Profiles of Calling and Their Relation to University-to-Work Transition Outcomes

Zhang, C., Hirschi, A., Li, M., & You, X. (2021). Profiles of calling and their relation to university-to-work transition outcomes. Journal of Career Development.

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Abstract

In this study, we adopted a person-centered approach using latent profile analysis to explore whether profiles of calling based on the internal and external sources of a calling are identified and how these profiles relate to successful university-to-work transition outcomes (i.e., higher career satisfaction, higher person-job fit, and lower turnover intentions). We assessed a sample of 684 Chinese university graduates one week before and six months after graduation and found five profiles of calling: Strongly undeveloped calling, moderately undeveloped calling, transcendent calling, highly transcendent calling, and modern calling. We found that a calling which was driven by internal and external sources (i.e., transcendent calling) or predominantly by internal sources (i.e., modern calling) related to more successful university-to-work transition outcomes. Our findings contribute to the literature on calling by showing that the sources of calling are important to conceptualize different types of calling and differentiate the role of different callings.

Keywords: Calling profiles, sources of calling, university to work transition, latent profile analysis, career satisfaction

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Forget about the money? A latent profile analysis of calling and work motivation in Chinese employees

Zhang, C., & Hirschi, A. (2021). Forget about the money? A latent profile analysis of calling and work motivation in Chinese employees. Career Development International.

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Abstract

Purpose – Calling is typically associated with more intrinsic than extrinsic work motivation.

This could give the impression that employees with a calling do not need or care about external rewards. To deepen the understanding of the relationship between calling and work motivation, we tested how calling is combined with different types of work motivation and how such combinations affect work outcomes differentially.
Design/methodology/approach – We applied latent profile analysis among Chinese employees with diverse occupations (N = 1,290) to identify calling and work motivation profiles and test their relations with work outcomes, assessed four months later.
Findings – Four profiles emerged: externally motivated low calling, moderately externally motivated calling, moderately motivated calling, and highly motivated calling. Employees with weaker and stronger callings indicated being extrinsically motivated for work. Employees in the highly motivated calling profile exhibited highest job satisfaction, lowest cynicism, and lowest turnover intentions, followed by employees in the moderately motivated calling profile, the moderately externally motivated calling profile, and the externally motivated low calling profile.
Implications – Our findings imply that employees with a strong calling do care about external rewards and also benefit from external incentives to work.
Originality/value – This study is the first to explore the differential relationship between callingZhang, C., & Hirschi, A. (2021). Forget about the money? A latent profile analysis of calling and work motivation in Chinese employees. Career Development International. and work motivation. Moreover, our findings offer insights regarding the under- researched notion that different types of calling predict work outcomes differently.

Keywords: Calling profiles, work motivation, external motivation, latent profile analysis, job satisfaction
Article classification: Research paper

Explaining Age Differences in the Motivating Potential of Intergenerational Contact at Work

Burmeister, A., Hirschi, A., & Zacher, H. (in press). Explaining age differences in the motivating potential of intergenerational contact at work. Work, Aging and Retirement.

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Abstract

Understanding the effects of intergenerational contact at work is important given aging and increasingly age-diverse workforces. The aim of this research was to better understand who derives motivational benefits from intergenerational contact, and the processes by which this occurs. To do so, we adopted a motivational lens grounded in need-based theories of work motivation and lifespan development theory. We argue that the motivating effect of intergenerational contact on work engagement via sense of belonging is more pronounced for older compared to younger employees due to changes in goal priorities across the lifespan. Specifically, we posit the generativity motive and perceived remaining time at work as lifespan-related mechanisms that explain the moderating effects of age on the links between intergenerational contact and work engagement. In Study 1, a laboratory experiment with 45 younger and 45 older participants in Switzerland, we found support for a causal effect of intergenerational contact on sense of belonging. In Study 2, a three-wave field study with 560 employees in Germany, we found that sense of belonging mediated the relation between intergenerational contact and work engagement. Further, perceived remaining time at work explained the moderating effect of age on the link between sense of belonging and work engagement. By highlighting age differences in the motivating potential of intergenerational contact, we advance research on intergroup contact, employee motivation, and workforce aging.

Keywords: workforce aging; intergenerational potential; life span development theory; intergroup contact theory; need-based theories of work motivation

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Grass roots of occupational change: Understanding mobility in vocational careers

Medici G., Tschopp, C., Grote, G., & Hirschi, A. (2020). Grass roots of occupational change: Understanding mobility in vocational careers. Journal of Vocational Behavior, 122, 103480. https://doi.org/10.1016/j.jvb.2020.103480

Abstract

Most prior research on career mobility has focused on people changing jobs and organizations. We know little about processes involved in individuals changing occupations, although these changes cause high individual, organizational, and public costs. Moreover, occupations are in- creasingly acknowledged as important anchors in times of more boundaryless careers. The current study investigates the impact of early satisfaction with the trained occupation (VET satisfaction) on occupational change by analyzing 10-year longitudinal panel data gathered in Switzerland (N = 905). Results from regression analyses showed that VET satisfaction predicted occupational change up to ten years after graduation. VET satisfaction in turn was affected by work characteristics experienced during VET, and VET satisfaction mediated the relationship between work characteristics during VET and occupational change. Using a subsample (N = 464) for which data were available on jobs taken up after graduation, we showed that VET satisfaction explained occupational change over and above work satisfaction in jobs held after graduation, highlighting the formative role of early experience during VET. Our findings inform both theory and practice. To fully comprehend occupational change, established turnover models also need to reflect on early formative vocational experiences. Firms should pay attention to favorable work characteristics already during VET and adjust adverse conditions to reduce undesired occupational mobility.

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Reaching the heart or the mind? Test of two theory-based training programs to improve interactions between age-diverse coworkers.

Burmeister, A., Gerpott, F. H., Hirschi, A., Scheibe, S., Pak, K., & Kooij, D. (2020). Reaching the heart or the mind? Test of two theory-based training programs to improve interactions between age-diverse coworkers. Academy of Management Learning & Education. https://doi.org/10.5465/amle.2019.0348

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Abstract

Due to demographic change, age diversity is increasing in many organizations. We aimed to understand how organizations can use age diversity training to overcome the challenges and realize the benefits of an age-diverse workforce. We built on the two predominant theoretical perspectives in the diversity literature–social identity theory and the information/decision-making perspective–to advance a dual pathway model and to develop two age diversity training programs: An identity- oriented training that helps organizations to overcome the challenges of age diversity by “speaking to the heart” of age-diverse coworkers and a knowledge-oriented training that helps organizations to realize the benefits of age diversity by “speaking to the mind” of age-diverse coworkers. We tested both training programs in a randomized controlled field experiment with age-diverse coworker dyads. We found that the identity-oriented training facilitated contact quality as a socioemotional outcome through increased levels of coworker’s perceived similarity and also reduced stereotype threat. The knowledge-oriented training increased knowledge transfer as a sociocognitive outcome through increased levels of coworker’s perceived knowledge utility and transactive memory. In a pilot training integration study, we made a first attempt to develop and test an integrated training program. Our findings advance research on the evidence-based management of age diversity.

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Measuring career preparedness among adolescents: development and validation of the career resources questionnaire – Adolescent version

Marciniak, J., Hirschi, A., Johnston, C.S. & Haenggli, M. (2020). Measuring career preparedness among adolescents: development and validation of the career resources questionnaire – Adolescent version. Journal of Career Assessment. https://doi.org/10.1177/1069072720943838

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Abstract

Adolescents need to develop career preparedness to successfully transition from school to work. Many factors represent career preparedness, which are difficult to measure comprehensively and economically. We used a career resources framework to assess key aspects of career preparedness among in-school adolescents, and adapted and validated the Career Resources Questionnaire. The questionnaire assesses 12 distinct aspects of career preparedness (i.e., occupational expertise, labor market knowledge, soft skills, career involvement, career confidence, career clarity, social support from school, family, and friends, networking, career exploration, and self-exploration). We demonstrate the reliability, factor structure, and validity evidences based on internal structure and relations with other variables of the new measure among two samples (N1 = 186; N2 = 1,004). In sum, the study indicates that the assessment can be used by researchers and practitioners to reliably and economically assess several key indicators of career preparedness.

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Career preparation among adolescents: A review of key components and directions for future research

Marciniak, J., Johnston, C., Steiner, R., & Hirschi, A. (2020). Career preparedness among adolescents: A review of key components and directions for future research. Journal of Career Development. doi: 10.1177/0894845320943951

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Abstract

Adolescents and students are faced with the developmental task of becoming prepared for a career and master future career transitions. Existing research has investigated a range of concepts relating to career preparedness, including predictors and outcomes. However, this body of work is fragmented as a number of different conceptualizations and measurements related to career preparedness exist. Thus, the goal of this review is to provide an overview of the different concepts that have been used to describe and measure career preparedness. Based on a comprehensive review of empirical articles on maturity, readiness, adaptability, preparedness, and preparation, we propose an organizing framework of the diverse attitudes, knowledge and competencies, and behaviors required for career preparedness. We also review the empirical research on predictors and outcomes of career preparedness. We close by identifying issues in the conceptualization and measurement of different constructs and provide suggestions for future research, and implications for theory and practice.

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Whole-life career self-management: A conceptual framework

Hirschi, A., Zacher, H., & Shockley, K. M. (2022). Whole-life career self-management: A conceptual framework. Journal of Career Development, 49(2), 344-362. https://doi.org/10.1177/0894845320957729

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Abstract

Contemporary careers require flexible career self-management across the life span that takes work and nonwork roles into account. However, existing models of career self-management do not focus on how work and nonwork life domains interact in this process and work–life research largely neglected a careers perspective. To address this issue, we present a new theoretical framework of career self- management that considers the intersection of work and nonwork roles. Our model integrates insights from career self-management, action regulation, and the work–nonwork interface to propose how goals, action plans, and behaviors across work and nonwork roles are dynamically linked and how these processes lead to career satisfaction, work–life balance, and psychological well-being, affected by contextual and personal role expectations and resources and barriers. Our framework has implica- tions for the theoretical understanding of career self-management, the work–life interface, a whole-life perspective on career development, and contextual factors in career development across the life span.

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Trajectories of calling in the transition from university to work: A growth mixture analysis

Zhang, C., & Hirschi, A., & You, X. (2020). Trajectories of calling in the transition from university to work: A growth mixture analysis. Journal of Career Assessment. doi: 10.1177/1069072720931010

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Abstract

Research on the development of calling is still in its infancy and rarely focused on how calling changes during a major career transition. The current study examined the developmental trajectories of calling and their relation with personality (i.e., conscientiousness, proactive personality) in the transition from university to work with a three-wave longitudinal study with 340 Chinese graduating university students. Results based on growth mixture modeling indicated three developmental trajectories of calling: high and stable calling (23% of sample), high but decreasing calling (74%), and low and increasing calling (3%). Moreover, higher conscientiousness related to a higher chance of being classified into the high and stable calling trajectory. These findings add notable insights to the literature by exploring the previously neglected developmental trajectories of calling and their association with personality in the transition from university to work.

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Latent profile analysis: A review and “how to” guide of its application within vocational behavior research

Spurk, D. , Hirschi, A., Valero, D., Wang, M., & Kauffeld, S. (2020). Latent profile analysis: A review and “how to” guide of its application within vocational behavior research. Journal of Vocational Behavior, 120, 103445. https://doi.org/10.1016/j.jvb.2020.103445

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Abstract

Latent profile analysis (LPA) is a categorical latent variable approach that focuses on identifying latent subpopulations within a population based on a certain set of variables. LPA thus assumes that people can be typed with varying degrees of probabilities into categories that have different configural profiles of personal and/or environmental attributes. Within this article, we (a) review the existing applications of LPA within past vocational behavior research; (b) illustrate best practice procedures in a non-technical way of how to use LPA methodology, with an illustrative example of identifying different latent profiles of heavy work investment (i.e., working com- pulsively, working excessively, and work engagement); and (c) outline future research possibi- lities in vocational behavior research. By reviewing 46 studies stemming from central journals of the field, we identified seven distinct topics that have already been investigated by LPA (e.g., job and organizational attitudes and behaviors, work motivation, career-related attitudes and or- ientations, vocational interests). Together with showing descriptive statistics about how LPA has been conducted in past vocational behavior research, we illustrate and derive best-practice re- commendations for future LPA research. The review and “how to” guide can be helpful for all researchers interested in conducting LPA studies.

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Birds of a feather flock together: How congruence between worker and occupational personality relates to job satisfaction over time

Ghetta, A., Hirschi, A., Wang, M., Rossier, J., & Herrmann, A. (2020). Birds of a feather flock together: How congruence between worker and occupational personality relates to job satisfaction over time. Journal of Vocational Behavior, 119, 103412. https://doi.org/10.1016/j.jvb.2020.103412

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Abstract

Person–environment fit (P–E fit) and job satisfaction are key constructs in vocational and organizational research. Research established that they are positively related, but little is known about how they relate over time. We analyzed P–E fit as the congruence between the Big Five personality traits of a worker and of all job incumbents in the same occupation, and how this congruence relates to job satisfaction over time. Analyses were based on 7,049 participants from the German Socio-Economic Panel from 2005, 2009, and 2013. We used latent change score modeling to assess changes in congruence and job satisfaction over eight years, and further created 3D response surface plots based on polynomial regression to investigate nonlinear relations between each Big Five trait and job satisfaction. Change in P–E fit was not related to simultaneous change in job satisfaction and did not predict subsequent change in job satisfaction. The surface analyses indicated that a worker’s and an occupation’s personality are primarily independently relevant for the level of job satisfaction and that effects differ for different personality traits.

Keywords

person–environment fit, personality, job satisfaction, latent change score model, response surface analysis

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When and why do negative organization-related career shocks impair career optimism?

Hofer, A., Spurk, D. & Hirschi, A. (2020). When and why do negative organization-related career shocks impair career optimism? A conditional indirect effect model. Career Development International. https://doi.org/10.1108/CDI-12-2018-0299

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Abstract

Purpose – This study investigates when and why negative organization-related career shocks affect career optimism, which is a positive career-planning attitude. The indirect effect of negative organization-related career shocks on career optimism via job insecurity, and the role of perceived organizational career support as a first stage moderator, were investigated. 

Design/methodology/approach – Three-wave time-lagged data from a sample of 728 employees in Switzerland was used. Time-lagged correlations, an indirect effect model, and a conditional indirect effect model with bootstrapping were used to test the hypotheses. 

Findings – First, this study showed a significant negative correlation between negative organization-related career shocks (T1) and career optimism (T3), a positive correlation between negative organization-related career shocks (T1) and job insecurity (T2), and a negative correlation between job insecurity (T2) and career optimism (T3). Second, findings revealed that negative organization-related career shocks (T1) have a negative indirect effect on career optimism (T3) via job insecurity (T2). Third, perceived organizational career support (T1) buffers the indirect effect of negative organization-related career shocks (T1) on career optimism (T3).

Originality/value – This study provides an initial examination of the relationship between negative organization-related career shocks and career optimism by applying assumptions from the JD-R model and Conservation of Resources theory. Implications about how to deal with negative career shocks in HRM and career counseling are discussed.

Keywords – Career Optimism, Career Shocks, Career Support, Career Attitudes, Job Insecurity

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Career adaptability and career success in the context of a broader career resources framework.

Haenggli, M. & Hirschi, A. (2020). Career adaptability and career success in the context of a broader career resources framework. Journal of Vocational Behavior, 119, 103414. https://doi.org/https://doi.org/10.1016/j.jvb.2020.103414

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Abstract

Increasing dynamics of careers make the development and application of different career resources important for successful career development. The study aimed to understand how different career resources are related to each other and different forms of career success. Examining 574 employees with 3-waves of 1-month time lags, we assessed relations between key resources (i.e., self-esteem and optimism), career adaptability resources (i.e., concern, control, curiosity, confidence), and knowledge/skills, motivational, and environmental career resources and their predictive utility for different forms of subjective and objective career success (i.e., salary). Results showed that career adaptability resources are highly related to other types of career resources, but career adaptability and other career resources each explain unique variance in different facets of career success. Using relative weight analyses, we found that especially motivational and environmental career resources are meaningfully positively related to different facets of subjective career success, whereas knowledge and skills career resources are most prominently positively related to objective career success. Under consideration of other career resources, career adaptability related negatively to salary. The findings contribute to career construction theory by situating career adaptability within a broader resource framework in relation to career success.

Keywords

Career adaptability; Career resources; Key resources; Subjective career success; Objective career success; Career construction theory

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Understanding the motivational benefits of knowledge transfer for older and younger workers in age-diverse coworker dyad

Burmeister A., Wang, M., & Hirschi, A. (2020). Understanding the motivational benefits of knowledge transfer for older and younger workers in age-diverse coworker dyads: An actor-partner interdependence model. Journal of Applied Psychology, 105(7), 748-759. https://doi.org/10.1037/apl0000466

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Abstract

The growing age diversity in organizations in most industrialized economies provides opportunities to motivate both older and younger workers by enabling them to benefit from each other through knowledge transfer. In this study, we integrate self-determination theory with socio-emotional selectivity theory to argue that the alignment between workers’ age and their roles in knowledge transfer can generate motivational benefits for them. More specifically, we argue that receiving knowledge from coworkers (i.e., actor knowledge receiving) is more closely aligned with younger workers’ goal priorities, while having coworkers receive one’s knowledge (i.e., partner knowledge receiving) is more closely aligned with older workers’ goal priorities. We expect that these motivational benefits manifest in younger and older workers’ need fulfillment at work, which can shape their subsequent intention to remain with the organization. We used an actor-partner interdependence model to test our hypotheses with time-lagged data from a sample of 173 age-diverse coworker dyads, and found support for most of our hypotheses. The age-specific motivational perspective that we adopt has implications for self-determination theory and research on knowledge transfer and mentoring.

Keywords

socio-emotional selectivity theory, self-determination theory, work motivation, employee retention, mentoring, actor-partner interdependence model

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Career adaptability and social support of vocational students leaving upper secondary school.

Hlad'o, P., Kvaskova, L., Jezek, S., Hirschi, A., & Macek, P. (2020). Career Adaptability and Social Support of Vocational Students Leaving Upper Secondary School Journal of Career Assessment, 28(3), 478-495. https://doi.org/10.1177/1069072719884299 

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Abstract

This study used a sample of 3,028 vocational upper secondary Czech students to validate the measurement model of the Career Adapt-Abilities Scale—Czech Form, assessing concern, control, curiosity, and confidence as the psychosocial resources for managing occupational transitions, developmental tasks, and work traumas. We moreover examined the associations of parental psychosocial support, parental instrumental support (action), teacher support, and peer support with the four components of career adaptability. As expected, social support provided by significant others was positively associated with career adaptability. Diverse sources of social support related differently to various career adaptability components. Career concern and confidence were asso- ciated simultaneously with parental psychosocial support, teacher support, and peer support while control was associated only with the parental and friend support and curiosity was associated with the social support from teachers and friends. Moreover, parental instrumental support did not show any significant link to career adaptability components.

Keywords

career adaptability, Career Adapt-Abilities Scale, social support, parental support, teacher support, peer support

Development and Validation of a Multidimensional Career Values Questionnaire: A Measure Integrating Work Values, Career Orientations, and Career Anchors

Abessolo, M., Hirschi, A., & Rossier, J. (2019). Development and Validation of a Multidimensional Career Values Questionnaire: A Measure Integrating Work Values, Career Orientations, and Career Anchors. Journal of Career Development. doi:10.1177/0894845319846567

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Abstract

Work values, career orientations, and career anchors are conceptually and empirically linked, and the aim of this article was to develop a new questionnaire that assesses their underlying common dimensions from a set of newly generated items. A first study, using a sample of Swiss French–speaking employees (N = 239) and exploratory factor analysis techniques, enabled the identification of eight career values: social, management, specialization, mobility, independence, salary, work–life balance, and variety. In a second study with another sample of Swiss French–speaking employees (N = 313), we confirmed this eight-factor structure and showed that these dimensions are reliable and stable over time. The measured career values were also meaningfully related to different work meanings and to job and career satisfaction. This newly created questionnaire enables an integrative assessment of career values and should be useful for researchers and practitioners to better understand and assist people in their career choices.

Empirical developments in career construction theory

Rudolph, C. W., Zacher, H., & Hirschi, A. (2019). Empirical developments in career construction theory (Editorial). Journal of Vocational Behavior, 111, 1-6. doi:10.1016/j.jvb.2018.12.003

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Abstract

Career construction theory is a grand theory of career development. The goal of this special issue on empirical developments in career construction theory was to showcase research that addresses major unanswered questions regarding this theory, including the role of context and development over time, as well as the applicability of the theory in specific samples. Furthermore, we sought advanced research that addresses the dimensionality, processes, and outcomes of career construction by adopting diverse approaches, including quantitative, qualitative, and intervention methods. In this editorial, we briefly describe key propositions of career construction theory and emphasize major questions that remain to be answered within this theoretical framework. We then briefly summarize the eight empirical studies included in the special issue and explain how they, individually and collectively, contribute to the advancement of research on career construction.

A Whole-Life Perspective of Sustainable Careers: The Nature and Consequences of Nonwork Orientations

Hirschi, A., Steiner, R., Burmeister, A., & Johnston, C. S. (2019). A whole-life perspective of sustainable careers: The nature and consequences of nonwork orientations. Journal of Vocational Behavior. doi:10.1016/j.jvb.2019.103319

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Abstract

Developing a sustainable career necessitates actively considering nonwork roles relative to one’s career. However, little is known about who is more or less likely to consider nonwork roles, and what consequences this entails for a sustainable career development. To address this issue, we investigated the nomological net of nonwork orientations (NWO) in two studies, with five samples (total N= 2,679). Study 1 explored the nomological net of NWO and found that among students and employees, people high in agreeableness more strongly considered the family and community role, whereas those high in extraversion and openness showed higher NWO for private life and community. Moreover, students and employees who endorsed self-transcendence work values scored higher on NWO. Study 2 examined how different combinations of NWO and work role commitment relate to work–nonwork conflict and enrichment with latent profile analysis. Across three samples including younger, age-heterogenous, and older workers, we identified five distinct profiles: average levels, work focused, personal life focused, family and personal life focused, and whole-life focused (i.e., high in NWO and work role commitment). Notably, people with a whole-life profile (between 6% and 29% of the samples) reported more work–nonwork enrichment, and a tendency for less work–nonwork conflict compared to individuals predominately focused on either work or personal life. Moreover, we found some meaningful age group differences which call for more research into lifespan dynamics in sustainable careers. Overall, the results of the studies help to better understand the meaning of NWO and how they relate to a sustainable approach to career development. 

Keywords: nonwork orientations; personality; work values; work commitment; work–nonwork interface

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Reciprocal Relation Between Authenticity and Calling among Chinese University Students: A Latent Change Score Approach

Zhang, C., Hirschi, A., Dik, B. J., Wei, J. & You, X. (2018). Reciprocal relation between authenticity and calling among Chinese university students: a latent change score approach. Journal of Vocational Behavior, 107, 222-232. doi: 10.1016/j.jvb.2018.05.005

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Abstract

It is common to hear that following one’s “true self” is an important means to find a calling, yet no study has directly examined this possibility. In this study, we investigate the change pattern between authenticity and calling. Specifically, we conducted a three-wave longitudinal study with 459 Chinese university students over one year and examined the reciprocal dynamic relationship between authenticity (i.e., authentic living, self-alienation, and accepting external influence) and calling. Results of a bivariate latent change score model examining within- individual changes over time showed that increases in authentic living were positively correlated with increases in calling, while increases in self-alienation and accepting external influence negatively correlated with increases in calling. We also found that higher levels of calling predicted less decrease in authentic living. However, higher levels of authentic living significantly predicted a decrease in calling over time. Our findings contribute to the literature on calling by suggesting a dynamic change pattern of authenticity and calling among Chinese university students.

Keywords: Calling, authenticity, authentic living, accepting external influence, latent change score model

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To Hangover or Not: Trajectories of Job Satisfaction in Adolescent Workforce Newcomers

Valero, D., & Hirschi, A. (2019). To hangover or not: Trajectories of job satisfaction in adolescent workforce newcomers. European Journal of Work and Organizational Psychology, 28(2), 150-163. doi:10.1080/1359432X.2018.1564278

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Abstract

The development of job satisfaction during the first months on the job often indicates ahoneymoon hangover, with high levels of job satisfaction gradually declining. This effect is often explained by disappointed expectations that are informed by previous job experiences. However, research has not established whether a hangover pattern could also be observed in individuals without previous work experience. We explored the development of job satisfaction with four assessment points across the first four months after starting vocational training among 357 Swiss adolescents. On average, a hangover pattern in job satisfaction was confirmed. Using person-centred growth mixture modelling, we identified two groups with distinct trajectories. Although a majority showed a hangover pattern, a third of participants showed stable, high job satisfaction. We presumed that adolescents with more contextual and personal resources (i.e., perceived social support, occupational self-efficacy, core self-evaluations, and perceived person–job fit) would be more likely to avoid a hangover pattern. Results confirmed that the two groups differed significantly in all these resources with the high stable satisfaction group showing higher resources. The results illustrate the importance of a diverse set of resources to facilitate a positive trajectory of job satisfaction at the beginning of work life.

Keywords: job satisfaction, newcomer socialization, growth mixture model, vocational training, social cognitive career theory; conservation of resources

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