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The Role of Career Adaptability and Academic Engagement in College Student’s Life Satisfaction

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  • Íris M. Oliveira

    (Faculty of Philosophy and Social Sciences, Centre for Philosophical and Humanistic Studies, Universidade Católica Portuguesa, 4710-362 Braga, Portugal)

  • Cátia Marques

    (Research Unit in Education and Community Intervention, Instituto Piaget—ISEIT/Viseu, 3515-776 Viseu, Portugal)

Abstract

Career adaptability and academic engagement are important processes in higher education. However, the relationship between these processes and their potential role in students’ life satisfaction still needs to be addressed. The present study aims to explore the role of career adaptability and academic engagement on higher education students’ life satisfaction. This study included 201 participants, 156 women (77.6%) and 45 men (22.4%), aged between 18 and 55 years ( M = 21.13, SD = 4.51). Students answered a sociodemographic questionnaire, the Career Adapt-Abilities Scale, the University Student Engagement Inventory, and the Satisfaction with Life Scale. Positive and statistically significant correlations between career adaptability and academic engagement, as well as between these variables and life satisfaction, were found. The results of a hierarchical linear regression analysis suggested that career adaptability and academic engagement statistically significantly contribute to explaining variations in life satisfaction. This study may lead to a better understanding of the relationship between academic, emotional, and career processes. It may also stimulate integrative psychological practices in higher education settings.

Suggested Citation

  • Íris M. Oliveira & Cátia Marques, 2024. "The Role of Career Adaptability and Academic Engagement in College Student’s Life Satisfaction," IJERPH, MDPI, vol. 21(5), pages 1-16, May.
    • Handle: RePEc:gam:jijerp:v:21:y:2024:i:5:p:596-:d:1388734
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    References listed on IDEAS

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    1. Jung-Sook Lee, 2014. "The Relationship Between Student Engagement and Academic Performance: Is It a Myth or Reality?," The Journal of Educational Research, Taylor & Francis Journals, vol. 107(3), pages 177-185, May.
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