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With the ageing global population the demand for nursing jobs and the requirements for complex care provision are increasing. In consequence, nursing professionals need to be ready to adapt, obtain variety of skills and engage in career self-management. The purpose of this paper is to investigate individual, micro-level, resources and behaviors that can facilitate matching processes between nursing professionals and their jobs.

A survey-based study was conducted among 314 part-time and full-time nursing professionals in Hungary.

Consistent with the career construction theory, this study offers evidence on career adaptability as a self-regulatory resource that might stimulate nurses’ adaptation outcomes. Specifically, it demonstrates positive relationships between adaptive readiness (proactive personality and conscientiousness), career adaptability, adapting behaviors (career planning and proactive skill development) and adaptation outcomes (employability and in-role performance).

The cross-sectional design limits causal inference. Relatively small sample of full-time professionals for whom supervisory-ratings were obtained yields the need of further replication.

Stimulating development of nurses’ career adaptability, career planning, and proactive skill development can contribute to sustainable career management. It can facilitate the alignment of nurses to performance requirements of their current jobs, preventing individual person-job mismatch.

Zooming into the context of nursing professionals in Hungary, the study elucidates the understudied link between adaptivity and adapting responses and answers the call for more research that employs other-ratings of adaptation outcomes. It demonstrates the value of career adaptability resources for nurses’ employability and in-role performance.

This work contributes to the literature on career adaptability by examining the criterion validity of the Cooperation dimension, supporting the inclusion of cooperation into the career adaptability construct and informing the nomological network of career adaptability (Nye et al., 2018; Savickas and Porfeli, 2012). The authors also evaluate the improvements in cross-cultural generalizability argued for by Nye et al. (2018) by conducting a criterion validity study of the CAAS including cooperation using a non-Western sample.

Survey responses from a Chinese adult working sample (N = 208, 53.4% male) were analyzed via relative weights analysis, facilitating the comparison of the Cooperation dimension to other career adaptability dimensions and general adaptability.

Results demonstrate the added value of the Cooperation dimension across several work outcomes (i.e. work engagement, career commitment, occupational well-being, occupational stress) and highlight Cooperation in predicting interpersonal outcomes (i.e. supervisor and coworker satisfaction).

The inclusion of Cooperation, a dimension originally conceptualized as a career adaptability factor but only recently subjected to additional psychometric evaluation, within the career adaptability paradigm should promote both predictive validity and cross-cultural generalizability.

The purpose of this study is to evaluate the effects of nursing students' personality traits and leadership orientations on their career adaptability.

A total of 322 nursing students were enrolled in this cross-sectional study. The methods used to collect data included the semi-structured data collection form, five factors personality scale, leadership orientation scale and career adaptation-abilities scale.

The regression model created to determine the effects of personality traits and leadership orientations on the students’ career adaptability proved to be highly insightful. The students' leadership orientations have a statistically significant effect on their career adaptability score, with an explanatory coefficient of 43.1% and personality traits accounted for 18% of the career adaptability.

The results of this study indicated that leadership orientations and personality traits of the students exerted effects on the career adaptability of nursing students. Developing the leadership orientations of nursing students and being aware of their personality traits will contribute positively to the development of their career adaptability and strengthen the health system.

The purpose of this study is to examine the psychometric properties of the Career Adapt-Abilities Scale (CAAS-Arabic form) and investigates the relationship between Emirati students' employability skills and their career adaptability in the workplace, against the backdrop of the Fourth Industrial Revolution (IR 4.0).

A survey was conducted of 420 full-time, working and part-time students in their final year in the United Arab Emirates (UAEs).

As hypothesized, career adaptability is positively related to the employability skills of complex problem-solving, critical thinking, creativity, people management and coordinating with others, even when controlling for demographic characteristics.

Consistent with career construction theory, this study presents evidence of the instrumental role of skills required for IR 4.0 in managing career resources and subjective career success. Understanding the relationship between IR 4.0 skills and career adaptability offers valuable insights for academia and policymakers on formulating strategies and action plans to continually update Emirati students' transferable skills. It is also crucial for long-term success in human capital sustainability under the Emiratization policy.

This study is a preliminary step toward clarifying the complex mechanism through which career adaptability relates to career outcomes and sustaining employability. Concentrating on UAE undergraduates, this study elucidates the relationship between employability skills and career adaptability, and advocates more research employing boundary conditions that might limit their effects on adapting behaviors.

In a socioeconomic context that is undergoing continuous change, career adaptability emerges as a central construct for understanding the employability of graduates. The purpose of this paper is twofold: first, to analyze intra-individual differences in career adaptability among graduates between the end of graduation (time 1) and integration into the labor market 18 months later (time 2); and second, to analyze the effect of career adaptability on graduates’ employment status 18 months after completing graduation.

A sample of 183 graduates in four different study fields (Economics, Engineering, Social Sciences and Humanities and Law) completed the Career Adapt-Abilities Scale at two different points in time: when they graduated and 18 months after graduation. To assess intra-individual differences over time and the effect of career adaptability on graduates’ employment status, a repeated measures design was used.

The obtained results confirmed a positive association of the four dimensions of career adaptability, with higher scores for the group of employed graduates, in the two measurement times. No statistical differences emerged within personal variables.

This study evidences the relation of career adaptability and employability and demonstrates that it is possible to identify those students who are more vulnerable in terms of career adaptability resources before university-to-work transition and, on this basis, to outline specific interventions to promote their employability.

By adopting a design with two repeated measures of career adaptability, this study offers new insights about the specific role of adaptability in a university-to-work transition period.

In the current labour market, the competence to adapt is becoming significantly relevant for career development and career success. The construct of career adaptability, i.e. the capability to adapt to changing career-related circumstances and predict advancement in career development, seems to provide a fruitful scientific base for successful career intervention. The purpose of the study is exploratory, with the aim of providing new findings about the key predictors of this meta-competence that are relevant for career development.

Through a web-based survey, a convenience sample of 230 working participants completed an online questionnaire, including socio-demographic characteristics (age, gender, education), professional status (role seniority, sector of employment, professional role), professional development-related features (training, new professional assignments, financial incentives) and psychological factors (work self-efficacy, search for work self-efficacy and job satisfaction). Four-step hierarchical multiple regression analyses were conducted to understand which of these factors account for the most career adaptability variance.

Results highlight that work self-efficacy, search for work self-efficacy and education play a significant role in predicting career adaptability. Surprisingly, professional development-related features and professional status do not seem to have a relevant influence.

Training and career-development professionals can improve their understanding of which career-related skills and attitudes can increase one’s capability to cope with sudden changes and instability of the current labour market.

This study supports previous research, addressing the importance of career adaptability in times of dramatic change. It also provides some insight into the factors that could predict it.

The purpose of this paper is to determine the contribution of personal factors towards career adaptability among fresh graduates who had been employed for less than two years. This cohort is considered as entry-level employees in organisations. Several dimensions of personal factors focussed in this study were self-esteem, conscientiousness, spiritual intelligence and social support.

This study used a quantitative approach using a cross-sectional survey. This study sample comprised fresh graduate employees (n = 423) from four Malaysian public universities.

The regression model fitted the data; the personal factors significantly predicted fresh graduates’ career adaptability, F (4,418) = 31.982, p < 0.001. Conscientiousness showed the highest contribution compared to other variables, with social support being the lowest.

Owing to challenges faced by fresh graduates as entry-level employees, continuous career adaptation in the working environment is crucial for achieving satisfaction and success in life. All stakeholders, especially in higher education institutions, play an important role in inculcating the requisite personal traits in undergraduates to enhance their career adaptability upon joining the job market.

This study was conducted with fresh graduates as entry-level employees in Malaysia. It is hoped that the findings of this study would provide a better understanding of the impact of personal factors on career adaptability of fresh graduates in Malaysia so that the stakeholders involved could act accordingly to help fresh graduates enter the job market with the confidence to adapt to changes at the workplace.

This study aims to investigate the specific role of the components of ability-based emotional intelligence (their relative importance) in building different aspects of career adaptabilities and job-search success of university students.

This study employed survey data from 729 full-time students enrolled in an Indian university. Hierarchical regression analyses were conducted to test the hypotheses, and the size of indirect effect was tested using SPSS PROCESS macro.

The ability-based emotional intelligence, along with the use and regulation of emotion in job-search success, plays a significant role in shaping career adaptabilities and job-search success. The ability to use and regulate emotions does have its impact on job-search success through a self-regulatory psychological resource of control and confidence over one's career. Self-emotional appraisal is necessary for an individual to be concerned for a career which forms the initiation of any job-search.

Ability-based approach of enhancing emotional intelligence allows the university students to take a developmental approach in employment. This approach benefits the more “targeted approach to training interventions” provided by various stakeholders in the university, associated with career and employment.

Further, the study focuses on the psychological difficulties (over operational) faced by students in their employment endeavour. Both emotions and psychological resources are believed to play an important role in the career intervention. For instance, past researches have studied trait-based emotional intelligence as a personality construct. However, this study considers emotional intelligence as an ability-based aspect of intelligence, which “readily lends itself to interventions that can be enhanced through targeted training, coaching or counselling”.

Very little research has examined how adaptivity, adaptability resources, adapting responses and adaptation results are interlinked with each other. The current research aims to investigate whether career adaptability influences job outcomes via job content plateau. Taking career construction theory (Savickas, 2005) as a base, the research model of this study posited that employee's favorable job outcomes, i.e. job satisfaction and performance depend upon their psychosocial meta-capacities (career adaptability) and job content plateau. Further, the study is the first to examine the moderating role of proactivity among career adaptability, job content plateau and job outcomes relationship.

It is a two-wave longitudinal study, quantitative in nature and has collected data from 357 faculty members of Indian universities. The hypotheses have been empirically tested through the structural equation modeling technique.

The moderated mediation model was supported, and as predicted, (1) career adaptability was positively related to job outcomes and (2) the mediated relationship between career adaptability and job outcomes via content plateau was stronger for individuals with high levels of proactivity.

The study encourages career management practitioners and counselors to integrate proactive behaviors and career adaptability into counseling techniques to equip clients with necessary skills and deal with unfavorable job experiences, thereby engendering favorable job outcomes.

The current study is the first to test the intervening effect of proactivity in career adaptability and job outcomes relationships via job content plateau.

The purpose of this paper is to investigate how positive affectivity (PA) moderates the indirect effects of positive and negative career shocks – unplanned and often unexpected external events whose effects cannot be anticipated or countered – on thriving via career adaptability.

The authors empirically tested the moderated mediation model with a structural equation modeling (SEM) approach. The study was performed with a valid sample of professionals who had experienced work-related career shocks.

The results indicated that career adaptability mediated the effects of positive and negative career shocks on thriving. In addition, the slope of the relationship between negative shocks and adaptability became positive for high levels of PA. The authors also found an indirect effect of negative career shocks on thriving at all levels of PA and importantly, when PA was high, the effects of negative shocks on thriving became positive.

Individuals may use emotional reappraisal strategies to counter negative feelings that accompany negative events to mitigate the negative effects of such events. By strengthening their positivity, individuals facilitate their own perception of shocks, thereby minimizing the possibility of a decrease in adaptability resources.

This paper advances understanding of those mechanisms through which negative shocks lead to positive effects that can help individuals improve their career adaptability and thrive.