![]() ![]() The close relation between identity and vocational identity was first assumed by Erickson (1968) and this has been reported by several studies ( Savickas, 1985 Skorikov and Vondracek, 1998 Nauta and Khan, 2007 Aleni Sestito et al., 2015). Vocational identity is, therefore, believed to be a defining feature in adolescent and young adult life, a leading aspect of global identity development. People exhibiting an advanced identity status show greater career planning and decidedness ( Wallace-Broscious et al., 1994) and a more advanced identity ( Kroger, 1988 Meeus, 1996 Skorikov and Vondracek, 1998). Vocational identity is conceived as a domain-specific aspect of overall identity, providing young people with a framework to regulate the pursuit of their academic and career objectives ( Hirschi, 2012). The Importance of Work in the Identity Formation of Late-Adolescence in Italyīuilding a vocational identity and a professional definition of self is a major task in adolescence ( Erickson, 1968 Savickas, 1985 Porfeli et al., 2011). We also examined relation between the PHCI and measures of vocational identity processes. Thus, in the present study, we examined the validity of the Italian version of the Planned Happenstance Career Inventory (PHCI Kim et al., 2014), a scale for assessing skills related to capitalizing on opportunities for career development and decision-making. In order to accomplish this, it is also relevant to identify measurements that are usable in specific context in an effective way. According to this assumption, planned happenstance could be a resource to cope with unpredictable experiences (e.g., pandemic). This could be an important resource for vocational identity for both support for the vocational identity commitment making process and protective factor against identity distress. In the present study, we intend to broaden this resource identification, focusing on the study of a dimension that is strictly connected to the unpredictability and flexibility of the world of youth work, the planned happenstance ( Mitchell et al., 1999), i.e., the ability to use unexpected events as a possibility of development ( Kim et al., 2014). Recent research has emphasized the importance of identifying psychological resources suitable for facing the challenges posed by the need to make a choice in the vocational domain ( Sica and Aleni Sestito, 2021). Therefore, as of right now, even more crucial it is the identification of both resources and strategies to help young people to manage and use unexpected events constructively. Furthermore, the recent pandemic situation ( Staguhn et al., 2021) has made more necessary to cope with unforeseen events and flexibility in defining one’s vocational identity. The current world of work represents an unpredictable territory for young people, characterized by constant changes and numerous contractual forms that make school to work/university transition a difficult moment for the formation of professional identity. These findings suggest implications for career guidance and counseling. As hypothesized, the exploration and commitment dimensions of vocational identity status are positive related to Planned Happenstance Skills. Concerning the second goal, the skills of planned happenstance show different associations with Vocational Identity Dimensions. Convergent validity and divergent validity of the measure were reported. The multi-group analyses showed that invariance between genders is supported. With regard to the first goal, results show that for the Italian version of the instrument was confirmed the multifactor structure of the original version. ![]() Moreover, we examined relations between the PHCI and measures of vocational identity processes. The present study had two goals: to test the validity of Planned Happenstance Career Inventory (PHCI) in the Italian context and to explore the relations between PHC skills and vocational identity processes within a sample of 472 undergraduate students attending university in the southern of Italy. Department of Humanistic Studies, University of Naples Federico II, Naples, Italy. ![]() Luigia Simona Sica, Michela Ponticorvo * and Tiziana Di Palma ![]()
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