From Emotion to Action: How Socioemotional Skills Shape Career Engagement Through Adaptability

Abstract

In rapidly changing and unpredictable labor markets, socioemotional skills (SES) have emerged as essential for career development, particularly among university students. This study examined whether SES were associated with proactive career engagement indirectly through career adaptability in a cross-sectional model. Using data from 204 Brazilian higher education interns (ages 18–45), we employed validated instruments—SENNA 2.0, Career Adapt-Abilities Scale (CAAS), and Career Engagement Scale—analyzed via confirmatory factor analysis, multiple regressions, and structural equation modeling. Results showed partial mediation: self-management, open-mindedness, and engaging with others predicted adaptability dimensions —especially concern, curiosity, and confidence— which in turn predicted career engagement. Findings are consistent with the Career Adaptation Model and suggest differential associations among SES dimensions and adaptability resources, showing unequal contributions of SES dimensions and context-dependent activation of specific adaptability resources (e.g., control). This study highlights the need to incorporate social-emotional learning into higher education as a central element of career preparation, with implications for practices, research, and public education policies.