Abstract:
براساس پارادایم طرح‌ریزی زندگی، سازه‌گرایی مسیر شغلی و الگوی انطباق‌پذیری و جهات اخیر در چشم‌انداز راهنمایی مسیر شغلی، پژوهش حاضر با هدف پیش‌بینی رشد مسیر شغلی پایدار براساس تامل بر پروژۀ زندگی و انطباق‌پذیری مسیر شغلی دانشجویان انجام شد. پژوهش حاضر از نوع توصیفی‌ـ‌پیمایشی با استفاده از روش تحلیل رگرسیون بود. جامعۀ آماری شامل کلیۀ دانشجویان دختر مقطع کارشناسی و کارشناسی ارشد دانشگاه حضرت معصومه (س) در سال تحصیلی ۱۴۰۱-۱۴۰۰ بود. از این جامعه تعداد 260 نفر از دانشجویان داوطلب شرکت در پژوهش بودند. در این پژوهش داده‌ها با استفاده از پرسشنامۀ ویژگی‌های دموگرافیک، مقیاس رشد مسیر شغلی پایدار (آرگولوپولو، 2021)، مقیاس تامل‌پذیری بر پروژۀ زندگی (آرگولوپولو و همکاران، 2020) و مقیاس انطباق‌پذیری مسیر شغلی (ساویکاس و پروفیلی، 2012) جمع‌آوری شد. داده‌ها با استفاده از نرم‌افزار آماری اس. پی. اس. اس نسخۀ 25 و با روش تحلیل رگرسیون تحلیل شد. در این پژوهش همۀ موارد اخلاقی رعایت شده است. نتایج نشان داد که بین رشد مسیر شغلی پایدار و ابعاد آن، تامل‌پذیری بر پروژۀ زندگی و ابعاد آن و انطباق‌پذیری مسیر شغلی همبستگی مثبت و معناداری وجود دارد. همچنین، تامل‌پذیری بر پروژۀ زندگی و انطباق‌پذیری مسیر شغلی به‌ترتیب 659/0 و 342/0 از واریانس رشد مسیر شغلی پایدار را توصیف می‌کند. با‌توجه‌به ساختار دائما درحال‌تغییر سیستم‌های مسیر شغلی، دست‌یابی به رشد مسیر شغلی پایدار حائز اهمیت است. مطابق با یافته‌های به‌دست‌آمده در این مطالعه، تامل‌پذیری بر پروژۀ زندگی و انطباق‌پذیری مسیر شغلی پیش‌بینی‌کنندۀ رشد مسیر شغلی پایدار است؛ بنابراین، براساس تامل‌پذیری بر پروژۀ زندگی و انطباق‌پذیری مسیر شغلی می‌توان افراد را در رسیدن به رشد مسیر شغلی پایدار هدایت کرد.
Based on the life design paradigm, career construction adaptation model, and recent directions from the perspective of career guidance, the present study was conducted with the aim of predicting the sustainable career development among students.The current study was a descriptive-survey which used regression analysis method. The statistical population included all bachelor and master degrees of female students at Hazrat-e Masoumeh University in 2021. From this community, 260 students volunteered to participate in research. Data were collected using demographic characteristics questionnaire, sustainable career development scale (Argyropoulou, 2021), life project reflexivity scale (Argyropoulou et al., 2020) & career adaptability scale (Savickas & Profeli, 2012). The data were analyzed and calculated using descriptive (mean and standard deviation) and inferential statistics (correlation coefficient and regression analysis) and SPSS software. The results showed that there is a positive and significant correlation between the sustainable career development and its dimensions, life project reflexivity and its dimensions, and the career adaptability (ppIntroductionEntering university is the beginning of a new stage in people's career. One of the most important tasks of career development in this period is the clarification of career goals, commitment to the chosen career, and getting ready to take a job position. Therefore, it is important to understand students' abilities to face challenges (Koen & et al., 2012). Career adaptability is one of the competencies that help people to effectively deal with these challenges (Savickas, 2013) and as a “psychological construct that includes the individual's resources to deal with current or anticipated tasks, transitions, and traumas may occur to an individual during a career” (Savickas and Porfeli, 2012, p. 662). This psychological structure has four dimensions of concern (having a positive and forward-looking view of the career), curiosity (searching for the necessary resources in line with the concern and establishing a balance between oneself and the environment in line with the concern), control (being responsible for building one's career) and confidence (a person's belief in his abilities to achieve career goals and manage them) (Ginvera et al., 2021). Due to the importance of the role of career adaptability during the life span, some studies have investigated the antecedents and consequences of career adaptability (Hamzeh et al., 2021; Bo et al., 2021; Meg Nano et al., 2021; Leung et al., 2021; Li et al., 2021). MethodThe current study was a descriptive-survey which used regression analysis method. The statistical population included all bachelor and master degrees of female students at Hazrat-e Masoumeh University in 2021. From this community, 260 students volunteered to participate in research. Data were collected using demographic characteristics questionnaire, sustainable career development scale (Argyropoulou, 2021), life project reflexivity scale (Argyropoulou et al., 2020) & career adaptability scale (Savickas & Profeli, 2012).Demographic questionnaire, Sustainable Career Development Scale (SCDS( (Argyropoulou, 2021; Mouratoglou et al., 2022), Life Project Reflexivity Scale (LPRS( (Di Fabio et al., 2019) & Career Adaptability Scale (CAAS) (Savickas & Profeli, 2012) have been used to collect data. ResultsBased on the results obtained from Table 2, all the correlation coefficients calculated between sustainable career development and its dimensions, life project reflexivity and its dimensions, and career adaptability are significant. The obtained positive coefficients shows that there is a positive and significant relationship between sustainable career development, life project reflexivity and career adaptability (p ConclusionReflection causes the dimensions of career adaptability to be formed based on the meaning of life, which is a factor that improves the level of sustainable career development.
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