Akademik Veri Yönetim Sistemi
BMC PSYCHOLOGY, cilt.14, ss.1-11, 2026 (SSCI)
Background This study investigates the relationship between university students’ career construction styles and
their career adaptability using Career Construction Theory (CCT) as a guiding framework. Career construction styles—
crystallizing, exploring, and deciding—were examined in relation to the adaptability dimensions of concern, control,
curiosity, and confidence.
Methods This study utilized a quantitative, correlational research approach to investigate the association between
university students’ career construction styles and their career adaptability resources. Canonical correlation analysis
was chosen as the principal statistical method, with the first variable set encompassing three dimensions of career
construction (Crystallizing, Exploring, and Deciding), and the second variable set consisting of four dimensions of
career adaptability (Concern, Control, Curiosity, and Confidence). This study utilized a “Personal Information Form”
together with the “Student Career Construction Inventory” and “Career Adaptability Scale” as instruments for collecting
data and a cohort of 780 Turkish university students participated in research.
Results Among the career construction dimensions, Crystallizing and Deciding showed the highest structure
coefficients within the canonical variate representing Career Construction Styles. However, the proportion of
variance in one set associated with the canonical variate of the other set was modest, suggesting that while these
forms of behaviour contribute meaningfully to adaptability. Among adaptability resources, concern demonstrated
the most substantial canonical loading, indicating that students who are able to define vocational identities and
make informed career decisions tend to display stronger future orientation. Although the canonical correlation
was statistically significant, redundancy indices indicated a modest proportion of variance in one variable set that
is associated with the canonical variate derived from the other set, underscoring the multifaceted nature of career
adaptability.
Conclusion These findings reinforce the value of fostering vocational identity formation and decision-making skills
in enhancing students’ adaptability, particularly during school-to-work transitions. The study offers implications for
culturally informed career counseling interventions and emphasizes the need for longitudinal and multi-method
approaches in future research to capture the dynamic interplay between career construction and adaptability.