Thriving Amidst Change

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.title[
# Thriving Amidst Change
]
.subtitle[
## Unraveling the Interplay of Career Adaptability, Guidance, Extracurricular Activities, and Mental Health
]
.author[
### Jorge Sinval
]
.date[
### 2023-11-15
]

---

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# Abstract
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# Abstract

.bg-washed-green.b--dark-green.ba.bw2.br3.shadow-5.ph4.mt3[

This study examines the relationship between career adaptability (CA) and its predictors, such as career guidance and extracurricular activities, and investigates the impact of CA on depressive symptoms, in undergraduate students (n = 2351) aged 17 to 29 years enrolled full-time at a Singaporean public university. Participants were invited to complete an online survey, and data were analyzed using descriptive statistics and structural equation modeling. Results highlight the importance of adaptability in career development and overall well-being, with career guidance and extracurricular activities. Students in the emerging adulthood stage with higher CA are better equipped to handle career-related challenges and uncertainties, as CA serves as a crucial factor for individuals at this phase of development. This, in turn, reduces the likelihood of experiencing negative emotions. Implications for career counselors and educators are discussed.

]

---

# Introduction

## Career Adaptability (CA)

"The ability to easily change in line with what is required by the environment in the different moments of the career paths."

CA is embedded in the Life Design Paradigm (Savickas, 2012; Savickas, 1997; Savickas and Porfeli, 2012)

???
 Life Design Paradigm, is a modern approach to career counseling and development that emphasizes the importance of adaptability and self-construction in a constantly changing world. Career adaptability is a key component within this framework, as individuals need to be flexible and adaptive in response to various changes and opportunities in their personal and professional lives. By developing career adaptability skills, an individual can better navigate their career path and make informed decisions about their future goals and aspirations.

---

# Introduction

## CA Predictors

- career guidance (Savickas, 2012)
  - extracurricular activities (Savickas, 2012)  
  
--
  
**Career guidance** provided by teachers and participation in **extracurricular activities** can predict students' CA by fostering skill development, self-awareness, networking, support, goal-setting, and adaptability skills.

---

# Introduction

## CA outcomes

- depressive symptoms (Stoltz and Haas, 2016)  
  
--
  
Students with higher CA are better equipped to cope with career-related challenges and uncertainties, thereby reducing the likelihood of experiencing negative feelings (Rudolph, Lavigne, and Zacher, 2017; Maggiori, Johnston, Krings, Massoudi, and Rossier, 2013; Johnston, Maggiori, and Rossier, 2016).

---

# Introduction

## Objective

Examine the **relationship** between **CA** and its **predictors**, such as **career guidance** and **extracurricular activities**, and to investigate the **impact** of CA on mental health outcomes, such as **depressive symptoms**, in order to better understand the importance of adaptability in career development and overall well-being.

## Hyphoteses

- `$H_1$`: Career guidance and extracurricular activities are positively related to CA.
  - `$H_2$`: CA is negatively related to depressive symptoms.
  - `$H_3$`: CA mediates the relationship between career guidance and extracurricular activities and depressive symptoms.

---

# Introduction

## Diagram

<div class="grViz html-widget html-fill-item-overflow-hidden html-fill-item" id="htmlwidget-4dbe45b65e2fd9f461b7" style="width:100%;height:432px;"></div>
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---

# Method

## Sampling

Undergraduate students aged 17 to 29 years and enrolled full-time at a Singaporean public university across 17 faculties/institutes were invited to participate in the study.

## Procedure

Participants were invited via institutional emails to complete an online Qualtrics survey containing sociodemographic, academic questions, and psychometric instruments, and received a reimbursement of S$10, with data sourced from an ethically approved project (IRB-2022-591).

---

# Method

## Psychometric instruments:

- Career guidance (SPIS/CG-4)
  - Extracurricular activities (BECA-7)
  - Depressive symptoms (PHQ-8)
  - Career adaptability (CAAS-SF)

## Data Analysis

Software: _R_ and RStudio (R Core Team, 2023; Posit Team, 2023)

- Descriptive statistics
  - Structural Equation modeling.

---

# Results

## Sample Characterization

.scroll-box-26[

<table>
 <thead>
  <tr>
   <th style="text-align:left;">  </th>
   <th style="text-align:center;"> Female </th>
   <th style="text-align:center;"> Male </th>
   <th style="text-align:center;"> Overall </th>
  </tr>
 </thead>
<tbody>
  <tr>
   <td style="text-align:left;">  </td>
   <td style="text-align:center;"> (N=1330) </td>
   <td style="text-align:center;"> (N=1021) </td>
   <td style="text-align:center;"> (N=2351) </td>
  </tr>
  <tr>
   <td style="text-align:left;"> Age (years) </td>
   <td style="text-align:center;">  </td>
   <td style="text-align:center;">  </td>
   <td style="text-align:center;">  </td>
  </tr>
  <tr>
   <td style="text-align:left;"> Mean (SD) </td>
   <td style="text-align:center;"> 21.3 (1.51) </td>
   <td style="text-align:center;"> 22.8 (1.86) </td>
   <td style="text-align:center;"> 22.0 (1.82) </td>
  </tr>
  <tr>
   <td style="text-align:left;"> Median [Min, Max] </td>
   <td style="text-align:center;"> 21.3 [18.3, 29.3] </td>
   <td style="text-align:center;"> 22.4 [18.3, 30.3] </td>
   <td style="text-align:center;"> 22.3 [18.3, 30.3] </td>
  </tr>
  <tr>
   <td style="text-align:left;"> Missing </td>
   <td style="text-align:center;"> 1 (0.1%) </td>
   <td style="text-align:center;"> 0 (0%) </td>
   <td style="text-align:center;"> 1 (0.0%) </td>
  </tr>
  <tr>
   <td style="text-align:left;"> Ethnicity </td>
   <td style="text-align:center;">  </td>
   <td style="text-align:center;">  </td>
   <td style="text-align:center;">  </td>
  </tr>
  <tr>
   <td style="text-align:left;"> Chinese </td>
   <td style="text-align:center;"> 1132 (85.1%) </td>
   <td style="text-align:center;"> 888 (87.0%) </td>
   <td style="text-align:center;"> 2020 (85.9%) </td>
  </tr>
  <tr>
   <td style="text-align:left;"> Indian </td>
   <td style="text-align:center;"> 97 (7.3%) </td>
   <td style="text-align:center;"> 69 (6.8%) </td>
   <td style="text-align:center;"> 166 (7.1%) </td>
  </tr>
  <tr>
   <td style="text-align:left;"> Malay </td>
   <td style="text-align:center;"> 44 (3.3%) </td>
   <td style="text-align:center;"> 24 (2.4%) </td>
   <td style="text-align:center;"> 68 (2.9%) </td>
  </tr>
  <tr>
   <td style="text-align:left;"> Others </td>
   <td style="text-align:center;"> 57 (4.3%) </td>
   <td style="text-align:center;"> 40 (3.9%) </td>
   <td style="text-align:center;"> 97 (4.1%) </td>
  </tr>
  <tr>
   <td style="text-align:left;"> Year/level of study </td>
   <td style="text-align:center;">  </td>
   <td style="text-align:center;">  </td>
   <td style="text-align:center;">  </td>
  </tr>
  <tr>
   <td style="text-align:left;"> Year 1 </td>
   <td style="text-align:center;"> 331 (24.9%) </td>
   <td style="text-align:center;"> 249 (24.4%) </td>
   <td style="text-align:center;"> 580 (24.7%) </td>
  </tr>
  <tr>
   <td style="text-align:left;"> Year 2 </td>
   <td style="text-align:center;"> 370 (27.8%) </td>
   <td style="text-align:center;"> 312 (30.6%) </td>
   <td style="text-align:center;"> 682 (29.0%) </td>
  </tr>
  <tr>
   <td style="text-align:left;"> Year 3 </td>
   <td style="text-align:center;"> 350 (26.3%) </td>
   <td style="text-align:center;"> 235 (23.0%) </td>
   <td style="text-align:center;"> 585 (24.9%) </td>
  </tr>
  <tr>
   <td style="text-align:left;"> Year 4 </td>
   <td style="text-align:center;"> 279 (21.0%) </td>
   <td style="text-align:center;"> 225 (22.0%) </td>
   <td style="text-align:center;"> 504 (21.4%) </td>
  </tr>
</tbody>
</table>

]

---

# Results

## Structural Model

The model presented a satisfactory fit `$(\chi^2_{scaled (365)}=2,080.26;p< .001;CFI_{robust}=0.93;TLI_{robust}=0.92;$` `$NFI_{scaled}=0.97;SRMR=0.04; RMSEA_{robust}=0.06;p_{(rmsea \leq 0.05)}< .001; 90\%CI[0.06, 0.06])$` accordingly with the usual cutoff standards (Hu and Bentler, 1999).

Two items were removed from the extracurricular activities measure due to low factor loadings.

---

# Results

## Diagram

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---

# Results

<table>
<caption>Paths Betas</caption>
 <thead>
  <tr>
   <th style="text-align:left;"> $Y \Leftarrow X$ </th>
   <th style="text-align:right;"> $B$ </th>
   <th style="text-align:right;"> $se$ </th>
   <th style="text-align:right;"> $z$ </th>
   <th style="text-align:right;"> $\hat{\beta}$ </th>
   <th style="text-align:left;"> $p$ </th>
   <th style="text-align:left;"> $95\% CI$ </th>
  </tr>
 </thead>
<tbody>
  <tr>
   <td style="text-align:left;"> Depressive Symptoms &lt;- Career Adaptability </td>
   <td style="text-align:right;"> -0.239 </td>
   <td style="text-align:right;"> 0.035 </td>
   <td style="text-align:right;"> -6.846 </td>
   <td style="text-align:right;"> -0.178 </td>
   <td style="text-align:left;"> &lt; .001 </td>
   <td style="text-align:left;"> (-0.307; -0.171) </td>
  </tr>
  <tr>
   <td style="text-align:left;"> Depressive Symptoms &lt;- Career Guidance </td>
   <td style="text-align:right;"> -0.078 </td>
   <td style="text-align:right;"> 0.026 </td>
   <td style="text-align:right;"> -2.938 </td>
   <td style="text-align:right;"> -0.070 </td>
   <td style="text-align:left;"> .003 </td>
   <td style="text-align:left;"> (-0.129; -0.026) </td>
  </tr>
  <tr>
   <td style="text-align:left;"> Depressive Symptoms &lt;- Extracurricular Activities </td>
   <td style="text-align:right;"> 0.072 </td>
   <td style="text-align:right;"> 0.023 </td>
   <td style="text-align:right;"> 3.054 </td>
   <td style="text-align:right;"> 0.084 </td>
   <td style="text-align:left;"> .002 </td>
   <td style="text-align:left;"> ( 0.026;  0.118) </td>
  </tr>
  <tr>
   <td style="text-align:left;"> Career Adaptability &lt;- Career Guidance </td>
   <td style="text-align:right;"> 0.147 </td>
   <td style="text-align:right;"> 0.018 </td>
   <td style="text-align:right;"> 8.096 </td>
   <td style="text-align:right;"> 0.179 </td>
   <td style="text-align:left;"> &lt; .001 </td>
   <td style="text-align:left;"> ( 0.112;  0.183) </td>
  </tr>
  <tr>
   <td style="text-align:left;"> Career Adaptability &lt;- Extracurricular Activities </td>
   <td style="text-align:right;"> 0.213 </td>
   <td style="text-align:right;"> 0.016 </td>
   <td style="text-align:right;"> 13.678 </td>
   <td style="text-align:right;"> 0.336 </td>
   <td style="text-align:left;"> &lt; .001 </td>
   <td style="text-align:left;"> ( 0.183;  0.244) </td>
  </tr>
  <tr>
   <td style="text-align:left;"> Indirect effect (H&lt;-CA&lt;-G) </td>
   <td style="text-align:right;"> -0.035 </td>
   <td style="text-align:right;"> 0.007 </td>
   <td style="text-align:right;"> -5.281 </td>
   <td style="text-align:right;"> -0.032 </td>
   <td style="text-align:left;"> &lt; .001 </td>
   <td style="text-align:left;"> (-0.048; -0.022) </td>
  </tr>
  <tr>
   <td style="text-align:left;"> Indirect effect (H&lt;-CA&lt;-EA) </td>
   <td style="text-align:right;"> -0.051 </td>
   <td style="text-align:right;"> 0.008 </td>
   <td style="text-align:right;"> -6.106 </td>
   <td style="text-align:right;"> -0.060 </td>
   <td style="text-align:left;"> &lt; .001 </td>
   <td style="text-align:left;"> (-0.067; -0.035) </td>
  </tr>
  <tr>
   <td style="text-align:left;"> Total effect [H&lt;-G + (H&lt;-CA&lt;-G)] </td>
   <td style="text-align:right;"> -0.113 </td>
   <td style="text-align:right;"> 0.027 </td>
   <td style="text-align:right;"> -4.248 </td>
   <td style="text-align:right;"> -0.102 </td>
   <td style="text-align:left;"> &lt; .001 </td>
   <td style="text-align:left;"> (-0.165; -0.061) </td>
  </tr>
  <tr>
   <td style="text-align:left;"> Total effect [H&lt;-EA + (H&lt;-CA&lt;-EA)] </td>
   <td style="text-align:right;"> 0.021 </td>
   <td style="text-align:right;"> 0.022 </td>
   <td style="text-align:right;"> 0.953 </td>
   <td style="text-align:right;"> 0.024 </td>
   <td style="text-align:left;"> .341 </td>
   <td style="text-align:left;"> (-0.022;  0.063) </td>
  </tr>
</tbody>
</table>

---

# Discussion

## Hypothesized Model

CA partially mediates the impact of career guidance and extracurricular activities on perceived mental health.

The direct paths of career guidance and career adaptability on depressive symptoms have opposite directions compared to the path from extracurricular activities on depresion symptoms.

The total impact of extracurricular activities on depressive symptoms is not statistically significant due to suppression or inconsistent mediation (Hayes, 2022).

Both career guidance and extracurricular activities have meaningful relationships with career adaptability, highlighting the importance of teachers' guidance and activities beyond the regular curriculum.

The relationship between extracurricular activities and depressive symptoms may be influenced by the additional resources required, potentially leading to feelings of exhaustion, although this effect is small.

---

# Discussion

## Limitations

Cross-sectional data.

---

# Discussion

## Future Directions

Longitudinal data.

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# References

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---

# References

R Core Team (2023). _R: A language and environment for statistical
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Savickas, M. L. (2012). "Life design: A paradigm for career
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Savickas, M. L. and E. J. Porfeli (2012). "Career adapt-abilities
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# References

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# Questions/comments

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