Construcción de la carrera e inteligencia emocional como antecedentes de identidad vocacional

  1. Enrique Merino-Tejedor 1
  2. Pedro M. Hontangas-Beltrán 2
  3. Juan Carlos Pérez-González 3
  1. 1 Universidad de Valladolid, Spain
  2. 2 Universidad de Valencia, Spain
  3. 3 Universidad Nacional de Educación a Distancia (UNED), Spain
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Zeitschrift:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X,  2174-5374

Datum der Publikation: 2024

Ausgabe: 27

Nummer: 1

Seiten: 157-183

Art: Artikel

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Andere Publikationen in: Educación XX1: Revista de la Facultad de Educación

Zusammenfassung

This article has a twofold scientific objective: On the one hand, it aims to carry out a validation of the Students Career Construction Inventory (SCCI) for use in the practice of career guidance with students. Secondly, it is intended to test a theoretical model that confirms the mediation of career construction on the effect of emotional intelligence on young people’s vocational identity. The sample consisted of 590 university students with an average age of 21.66 years. In the first part of the results, it was shown how the confirmatory factor analysis carried out corroborates the factor structure of the five different factors contemplated in the theoretical model: crystallizing, exploration, decision making, skill development and transition to the world of work, complementing the results of other previous studies. The results also showed that students with a higher level of trait emotional intelligence (EI) have a higher level of vocational identity. In addition, students with higher career construct scores were also shown to have higher levels of vocational identity. The most significant aspect of this study was the finding that there is a positive spillover effect from trait EI to vocational identity. This means that EI enhances students’ vocational identity through a mediating variable, in this case career construction. In the discussion we argue the implications of the results found and propose lines of educational action in the field of career guidance.

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