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The aim of this study was to characterize profiles of career resources among university students and identify differences in career insecurity and employability between these profiles. The conservation of resources theory (Hobfoll 1989) and career resources model (Hirschi 2012) were used as theoretical lenses. Specifically, psychological career resources (i.e., present positive time perspective, future positive time perspective, resilience) and social career resources (i.e., university career support, social career support, studies challenge) were explored as university students’ resources to cope with their career insecurity and promote their employability. Survey data were collected from university students (N = 281) in this cross-sectional research. Cluster analysis results revealed four career resources profiles of university students: (1) low career resources; (2) high career resources; (3) high psychological career resources–low social career resources; (4) low psychological career resources–high social career resources. Additionally, career resources profiles with high levels of psychological career resources were found to have significantly lower scores on career insecurity and higher scores on employability in comparison to other career resources profiles. The study has theoretical and practical implications for a person-centered approach to promoting career preparation among university students.

IntroductionCareer self-management behaviours are key to overcoming the challenges of entry into the labour market. Combining the Conservation of Resources and Career Self-management theories, this study delves into the concept of Career Engagement among Italian University students by examining its relationship with Support from teaching Staff and Movement Capital. We hypothesised a mediation model in which Support from Teaching Staff predicts Career Engagement which, in turn, fosters Movement Capital. As the pandemic led to the adoption of online learning solutions, we also explored whether and how the interaction between teachers and students during online classes moderates the said mediation relationship.Methods and resultsWe collected data from 276 Italian University students through an online questionnaire. Results supported the mediation hypothesis, corroborating the mediating role of Career Engagement. We also observed that this relationship is stronger at medium and higher levels of online interaction between teachers and students.DiscussionFindings contribute to existing evidence about the role of Career Engagement in facilitating career resources’ acquisition and extend the understanding of its contextual antecedents in Higher Education contexts. Results also align with the importance attributed to interaction in online learning environments. This work suggests ways to encourage career behaviours in Higher Education and equip prospective labour market entrants with career resources.

The present study examined the career goal management strategies of Italian young adults. Based on the dual-process framework of goal management, assimilation and accommodation, which are considered adaptive personal resources, were hypothesized to be associated with young adults' career goal engagement and career goal disengagement. Perceived employability and career adaptability were also hypothesized to play a mediating role in these associations. A two-time study was carried out among Italian university students (N = 294). The results confirmed that assimilation was positively associated with career goal engagement and perceived employability mediated this relationship. Additionally, assimilation was found to be negatively associated with career goal disengagement, whereas accommodation was positively associated with career goal disengagement. These findings have implications in career counseling and university programs related to young adults' university-to-work transitions.