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Career adaptation: The relation of adaptability to goal orientation, proactive
personality, and career optimism
Laramie R. Tolentino, Patrick Raymund James M. Garcia, Vinh Nhat
Lu, Simon Lloyd D. Restubog, Prashant Bordia, Carolin Plewa
PII: S0001-8791(13)00170-X
DOI: doi: 10.1016/j.jvb.2013.11.004
Reference: YJVBE 2759
To appear in: Journal of Vocational Behavior
Received date: 28 October 2013
Please cite this article as: Tolentino, L.R., Garcia, P.R.J.M., Lu, V.N., Restubog, S.L.D.,
Bordia, P. & Plewa, C., Career adaptation: The relation of adaptability to goal orien-
tation, proactive personality, and career optimism, Journal of Vocational Behavior (2013),
doi: 10.1016/j.jvb.2013.11.004
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CAAS – AUSTRALIA 1
Career adaptation: The relation of adaptability to goal orientation, proactive personality,
and career optimism
Tolentino, Laramie R.1, Garcia, Patrick Raymund James M. 1, Lu, Vinh Nhat 1, Restubog, Simon
Lloyd D. 1, Bordia, Prashant1, and Plewa, Carolin2
1 Research School of Management, The Australian National University, Australia
2 The University of Adelaide, Australia
Authors’ Note:
This research was partially funded by the Australian Research Council – Discovery Scheme
awarded to the fourth and fifth authors. Correspondence concerning this article should be sent to
Laramie Tolentino, Research School of Management, College of Business and Economics, The
Australian National University, Acton 2601 ACT Australia, Email:
laramie.tolentino@anu.edu.au
1. Introduction
In recent years, there has been a growing interest in understanding how individuals,
through their self-regulative capacities, respond to the changing nature of careers. This has led to
the collaborative development of the Career Adapt-Abilities Scale (CAAS), a 24-item instrument
designed to measure the psychosocial construct of career adaptability in different countries. Each
of the four subscales consists of six items measuring adaptability resources of concern, control,
curiosity and confidence (Savickas & Porfeli, 2012). As a set of psychosocial resources and
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transactional competencies, the formation of career adaptability is contingent upon the dynamic
interplay between personal and environmental factors. Further empirical validation across
different contexts is thus necessary given the varying levels of opportunities (e.g., access to
education and employment) and constraints (e.g., shrinking employment prospects) influencing
the development and use of career adaptability resources. While the CAAS international form
demonstrated excellent reliability and cross-national measurement equivalence (Savickas &
Porfeli, 2012), its validity for use in the Australian context requires further psychometric
evidence.
In view of this, we aim to contribute to this line of work by examining the construct
validity and test-retest reliability of CAAS along with the fit of its multidimensional and
hierarchical model in the Australian context. This paper also aims to further elaborate the
nomological network of career adaptability by investigating its relationship with adaptivity, the
trait component in the model of career adaptation. Specifically, the model states that successful
adaptation is expected for individuals who are willing (adaptivity) and able (adaptability) to
express fitting behaviors that address changing conditions (Savickas & Porfeli, 2012). In the
research reported here, adaptivity is conceptualized as self-regulative tendencies and
operationalized as learning goal orientation, proactive personality, and career optimism. Overall,
the current study examines the psychometric properties of CAAS and the relationship between
career adaptability (resources) and adaptivity (readiness), with the expectation that individuals
who are more willing to adapt their behaviors develop better career competencies (i.e., adapt-
abilities: concern, control, curiosity, and confidence) to effectively manage changing work
conditions.
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To further explain the contextual relevancy of our research, we provide in the next
section a brief description of the Australian work situation with particular focus on pertinent
youth career-related issues. We also highlight the significance of career adaptability in their
coping with the impact of adverse economic conditions in the labor market.
1.1. The Australian Context
In comparison to other developed countries, Australia has demonstrated remarkable
resilience from the extensive economic losses that ensued from the global financial crisis. Its
robust labor market is characterized by employment growth in the last five years. Alongside this
growth is a notable increase in the proportion of young Australians participating in formal
education and vocational training (Department of Education, Employment, and Workplace
Relations, 2013). Moreover, Australia fared well and generally above the recent Organisation
for Economic Co-operation and Development’s (2013) country average on youth education and
employment (e.g., tertiary education completion rate of 82% by comparison to OECD’s average
rate of 70%) and employment indicators (e.g., employment rate of 60.7% by comparison to
OECD’s average rate of 37.8%).
However, Australia’s steadfast labor market remains at risk as the unstable conditions of
the global economy threaten to slow down its domestic productivity. The International Labour
Organization (2013) projects a wide ranging and dispiriting upward trend in unemployment
instigated by the global economy’s slow recovery. Over one year, Australia’s unemployment rate
has slightly increased from 5.2% to 5.6%, with its labor under-utilization rate (i.e., workforce
over-qualification and skills mismatch) increasing from 12.5% to 13.3% (Australian Bureau of
Statistics, 2013a). Further, the ILO’s (2013) global trend report suggests that young people are
most vulnerable to the prevailing job crisis. In the case of young Australians, the observed
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upward trend in educational participation and completion levels occur alongside an increased
movement towards casual employment and high underemployment rates as transition and access
to full-time employment remain highly competitive (Foundation for Young Australians, 2013).
In effect, the current slow recovery of the global economy and unrelenting labor market volatility
dim the bright career prospects of young people. For instance, around 76.1% of bachelor degree
graduates seeking fulltime jobs were in fulltime employment within four months of completing
their degrees in 2012 (Graduate Careers Australia, 2012), a decrease from 79.2% in 2009 and
85.2% in 2008. Thus, it is imperative to further understand how young people can be more
equipped to navigate through an increasingly complex work environment characterized by rapid
and pervasive change.
1.2. Career adaptability
In today’s fast-evolving career context marked by multiple transitions and increased
personal responsibility, generic competencies transferrable to various occupational situations, in
addition to discipline-specific and technical skills, are increasingly becoming more valued in the
workforce. For instance, self-management skills are highlighted in various national policy
reports (e.g., The Australian Blueprint for Career Development and Employability Skills for the
Future Framework) as one of the vital generic skills for the Australian workforce. Australian
employers also noted these generic skills as enabling factors for organizational productivity as
well as employee career development (Miles Morgan Australia, 2010; Australian Chamber of
Commerce and Industry Business Council, 2002). Correspondingly, research evidence suggests
that career adaptable individuals are more capable of finding better job opportunities,
successfully transitioning to work, and securing high quality employment (Klehe, Zikic, Koen,
Klehe, & van Vianen, 2012; van Vianen, Koen, & Buyken, 2012).
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Career adaptability is one of the key enabling meta-competencies in a fast-paced and
evolving work context (Hall & Mirvis, 1995; Savickas et al., 2009). It refers to a set of “attitudes,
competencies, and behaviors that individuals use in fitting themselves to work that suits them”
(Savickas, 2013; p.45). A multidimensional construct, it is comprised of four self-regulatory
strengths (i.e., concern, control, curiosity, and confidence) that facilitate preparation for current
and anticipated occupational changes. First, concern pertains to a time perspective towards
preparation for one’s career future such as developing a career vision. Second, control indicates a
sense of ownership and responsibility to exert influence on one’s career. Third, curiosity refers to
the interest in exploring possible selves and career opportunities in one’s environment. Lastly,
confidence pertains to the pursuit of career aspirations and an anticipation of success in face of
obstacles. Overall, these four adapt-abilities enable adjustment to career-related changes, person-
environment integration, and successful transitioning across the career lifespan (Savickas &
Porfeli, 2012).
1.3. Adaptivity
The career construction model of adaptation posits adaptivity as the trait component that
shapes the development and use of career adaptability resources. Adaptivity denotes readiness to
change as well as willingness to negotiate career uncertainties with fitting responses (Savickas &
Porfeli, 2012). In a study consisting of university students and full-time workers, Tolentino and
her colleagues (2013) conceptualized adaptive readiness in terms of a dual-process coping model
(i.e., assimilative and accommodative tendencies). They reported that both assimilative and
accommodative tendencies were positively associated with career adaptability and adaptation
outcomes (e.g., career satisfaction and career promotability).
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We move this line of research forward by conceptualizing adaptivity as a compound trait
in the form of self-regulative tendencies (i.e., learning goal orientation, proactive personality,
and career optimism) and testing its relationship with career adaptability. Aligned with Savickas’
(2013) Career Construction Theory, the theoretical underpinnings of learning goal orientation,
proactive personality, and career optimism are anchored in self-regulation capacities of
individuals to respond and adjust successfully to life circumstances. Ancillary research also
suggests that individuals who have the propensity to be proactive, flexible, and open to new
experiences are more likely to manage their careers effectively than those who do not possess
these traits (Eby, Butts, & Lockwood, 2003; van Vianen et al., 2012). In the following section,
we outline the theoretical considerations for using learning goal orientation, proactive
personality, and career optimism as operational indicators of adaptive readiness. Next, we
develop formal hypotheses linking each construct with career adaptability.
1.3.1. Learning Goal Orientation
Individuals differ in their willingness to adapt and respond to career circumstances
(Savickas & Porfeli, 2012). To explicate this variation in adaptive readiness, we first draw from a
mastery goal orientation perspective which puts forward individual differences in the construal
of career situations and motivational patterns relevant to career adaptability. Specifically, we
conceptualize adaptivity in terms of learning goal orientation, a relatively stable dispositional
trait characterized by the pursuit of competence development and effective persistence in the
face of obstacles (Dweck, 1986). Learning goal-oriented individuals perceive ability as malleable
and proficiency as contingent on expended effort. As a result of this mastery orientation, they
tend to engage in adaptive behaviors to enhance competencies such as setting higher goals, goal
striving, and welcoming feedback in response to challenging life circumstances (Dweck &
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Leggett, 1988). They also view challenging situations as an opportunity for development. Hence,
learning goal oriented individuals are more likely to perceive life circumstances (e.g., work
transitions) as career enablers rather than barriers. This tendency towards maximizing personal
growth may also propel individuals to further develop their ability to adapt to career-related
challenges. In sum, the adaptive motivational pattern inherent in learning goal orientation
facilitates the generation of self-regulative strategies essential to career adaptation as it promotes
the ― establishment, maintenance, and attainment of personally challenging and personally
valued achievement goals (Dweck, 1986, p.1040).
The particular focus on progress and effort among learning goal-oriented individuals
fosters self-regulatory strategies underpinning successful career adaptation. Past research has
correspondingly found that an individual’s endorsement of learning goal orientation associated
with desirable outcomes such as positive coping (Elliot & Dweck, 1988), help-seeking behaviors
(Ryan & Pintrich, 1998), higher goal commitment (Klein & Lee, 2006), and self-esteem (Button,
Mathieu, & Zajac, 1996). In the context of career development, higher learning goal orientation
associated with increased self-directed learning, career aspirations, career decision-making self-
efficacy, and career satisfaction (Baek-Kyoo, Sunyoung, & Jeong, 2013; Creed, Tilbury, Buys,
& Crawford, 2011; Garcia, Restubog, Toledano, Tolentino & Rafferty, 2012; Godshalk & Sosik,
2003). Based on this research evidence, it is clear that learning goal orientation is a trait that
fosters development of adaptability in the form of career competencies such as exploration,
planning, and goal pursuit towards personal development. Thus, we expect that learning goal-
orientation associates positively with career adaptability (Hypothesis 1).
1.3.2. Proactive Personality
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In addition to willingness to adjust to change, adaptivity also involves readiness to take
action in order to improve one’s career circumstances (Savickas, 2013). To this end, we further
conceptualize adaptivity in terms of proactive personality which pertains to an individual’s
predisposition to initiate action aimed at influencing one’s environment (Bateman & Crant,
1993). Aligned with the emphasis on personal agency in Career Construction Theory, the
proactive perspective posits that individuals can enact change to improve their current
circumstances and are not always passive recipients of environmental constraints (Crant, 2000).
When faced with the need for career adaptation, proactive individuals are likely to successfully
prepare for and negotiate career-related changes given their propensity to identify opportunities
for improvement and create work environments that are congruent with their vocational needs
(Bateman & Crant, 1993; Seibert, Crant, & Kraimer, 1999). Thus, we expect proactive
individuals to be more responsive in actively shaping their work environment and developing
their career adaptability resources.
Several lines of research suggest a positive association between proactive personality and
career adaptability. First, the individual’s propensity to be proactive has been found to be
associated with self-regulative strategies, such as goal setting (Fugate, Kinicki, & Ashforth,
2004); optimism (Rottinghaus, Day, & Borgen, 2005); as well as coping, information seeking,
and self-direction (Seibert et al., 2001). Past research has also demonstrated its positive
relationship to a number of important job-related outcomes, such as job performance (Crant,
1995); tolerance for stress in demanding jobs (Parker & Sprigg, 1999) and leadership
effectiveness (Bateman & Crant, 1993; Crant & Bateman, 2000; Deluga, 1998). Similarly, career
researchers pointed out the role of proactivity in relation to a boundaryless career mindset
(Jackson, 1996; Mirvis & Hall, 1996) and protean career orientation (Creed, Macpherson, &
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Hood, 2010). Further empirical studies also support the positive association between proactivity
and desirable career outcomes (e.g., socialization and organization entry in Ashford & Black,
1996; Morrison, 1993; career planning in Frese et al., 1999; and career success in Seibert, Crant,
& Kraimer, 1999; Seibert, Kraimer, & Crant, 2001). Consistent with these theoretical and
empirical considerations, we expect that proactive personality associates positively with career
adaptability (Hypothesis 2).
1.3.3. Career Optimism
Finally, we conceptualize adaptivity in terms of career optimism, defined as a non-
intellective motivational factor reflecting expectations of the best possible outcome in relation to
one’s future career development (Rottinghaus, Day, & Borgen, 2005). An optimistic individual is
characterized as ― keenly interested in his/her career future, enthusiastically engages in learning
that is directly related to that imagined future, and feels comfortable that he/she is on the
appropriate path for career success (McIlveen, Beccaria, & Burton, 2013, p.230). This positive
future orientation inherent in career optimism relates to adaptive readiness as it allows
individuals to remain confident as they negotiate career obstacles and perform career planning
tasks. Accordingly, optimists are likely to demonstrate willingness to respond to, and confidently
overcome, career impediments.
The rationale for using career optimism to measure an aspect of adaptivity is drawn from
the idea that positive expectancies compel individuals to instigate and sustain efforts to cope with
adversities such as career instability (Scheier, Carver, & Bridges, 1994). Optimists tend to
manage change and uncertainty favorably because they are able to demonstrate flexibility when
appraising and responding to new situations (Aspinwall, Richter, & Hoffman, 2001). As a result,
optimists adjust better to life circumstances because they have more stable and adaptive coping
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tendencies (Carver, Scheuer, & Weintraub, 1989; Scheier, Carver, & Bridges, 1994). A solid
body of research has shown the benefits of optimism on health-related adjustment (e.g., better
quality of life and subjective well-being in Scheier & Carver, 1992; less psychological distress in
Fitzgerald et al., 1993; Carver et al., 2005; Trunzo & Pinto, 2003) as well as on academic
adjustment and satisfaction (Aspinwall & Taylor, 1992; McIlveen, Beccaria, & Burton, 2013).
Furthermore, optimism has not only been found to predict adaptive career planning strategies
(Creed, Patton, & Bartrum, 2002), career optimistic individuals have been reported as striving
higher academically, report greater comfort with their educational and career-related plans, as
well as engage in activities that enhance their career insight (Rottinghaus, Day, & Borgen, 2005).
For these reasons, we expect that career optimism associates positively with career adaptability
(Hypothesis 3).
2. Method
2.1. Participants and procedures
The overall sample consisted of 555 undergraduate university students enrolled in
business and management courses at two universities in South Australia and the Australian
Capital Territory. The latest Australian Social Trends indicate business and management (25%)
as one of the most popular fields of study and report the Australian Capital Territory as the state
with the largest proportion of higher education students (Australian Bureau of Statistics, 2013b).
Four hundred forty seven students were used to test Hypothesis 1 to 3, while 108 additional
students were used to examine the test-retest reliability of CAAS. A member of the research
team explained the purpose of the study, administered, and collected completed questionnaires
during class time at three data collection points during the semester. At Time 1, participants
received a survey packet containing measures of adaptivity (e.g., learning goal orientation,
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proactive personality, and career optimism). At Time 2, four weeks after Time 1, the same
participants (N = 447) and an additional 108 students were asked to answer the career
adaptability scale. To examine the test-retest reliability of CAAS, a subsample of 108 students
from the overall sample of 555 completed the career adaptability scale four weeks later (after
Time 2 data collection). The overall sample comprised 57% female with a mean age of 22.10
years (SD = 2.19).
2.2. Measures
Unless otherwise specified, the response format for all items, excluding demographic
variables, was a 7-point Likert-type scale (1 = strongly disagree; 7 = strongly agree). This
response format was employed as opposed to the 5-point Likert scale used in previous CAAS
studies to provide participants with a wider range of response anchors to choose from and to also
minimize neutral responses in the scale (Matell & Jacoby, 1972). Previous research suggests that
limited response options may result in loss of power and difficulty in detecting significant effects
(Aguinis, Bommer, & Pierce, 1996).
2.2.1. Career Adapt-Abilities Scale (Savickas & Porfeli, 2012)
The CAAS-International form contains 24 items that combine to yield a total score
indicating career adaptability (for the items, see Savickas & Porfeli, 2012). The 24 items are
divided equally into four subscales that measure the adaptability resources of concern, control,
curiosity, and confidence. The item descriptive statistics and loadings from the confirmatory
factor model appear in Table 1. The overall scale for the CAAS-International has a reported
reliability of .92, which is higher than the subscale reliability estimates for concern (α =.83),
control (α =.74), curiosity (α =.79), and confidence (α =.85) (Savickas & Porfeli, 2012). The
reliabilities of the subscales for this sample are displayed in Table 1. The overall scale from the
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CAAS-Australia had a reliability of .94, which is higher than the subscale alphas for concern (α
=.85), control (α =.84), curiosity (α =.84), and confidence (α =.89). Overall, the reliabilities are
generally higher for this sample relative to the total international sample.
2.2.2. Learning goal orientation (Button, Mathieu, & Zajac, 1996)
Learning goal orientation was measured at Time 1 using an 8-item scale. Participants
indicated how strongly they agreed with statements such as: “The opportunity to extend the range
of my abilities is important to me” and “I prefer to work on tasks that force me to learn new
things.” The internal consistency for this scale in this sample was .90.
2.2.3. Proactive personality (Bateman & Crant, 1993)
Due to time constraints imposed by the participating universities, we used a shorter 10-
item version of the original measure of proactive personality. The 10 items with the highest
factor loadings were retained out of the original 17-item scale. Participants were asked to rate
the extent to which they agreed with statements such as: “I am constantly on the lookout for
ways to improve myself” and “I always look for better ways to do things.” Internal consistency
for this scale in this sample was .90.
2.2.4. Career optimism (Rottinghaus, Day, & Borgen, 2005)
Career optimism was measured using a 10-item scale. The scales were slightly modified
to reflect optimism regarding the students' future business ventures. One item (e.g., it is difficult
for me to set career goals) was dropped because it was too general to be modified in relation to
future business ventures. A sample item is, “Thinking about my future business venture inspires
me” and “I am eager to pursue my business dreams.” Internal consistency for this scale was .80.
3. Results
3.1. Descriptive statistics and correlations of the CAAS-Australia form
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The CAAS-Australia item means and standard deviations suggest that the typical
response was in the range of strong to very strong. Skewness and kurtosis values for the 24
items CAAS-Australia ranged from (-.91 to -.21) and (-.28 to 1.16) respectively suggesting that
the items conform to the assumptions of confirmatory factor analysis for this sample. Scale
means, standard deviations, and zero-order correlations for all study variables appear in Table 4.
Skewness and kurtosis values for the four CAAS-Australia subscales ranged from -.37 to -.08
and -.35 to .40 respectively. These values suggest that the subscales conform to the assumptions
of correlation-based statistics for this sample. Correlations among the adaptability subscales and
the adaptability total score ranged from .54 to .87 and were all statistically significant (p<.001)
(see Table 2).
3.2. Confirmatory factor analysis
Confirmatory factor analysis (CFA) showed that data for CAAS-Australia fit the
theoretical model very well. The fit indices of RMSEA = .049 and SRMR = .041 conform to
established joint fit criteria (Hu & Bentler, 1999) and compare favorably to the fit indices for the
CAAS-International model (RMSEA = .053 and SRMR = .039). The standardized loadings (see
Table 1) suggest that all items are strong indicators of the second-order constructs, which are in
turn strong indicators of the third order adaptability construct.
3.3. Comparison of the CAAS-Australia factor model to international factor model
Comparing the CAAS-Australia hierarchical factor model to the model for the CAAS-
International indicated that the loadings of first-order items on the second-order factors of
adaptability were generally higher. Only few items emerged as slightly lower (concern #1 and
#6) or equal to (confidence #6) the loadings found in the CAAS-International sample. Of the
second-order constructs, concern (CAAS-Australia = .73; CAAS-International = .78) and
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confidence (CAAS-Australia = .85; CAAS-International = .90) exhibited the greatest difference
in loading between the Australian and international samples, with the international sample
exhibiting a stronger loading. While the loading for control was slightly higher in the Australian
sample (CAAS-Australia = .88; CAAS-International = .86), a similar loading of .88 was obtained
for curiosity for both CAAS-Australia and CAAS-International.
3.4 Test-retest reliability
To examine the temporal stability of the CAAS-Australia, we calculated test-retest
reliabilities using Pearson product moment correlations based on a 4-week interval. A total of
108 students from the overall sample of 555 were included in this analysis. Table 3 presents
estimates of internal consistency and test-retest reliabilities for the CAAS-Australia total score
and subscales. All subscales and the total score yielded good internal consistency reliabilities (α
= .83-.94) well above the recommended standard of .70 (DeVillis, 2003). Similarly, test-retest
reliabilities were high for all four subscales of concern (r = .73, p<.001), control (r = .61,
p<.001), curiosity (r = .66, p<.001), and confidence (r = .70, p<.001), well above the standard of
.50 for high correlations (Cohen & Cohen, 1983). Test-retest reliability for the CAAS-Australia
total score was also high and statistically significant (r = .76, p<.001).
3.5. Hypotheses tests
The hypotheses were tested by examining correlations between adaptivity (i.e., learning
goal orientation, proactive personality, and career optimism) and career adaptability. As can be
seen in Table 4, all correlations were significant and in the expected direction. It was proposed
that learning goal orientation would associate positively with adaptability (Hypothesis 1).
Significant positive correlations were found between Time 1 learning goal orientation and the
CAAS subscales of concern (r = .26, p<.001), control (r = .31, p<.001), curiosity (r = .34,
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p<.001), and confidence (r = .34, p<.001) measured at Time 2. More importantly, the correlation
between Time 1 learning goal orientation and Time 2 adaptability was .37 (p<.001). Overall,
Hypothesis 1 was supported.
It was further proposed that proactive personality would associate positively with
adaptability (Hypothesis 2). Significant positive correlations were found between Time 1
proactive personality and the CAAS subscales of concern (r = .36, p<.001), control (r = .37,
p<.001), curiosity (r = .36, p<.001), and confidence (r = .44, p<.001) measured at Time 2.
Furthermore, the correlation between Time 1 proactive personality and Time 2 adaptability was
.45 (p<.001). Overall, Hypothesis 2 was supported.
We also hypothesized that career optimism would associate positively with adaptability
(Hypothesis 3). Significant positive correlations were found between Time 1 career optimism
and the CAAS subscales of concern (r = .30, p<.001), control, (r = .31, p<.001), curiosity (r =
.23, p<.001), and confidence (r = .28, p<.001) measured at Time 2. Similarly, the correlation
between Time 1 career optimism and Time 2 adaptability was .33 (p<.001). Thus, Hypothesis 3
was supported.
4. Discussion
For the purpose of contributing to the understanding of career adaptability, we validated
the CAAS in the Australian context and tested its relationship with adaptivity in terms of
learning goal orientation, proactive personality, and career optimism. Findings support both of
these features and are discussed in the succeeding section.
4.1. Psychometric properties of the Career Adapt-Abilities Scale – Australia
In line with our expectations, CAAS demonstrated sound psychometric properties and a
coherent multidimensional and hierarchical structure that fits the theoretical model and linguistic
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explication of career adaptability resources. In the case of the means reported herein, the values
are higher as compared to other CAAS validation studies because a 7-point Likert scale was
adopted in the current study to reduce neutral responses and prevent loss of power (Aguinis et
al., 1996; Matell & Jacoby, 1972). The overall responses, nevertheless, range from strong to very
strong and are comparable to CAAS-International results. Furthermore, the current findings
provide evidence of an excellent test-retest reliability of the sample’s career adaptability by
means of CAAS, which was found to be a stable measure over a 4-week interval between
measurements. Specifically, the full scale and four subscales each demonstrate adequate to
excellent internal consistency estimates (α = .83-.94) and test-retest reliabilities (r = .61-.76,
p<.001) over time. Overall, the obtained reliabilities of CAAS-Australia are generally higher
compared to the total international sample.
With respect to factor loadings, the curiosity subscale (.88) is similar to the CAAS-
international loading (.88) while the control subscale (.88) is slightly higher than the
international sample’s loading (.86). Conversely, the concern subscale’s loading (.73) is slightly
lower compared to the international sample’s loading (.78), similar to the confidence subscale
(.85), which also emerged as lower compared to the CAAS-International loading (.90). These
slight loading differences may reflect some cultural boundary conditions or sample
characteristics that influence the expression of career adaptability in certain contexts. Indeed,
Savickas and Porfeli (2013, p.3) noted that, “countries vary in the degree to which they prompt
the formation of adaptability because they provide different opportunities and imperatives to
develop and express psychosocial resources and transactional competencies.” For instance, the
observed higher loading in the control subscale may be explained by Australia’s predominantly
self-driven rather than institutionally constructed career pathways. According to an OECD
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(2002) report, Australia’s “labour market is relatively open and less dependent on
occupationally-linked qualifications that young people are often able to try out a variety of jobs
as part of their career maturation” (p.3). Consequently, these factors may have reinforced young
Australians’ sense of responsibility to mobilize one’s career (i.e., control) and their interest to
actively explore career opportunities (i.e., curiosity) in their environment.
However, the scarring effects of the prevailing youth job crisis and adverse labor market
conditions continue to de-motivate and inflict career constraints that may have led to discourage
young Australians’ career concern and confidence. This discouragement from seeking work is
evident in the growing number of young Australians delaying entry to or leaving the workforce
as indicated by the increasing rate of youth participation in full-time education and those not
fully engaged in employment, education, or training (Foundation for Young Australians, 2013).
Then again, the upward trend of participation in further education and vocational training among
young Australians may also indicate adaptive readiness and ability to respond to the job crisis
since gaining technical knowledge and skills increases their chances for securing a more stable
and higher quality job. Simply put, these adapting behaviors may have been fostered by their
higher sense of career control and curiosity as demonstrated in the current findings.
Alternatively, these differences may have been due to the sample's unique characteristics.
For instance, the current sample consists of university students in their early career stage and is
still in the process of discovering their career identity, developing competencies and gaining
relevant experience. Another plausible reason particularly for the observed lower career concern
may be due to young people’s tendency to believe in an ideal career characterized by
maladaptive and unrealistic career expectations (Prideaux & Creed, 2002). These proposed
explanations, however, warrant further empirical testing. In general, the CAAS-Australia form
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has exemplified excellent psychometric properties and factor structure comparable to the CAAS-
International validation.
4.2. Hypotheses Tests
To test the model of career adaptation, we examined the proposed relationships between
career adaptability (resources) and adaptivity (readiness). The observed pattern of significant
relationships is consistent with our predictions and largely confirms the convergent validity of
the CAAS. As predicted, adaptivity (i.e., learning goal orientation, proactive personality, and
career optimism) related positively to overall career adaptability and its four dimensions (i.e.,
concern, control, curiosity, and confidence). Firstly, the pattern of relationships implies that
adaptive individuals espousing a learning goal orientation tend to develop career adaptability
resources given their predisposition to focus on competence development and sustain effort in
the face of obstacles. In line with previous work (e.g., Creed et al., 2011; Garcia et al., 2012;
Godshalk & Sosik, 2003), this finding further supports the enabling role of learning goal
orientation in the development of key career competencies such as adaptability.
In the same way, the present findings support the prediction that proactive personality
relates positively to career adaptability. Proactive individuals are better able to adapt successfully
because of their propensity to select, create, and influence their work environment. It therefore
strengthens the theoretical assumption that adaptivity along with willingness to adjust to
changing conditions also entails a proactive stance, as exemplified by readiness to take action to
improve one’s career circumstances and prepare for imminent work-related changes (Savickas,
2013). Lastly, career optimism likewise correlated positively with career adaptability. Optimistic
individuals are more adaptable given their confident future orientation and focus on strengths
amidst adversity. In addition, optimists’ positive expectancies enable them to demonstrate
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flexibility, a necessary attribute for adaptation when appraising and responding to new and
uncertain situations (Aspinwall, Richter, & Hoffman, 2001).
4.3. Implications for theory and practice
Results generally support the multidimensional and hierarchical nature of career
adaptability thereby contributing to the growing evidence of construct validity and cross-national
measurement equivalence of CAAS. It also provides preliminary empirical support for the
theoretical assumption that adaptability (resources) is essentially fostered by adaptivity
(willingness), which denotes readiness to respond to changing vocational tasks and conditions
(Savickas & Porfeli, 2012). In this study, we have shown that adaptive readiness, as a compound
trait, may also be exemplified as learning goal orientation, proactive personality, and career
optimism. Aligned with Savickas’ (2013) career construction model of adaptation, the findings
suggest that individuals who demonstrate adaptive readiness are, thus, more likely to develop
career competencies in the form of adapt-abilities (i.e., concern, control, curiosity, and
confidence).
Furthermore, the validation of CAAS in Australia builds confidence for its usefulness as
tool for researchers and practitioners who would like to quantitatively measure adaptability
resources among university students. The assessment of individual adaptability competencies is a
critical component of career counseling as it enables practitioners to analyze career-related needs
and design interventions aimed at promoting successful adjustment to changing work conditions.
Career adaptability is also increasingly becoming a vital component of career development as it
facilitates the successful adjustment and proactive search for better job opportunities, which are
imperative in today’s dynamic career context (Klehe, Sikic, van Vianen, Koen, & Buyken,
2012). As suggested by Savickas (2013), career adaptability resources can be further
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strengthened through the provisions of career interventions such as time perspective workshops
that foster future orientation and planfulness (concern), information-seeking activities (curiosity),
self-esteem building (confidence), and decision-making training (control).
4.4. Limitations and future directions
While we have employed a temporal research design in which there was a 4-week time
lag, we still cannot assume causal relationships between the adaptivity indicators (i.e., learning
goal orientation, proactive personality, and career optimism) and career adaptability. Given the
limited generalizability of the current findings, it would be valuable for future research to further
validate CAAS and test the career adaptation model by replicating studies in diverse samples
across time, geographical regions, fields of study or profession, and career stages. For instance,
career adaptability in the late career context is a relevant area of future research given the rapid
shift in today’s workforce demographics (e.g., growth of ageing workers; UN Department of
Economics and Social Affairs, 2002). Specifically, career adaptability is an important
competency for adult workers to successfully manage the competing work and life demands that
occur with inevitable developmental decrements and environmental changes. Additional research
is also needed to elaborate the existing nomological network of career adaptability and testing
the overall career adaptation model by examining related personal (e.g., coping strategies),
situational (e.g., workplace support), and cultural (e.g. traditionality) variables. Despite such
important avenues for further research, the initial validity and correlational evidence are
sufficiently encouraging to suggest the psychometric utility of CAAS and its significant positive
relations to adaptivity in the Australian context.
5. Conclusion
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In conclusion, the current validation effort supports the growing literature on the utility of
the Career Adapt-Abilities Scale across varied cultural contexts. The measure in its current form
demonstrates strong potential for its application in career development research and intervention
in Australia. Furthermore, the correlational findings between adaptive readiness and adaptability
resources, identified as important precursors of successful career adaptation, contribute to the
increasing empirical evidence supporting the usefulness of the career construction model of
adaptation. Indeed, the promotion of career adaptability through research and practice expands
our understanding of individuals’ self-regulatory capacity to thrive amidst the complexities and
uncertainties of the current career context.
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Table 1
Career adapt-abilities scale: items, descriptive statistics, standardized loadings, and internal
consistency reliabilities.
Construct
Item (first-order indicators)
Mean
SD
Loading
α
Concern
1.
Thinking about what my future will be like
5.45
1.08
.62
.85
2.
Realizing that today’s choices shape my future
5.46
1.12
.66
3.
Preparing for the future
5.30
1.11
.83
4.
Becoming aware of the educational and career
choices that I must make
5.48
1.06
.75
5.
Planning how to achieve my goals
5.29
1.14
.77
6.
Concerned about my career
5.59
1.24
.53
Control
1.
Keeping upbeat
5.20
1.10
.53
.84
2.
Making decisions by myself
5.48
1.14
.64
3.
Taking responsibility for my actions
5.84
0.95
.65
4.
Sticking up for my beliefs
5.62
1.10
.78
5.
Counting on myself
5.56
1.03
.77
6.
Doing what’s right for me
5.57
1.06
.73
Curiosity
1.
Exploring my surroundings
5.24
1.13
.66
.84
2.
Looking for opportunities to grow as a person
5.60
1.08
.71
3.
Investigating options before making a choice
5.47
1.09
.68
4.
Observing different ways of doing things
5.34
1.07
.72
5.
Probing deeply into questions I have
5.02
1.18
.62
6.
Becoming curious about new opportunities
5.54
1.07
.69
Confidence
1.
Performing tasks efficiently
5.36
1.11
.62
.89
2.
Taking care to do things well
5.47
1.05
.73
3.
Learning new skills
5.53
1.04
.76
4.
Working up to my ability
5.46
1.09
.80
5.
Overcoming obstacles
5.35
1.06
.78
6.
Solving problems
5.48
1.03
.73
Construct
Construct (second order indicators)
Mean
SD
Loading
α
Adaptability
1.
Concern
5.43
.85
.73
.94
2.
Control
5.54
.80
.88
3.
Curiosity
5.37
.82
.88
4.
Confidence
5.44
.85
.85
Note: N = 555; all factor loadings are statistically significant at p<.001.
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Table 2
Zero-order correlations of CAAS-Australia subscales and total score.
Note: N = 555; all correlations are statistically significant at p<.001.
Mean
SD
1
2
3
4
1. Concern
5.43
.85
2. Control
5.54
.80
.55
3. Curiosity
5.37
.82
.56
.64
4. Confidence
5.44
.85
.54
.69
.67
5. Career Adaptability
5.44
.70
.79
.85
.85
.87
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Table 3
Internal consistency and test-retest reliabilities of the overall career adaptability scale and subscales.
Subscale/measure
Cronbach’s alpha
coefficient (Time 1)
Cronbach’s alpha
coefficient (Time 2)
Test-retest
reliability
Concern
.83
.87
.73
Control
.84
.84
.61
Curiosity
.84
.85
.66
Confidence
.88
.89
.70
Career Adaptability
.93
.94
.76
Note: N = 108; all correlations are statistically significant at p<.001. T1 and T2 measurement periods are 4 weeks apart.
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Table 4
Means, standard deviations, and zero-order correlations for CAAS-Australia and study variables.
Mean
SD
1
2
3
4
5
6
7
2. Time 1 Learning Goal Orientation
5.50
.90
3. Time 1 Proactive Personality
5.11
.86
.42
4. Time 1 Career Optimism
4.37
.86
.28
.46
5. Time 2 Concern
5.37
.83
.26
.36
.30
6. Time 2 Control
5.52
.79
.31
.37
.31
.56
7. Time 2 Curiosity
5.34
.81
.34
.36
.23
.55
.66
8. Time 2 Confidence
5.42
.84
.34
.44
.28
.57
.69
.65
9. Time 2 Career Adaptability
5.41
.69
.37
.45
.33
.80
.86
.85
.87
Note: N=447; all correlations are statistically significant at p<.001.
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Highlights
CFA supported the multidimensional and hierarchical model of career adaptability.
Established adequate levels of test-retest reliability and internal consistency.
Learning goal orientation associated positively with career adaptability.
Proactive personality associated positively with career adaptability.
Career optimism associated positively with career adaptability.
