli Shu (School of Education Science, Hanshan Normal University Chaozhou China), Weihua Ouyang (0000-0002-5310-6357, School of Mathematics and Statistics, Hanshan Normal University Chaozhou China, autor correspondente), Shenglan Xue (School of Education Science, Hanshan Normal University Chaozhou China) |
| Ano | 2025 |
| Volume | 60 |
| Fascículo | 4 |
| Data de publicação | 2025-12-01 |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | European Journal of Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.70314 |
| OpenAlex | W4415885159 |
| Idioma | EN |
| Referências citadas | 68 |
While hope and social support are recognised as key resources for college students' career development, the intricate mechanisms through which they jointly and dynamically influence career outcomes, and the critical role of proactive skills in translating these resources into action, remain insufficiently understood. This research programme systematically investigates these processes, integrating Hope Theory with the Planned Happenstance Theory. Across four studies using experimental, longitudinal and cross‐sectional methods, we demonstrate that career hope is a pivotal driver of career engagement (Study 1, N = 175), but its impact is contingent upon individuals' planned happenstance skills (Study 2, N = 172). Critically, our longitudinal data (Study 3, N = 320) revealed a virtuous cycle: career social support and career hope reciprocally mediate each other's positive relationship with engagement. A final confirmatory study (Study 4, N = 321) validated this complex network, showing that the mediating pathways are amplified when students possess high levels of planned happenstance skills. Collectively, these findings not only extend Hope Theory into the career domain but, more importantly, integrate it with Planned Happenstance Theory, revealing how internal agency (career hope) and external resources (career social support) interact with proactive skills (planned happenstance skills) to shape career engagement. This research provides a robust, multimethod foundation for designing targeted interventions to improve student career outcomes
Affect (linguistics) · Agency (philosophy) · Career Counseling · Career development · Cognitive Information Processing · Psychological intervention · Social support · Theory of planned behavior · Career Development and Diversity · Grit, Self-Efficacy, and Motivation · Optimism, Hope, and Well-being
Hope theory, measurements, and applications to school psychology.
Predictors of Objective and Subjective Career Success
Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance
G*Power 3
The effect of psychological capital on performance through the role of career engagement
The relationship between career-related social support and self-perceived employability
Life goals and proactive career behaviors
Secondary Students’ Academic Engagement Through Career Construction
Linking Future Decent Work Perceptions With Employment Anxiety
Social Class and Career Decision Self-Efficacy
Addressing common method variance and endogeneity in vocational behavior research
Hope across cultures
The impact of mentoring in higher education on student career development
The China Shock
School belonging and hope among at‐risk youth
Linking local and global
The influence of perceived social support on hope
Culture and social support
| Altamente citado | Não |
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