{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,19]],"date-time":"2026-01-19T01:14:24Z","timestamp":1768785264722,"version":"3.49.0"},"reference-count":46,"publisher":"MDPI AG","issue":"8","license":[{"start":{"date-parts":[[2023,4,20]],"date-time":"2023-04-20T00:00:00Z","timestamp":1681948800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"Calouste Gulbenkian Foundation, Gulbenkian Academy for Knowledge","award":["240941"],"award-info":[{"award-number":["240941"]}]},{"name":"Calouste Gulbenkian Foundation, Gulbenkian Academy for Knowledge","award":["UIDB\/01662\/2020"],"award-info":[{"award-number":["UIDB\/01662\/2020"]}]},{"name":"Calouste Gulbenkian Foundation, Gulbenkian Academy for Knowledge","award":["UIDB\/00683\/2020"],"award-info":[{"award-number":["UIDB\/00683\/2020"]}]},{"name":"Portuguese Foundation for Science and Technology","award":["240941"],"award-info":[{"award-number":["240941"]}]},{"name":"Portuguese Foundation for Science and Technology","award":["UIDB\/01662\/2020"],"award-info":[{"award-number":["UIDB\/01662\/2020"]}]},{"name":"Portuguese Foundation for Science and Technology","award":["UIDB\/00683\/2020"],"award-info":[{"award-number":["UIDB\/00683\/2020"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["IJERPH"],"abstract":"<jats:p>The transition to the first year of high school constitutes a critical moment because it corresponds to the implementation of a career choice, which can impact students\u2019 satisfaction and psychosocial adjustment. The career construction model of adaptation holds potential to explain how students adapt to high school, by suggesting linkages among adaptive readiness, resources, responses, and results. However, research applying the career construction model to school transitions, combining social-emotional, career, and academic variables is still needed. This study explores the roles that social-emotional skills (an indicator of adaptive readiness) and career adaptability (an indicator of adaptability resources) play in explaining first-year high school students\u2019 agentic school engagement (an indicator of adapting responses). Measures of social-emotional skills, career adaptability, and school engagement were completed by 136 students (63.2% girls; M age = 15.68). Results from the hierarchical linear regression analysis suggest that social-emotional skills and career adaptability explain 32% of the variance and significantly contribute to explaining agentic school engagement. These findings seem illustrative of the potential of the career construction model of adaptation to deepen knowledge and understanding about the transition to high school and the implementation of career choices. Aligned with the literature, this study supports the calls for integrative psychological practices that acknowledge social-emotional, career, and academic variables when fostering students\u2019 psychosocial adjustment.<\/jats:p>","DOI":"10.3390\/ijerph20085597","type":"journal-article","created":{"date-parts":[[2023,4,21]],"date-time":"2023-04-21T02:05:31Z","timestamp":1682042731000},"page":"5597","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":14,"title":["Social-Emotional Skills, Career Adaptability, and Agentic School Engagement of First-Year High School Students"],"prefix":"10.3390","volume":"20","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-4262-6768","authenticated-orcid":false,"given":"\u00cdris M.","family":"Oliveira","sequence":"first","affiliation":[{"name":"Faculty of Philosophy and Social Sciences, Centre for Philosophical and Humanistic Studies, Universidade Cat\u00f3lica Portuguesa, 4710 Braga, Portugal"},{"name":"Association of Psychology, University of Minho, 4710 Braga, Portugal"}]},{"given":"In\u00eas","family":"de Castro","sequence":"additional","affiliation":[{"name":"Association of Psychology, University of Minho, 4710 Braga, Portugal"},{"name":"School of Psychology, University of Minho, 4710 Braga, Portugal"}]},{"given":"Ana Daniela","family":"Silva","sequence":"additional","affiliation":[{"name":"Association of Psychology, University of Minho, 4710 Braga, Portugal"},{"name":"School of Psychology, University of Minho, 4710 Braga, Portugal"}]},{"given":"Maria do C\u00e9u","family":"Taveira","sequence":"additional","affiliation":[{"name":"Association of Psychology, University of Minho, 4710 Braga, Portugal"},{"name":"School of Psychology, University of Minho, 4710 Braga, Portugal"}]}],"member":"1968","published-online":{"date-parts":[[2023,4,20]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1590\/es0101-73302019186268","article-title":"Transi\u00e7\u00e3o para o ensino secund\u00e1rio em portugal: Vozes de estudantes sobre dificuldades acad\u00eamicas","volume":"40","author":"Torres","year":"2019","journal-title":"Educ. 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