Career Adaptability in General Upper Secondary Education: The Role of SES, Gender, and Socioemotional Factors

The development and predictors of career adaptability in academically demanding general upper secondary education have remained largely understudied. Based on career construction theory, this longitudinal study followed Finnish academic-track students (214 boys and 243 girls at the beginning of the study) over three years to examine their development in terms of the dimensions of career adaptability and how personal (socioemotional difficulties and strengths) and societal factors (gender, caregivers’ educational backgrounds, self-reported family income, and schools’ geographical locations) predicted this development. Findings from the latent growth modeling revealed significant individual differences in all career adaptability dimensions. Initial levels were predicted by gender, family income, and school location: males scored higher in curiosity, concern, and confidence; students in rural schools showed lower control, concern, and confidence; and lower perceived income predicted lower control and curiosity. Further, there were individual differences in the development of career curiosity, confidence, and concern. Females exhibited greater growth in confidence and concern, while emotional difficulties negatively influenced the development of concern. These findings highlight the need for more equitable and inclusive guidance practices and emphasize the impact of both personal and societal factors on students’ career development in academically demanding settings.