Staying Insecure or Adapting? Career Adaptability and Insecurity on Self-Efficacy in Final-Year Students in University
Bibliographic record
Abstract
Purpose – This study aims to examine the effects of career adaptability and career insecurity on self-efficacy among final-year students in university, focusing on the mediating role of career self-management. Methodology – A correlational multifactor model was used with a sample of 416 students from the academic year 2022/2023 in South Sulawesi, Central Sulawesi, and West Sulawesi Provinces, Indonesia. Data were collected using the Career Self-Management Inventory, Career Decision Self-Efficacy (CDSE), Career-Related Adaptability and Optimism (CFI), and Career Insecurity Scale. Data were analyzed using path analysis with the JASP application. Findings – The findings revealed that career insecurity does not directly or indirectly affect self-efficacy, while career adaptability and optimism directly influence self-efficacy. Career insecurity showed no effect on adaptability, whereas optimism indirectly increased self-efficacy through career self-management. The career self-efficacy of final-year students is influenced by internal individual factors such as adaptability and career self-management, while career insecurity is an external factor that, although it affects students' feelings, does not diminish their confidence in achieving career success in the future. Novelty – The study uniquely explores the relationship between career insecurity, career adaptability, and self-efficacy during the career transition period among final-year students at the University. Significance – The findings can aid universities in developing curricula that not only prepare students in their fields of study but also enhance student’s career adaptability and self-management to the working world.
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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 | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| 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".