The effects of career adaptability on intended academic persistence: The mediating role of academic satisfaction

Kerrie G. Wilkins-Yel, Charlene M.L. Roach, Terence Tracey, Nedim Yel

    Research output: Contribution to journalArticlepeer-review

    37 Scopus citations


    In the current study, we investigated the linkage between career adaptability, academic satisfaction, and intended academic persistence. The psychometric properties of the Career Adapt-Abilities Scale (CAAS) in a sample of undergraduate students from Trinidad and Tobago were also examined. The results provided further support for the incremental validity of the CAAS. We also found that career adaptability was significantly and positively related to intended academic persistence and academic satisfaction. Similarly, career adaptability predicted academic satisfaction which in turn predicted sub-dimensions of intended academic persistence. Furthermore, academic satisfaction was found to significantly mediate the relations between career adaptability and intended academic persistence. These results suggest that for undergraduate students, feeling adaptable in one's career links to an enhanced commitment to remain in their chosen academic field, in part due to feeling more satisfied with their chosen academic domain. Implications and future research directions are discussed.

    Original languageEnglish (US)
    Pages (from-to)67-77
    Number of pages11
    JournalJournal of Vocational Behavior
    StatePublished - Oct 1 2018


    • Academic satisfaction
    • Career adaptability
    • Career Construction Theory
    • Intended academic persistence

    ASJC Scopus subject areas

    • Education
    • Applied Psychology
    • Organizational Behavior and Human Resource Management
    • Life-span and Life-course Studies


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