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Article
Publication date: 12 February 2021

Katharina Ebner, Roman Soucek and Eva Selenko

This study illuminates the assumption that internships facilitate labor market entry and answers the question of why internships have a positive effect on students' self-perceived…

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Abstract

Purpose

This study illuminates the assumption that internships facilitate labor market entry and answers the question of why internships have a positive effect on students' self-perceived employability. It is assumed that internships enable more positive employability perceptions by reducing career-entry worries – the worries of not finding a suitable job or not being able to obtain a satisfactory career.

Design/methodology/approach

A two-wave study among graduate students currently in an internship investigated these relationships. Data on career-entry worries, perceived employability and an evaluation of the internship were collected from 80 students (mean age: 24.6 years, 68% female) from various fields of study aiming at both bachelor's and master's degrees.

Findings

The results showed that positively evaluated internships contributed to graduates' self-perceived employability by means of reduced career-entry worries over an eight-week period.

Originality/value

By considering graduates' career-entry worries – the perceived uncertainty about finding an “appropriate” career in the future – the authors introduce a new concept to the career literature and show that these worries are significant in terms of self-assessed employability.

Details

Education + Training, vol. 63 no. 4
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 2 August 2022

Xinqi Lin, Yuxiang Luan, Kai Zhao, Teng Zhao and Guolong Zhao

Given its importance, career optimism (CO) has drawn much attention from researchers. Fruitful evidence has been accumulated; unfortunately, a quantitative review is still…

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Abstract

Purpose

Given its importance, career optimism (CO) has drawn much attention from researchers. Fruitful evidence has been accumulated; unfortunately, a quantitative review is still lacking, which would limit the continuous development of this field. To address this, this paper uses the meta-analysis technology to evaluate the links between CO and its antecedents and outcomes.

Design/methodology/approach

This study used Hunter–Schmidt method random effect meta-analysis technology to systematically evaluate the true score correlations between CO and its antecedents and outcomes.

Findings

Among the CO antecedents, this study found significant links between CO and agreeableness (ρ = 0.11), career adaptability (ρ = 0.55), career knowledge (ρ = 0.43), career decision self-efficacy (ρ = 0.52), social support (ρ = 0.30), conscientiousness (ρ = 0.54), extraversion (ρ = 0.38), gender (ρ = 0.07), GPA (ρ = 0.11), neuroticism (ρ = −0.42), and openness (ρ = 0.27). Moreover, among the CO outcomes, significant links have been found between CO and academic satisfaction (ρ = 0.43), career choice satisfaction (ρ = 0.44), career decisiveness (ρ = 0.37), depersonalization (ρ = −0.48), and emotional exhaustion (ρ = −0.59).

Originality/value

By conducting the first meta-analysis of CO, our study contributes to the CO literature. Additionally, our study increases the knowledge of CO, which would help leaders in the school or workplace to understand the significance of CO better and thereby take actions to intervene and increase students or employees' CO.

Details

Career Development International, vol. 27 no. 4
Type: Research Article
ISSN: 1362-0436

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