Navigating Career Obstacles: The Role of Personality, Parental Influence, and Adaptability
Bibliographic record
Abstract
Personality traits, parental career-related behaviours, and career adaptability have been shown to influence career development, but prior research has typically examined these factors in isolation. Parental career-related behaviours refer to actions such as support, interference, or disengagement in a child’s career decision-making. Career adaptability, in contrast, reflects an individual's capacity to manage career-related challenges through psychosocial strengths like confidence and control. Despite their theoretical relevance, these variables have rarely been studied together. Consequently, there remains a gap in the literature regarding how they jointly influence career anxiety, vocational self-concept, and career exploration in emerging adults. To address this, the present study analyzed survey data from 230 undergraduate students using hierarchical regression. The results demonstrated that career adaptability was the strongest predictor of both vocational self-concept and career exploration. Conversely, neuroticism, a personality trait associated with emotional instability, was the most robust predictor of career anxiety. Notably, parental career-related behaviours did not significantly predict any of the measured outcomes. Taken together, these findings emphasize the importance of adaptability in shaping early career development. Accordingly, career counseling interventions should prioritize adaptability training to improve student outcomes and foster more confident, autonomous career decision-making.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.004 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".