The Casual Relationship of College Students’ Career Adaptability, Social Support, Career Barriers and Happenstance Coping Skills
The purpose of this study is to identify a causal relationship among career barrier, social support, happenstance coping skills, career adaptability of college students. The subject of this study were 328 students from four colleges located in Busan. An online survey questionnaire was conducted to measure variables of this study. It was consisted of career adaptability, social support, career barrier, happenstance coping skills and demographic items. In this study, existing scales were used and modified to measure career barrier, social support, happenstance coping skills, career adaptability. To identify the demographic characteristics of subjects and the overall level of the four variables, descriptive statistics including mean, standard error, frequency and percentage were conducted. Also, to estimate the parameters of the proposed research model, structural equation modeling were used. All data analysis was accomplished using the PASW Statistics 21.0 and AMOS 18.0. The results are as follows. First, the results of hypothetical model analysis are suitable to empirical analysis on research variables and the prediction of causal relationships between the independent variables and the dependent variable is valid. Second, social support of college students has an indirect effect on career adaptability with the mediation effect of happenstance coping skills. Third, career barrier of college students has a direct effect on career adaptability and an indirect effect with the mediation effect of happenstance coping skills. Fourth, happenstance coping skills of college students have a direct effect on career adaptability.Therefore, these finding give deep and reasonable understandings on the associations among college students social support, career barrier, career adaptability and happenstance coping skills. Limitations to the current study and recommendations for future research are discussed.