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The change of planned happenstance skills and its association with career-related variables during school-to-work transition

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dc.contributor.authorYang, NaYeon-
dc.contributor.authorYaung, Huk-
dc.contributor.authorNoh, Hyunkyung-
dc.contributor.authorJang, Sun Hee-
dc.contributor.authorLee, Bora-
dc.date.accessioned2021-09-03T08:52:48Z-
dc.date.available2021-09-03T08:52:48Z-
dc.date.created2021-06-16-
dc.date.issued2017-03-
dc.identifier.issn0251-2513-
dc.identifier.urihttps://scholar.korea.ac.kr/handle/2021.sw.korea/84249-
dc.description.abstractThe current study examined how planned happenstance skills (i.e., curiosity, flexibility, persistence, optimism, and risk-taking) changed during school-to- work transition and how career-related variables were associated with the initial levels and change rates of planned happenstance skills. In a sample of 307 South Korean college students, all planned happenstance skills except for risk-taking decreased over time. Furthermore, some of the career-related variables were associated with the initial level and the change rates of planned happenstance skills. In sum, the current study suggests that utilizing planned happenstance skills may be a worthwhile pursuit during school-to-work transition.-
dc.languageEnglish-
dc.language.isoen-
dc.publisherSPRINGER-
dc.subjectDECISION SELF-EFFICACY-
dc.subjectLEARNING-THEORY-
dc.subjectORIENTATION-
dc.subjectCONSEQUENCE-
dc.subjectENGAGEMENT-
dc.subjectBARRIERS-
dc.subjectCHOICE-
dc.subjectMODEL-
dc.subjectSCALE-
dc.subjectFORM-
dc.titleThe change of planned happenstance skills and its association with career-related variables during school-to-work transition-
dc.typeArticle-
dc.contributor.affiliatedAuthorLee, Bora-
dc.identifier.doi10.1007/s10775-016-9332-z-
dc.identifier.scopusid2-s2.0-84990861487-
dc.identifier.wosid000394986800003-
dc.identifier.bibliographicCitationINTERNATIONAL JOURNAL FOR EDUCATIONAL AND VOCATIONAL GUIDANCE, v.17, no.1, pp.19 - 38-
dc.relation.isPartOfINTERNATIONAL JOURNAL FOR EDUCATIONAL AND VOCATIONAL GUIDANCE-
dc.citation.titleINTERNATIONAL JOURNAL FOR EDUCATIONAL AND VOCATIONAL GUIDANCE-
dc.citation.volume17-
dc.citation.number1-
dc.citation.startPage19-
dc.citation.endPage38-
dc.type.rimsART-
dc.type.docTypeArticle-
dc.description.journalClass1-
dc.description.journalRegisteredClassssci-
dc.description.journalRegisteredClassscopus-
dc.relation.journalResearchAreaEducation & Educational Research-
dc.relation.journalResearchAreaPsychology-
dc.relation.journalWebOfScienceCategoryEducation & Educational Research-
dc.relation.journalWebOfScienceCategoryPsychology, Applied-
dc.subject.keywordPlusDECISION SELF-EFFICACY-
dc.subject.keywordPlusLEARNING-THEORY-
dc.subject.keywordPlusORIENTATION-
dc.subject.keywordPlusCONSEQUENCE-
dc.subject.keywordPlusENGAGEMENT-
dc.subject.keywordPlusBARRIERS-
dc.subject.keywordPlusCHOICE-
dc.subject.keywordPlusMODEL-
dc.subject.keywordPlusSCALE-
dc.subject.keywordPlusFORM-
dc.subject.keywordAuthorPlanned happenstance skills-
dc.subject.keywordAuthorMultilevel modeling-
dc.subject.keywordAuthorSchool-to-work transition-
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