Inteligência emocional, adaptabilidade de carreira e bem-estar psicológico de estudantes do 10º ano

Abstract

In Portugal, the educational system integrates several moments of transition between levels of education. More specifically, the transition to the 10th year of schooling involves students making decisions related to their own academic path, with implications for their career construction process. In fact, career-related choices are among the most important ones throughout life, taking its significant implications in different areas of development into account. Therefore, investigating this specific transition is important, considering the risks and indicators of poor psychological adjustment that may occur, as it follows other developmental challenges of adolescence. The main goal of this study is to analyze how Emotional Intelligence (EI) and Career Adaptability contribute to explain the levels of Psychological Well-Being (PWB) of 10th grade students. The sampling method chosen for this investigation is the non-probabilistic voluntary method by rational choice. The sample comprise 233 individuals and the instruments that were used are: the Sociodemographic Characterization Questionnaire, the Wong and Law Emotional Intelligence Scale (WLEIS-P), the Career Adapt-Abilities Scale (CAAS) – Portugal Form, and the Psychological Well-Being Manifestation Measure Scale (PWBMMS). Data collection was done on paper. The main results showed that higher levels of EI are associated with increased levels of PWB. A positive relationship was also observed between EI and career adaptability, underscoring the importance of emotional competencies in managing potential challenges throughout academic and professional careers. Career adaptability was likewise linked to higher levels of PWB. Both EI and career adaptability significantly explained variations in students’ PWB. Significant differences between genders were also found, with males scoring higher on all three variables. The analysis, based on Career Adaptability Model (Savickas, 2005), confirmed the relevance of EI and career adaptability during academic transition periods, reinforcing the need to develop these competencies in schools to enhance student well-being.

Date of Award	30 Jan 2025
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Íris M. Oliveira (Supervisor) & Diana Moreira (Co-Supervisor)