Abstract
The Career Adapt-Abilities Scale (CAAS) has been validated in several East Asian countries, but the measurement equivalence of its four dimensions and construct validity has not yet been evaluated in Japan. Results from Japanese (n = 298) and South Korean (n = 301) college students indicated good to excellent internal consistency estimates, and configural and metric invariance, confirming the factor structure across the groups. Item intercepts across samples, however, were scalar noninvariant, preventing comparison of mean scores. Results also provided support for criterion-related validity of CAAS scores. This model for measuring career adaptability can apply to the Japanese college context.
Résumé
Structure factorielle et invariance factorielle de l'échelle d'adaptabilité de carrière chez les étudiant·e·s japonais·e·s et sud-coréen·ne·s L’échelle d’adaptabilité de carrière (Career Adapt-Abilities Scale - CAAS) a été validé dans plusieurs pays d'Asie de l'Est, mais l'équivalence de mesure de ses quatre dimensions et sa validité n'ont pas encore été évaluées au Japon. Les résultats obtenus à partir d’échantillons d’étudiant·e·s japonais·e·s (n = 298) et sud-coréen·ne·s (n = 301) ont indiqué des estimations de cohérence interne allant de bonnes à excellentes, ainsi qu'une invariance de mesure confirmant la structure factorielle entre les groupes. Les ordonnées à l’origine des items entre les échantillons étaient toutefois non-invariantes d’échelle, empêchant la comparaison des scores moyens. Les résultats ont également confirmé la validité des scores du CAAS en fonction des critères. Ce modèle de mesure de l'adaptabilité de carrière peut s'appliquer au contexte des universités japonaises.
Zusammenfassung
Faktorstruktur und faktorielle Invarianz der Skala der beruflichen Anpassungsfähigkeiten für japanische und südkoreanische College-Studierende Die Career Adapt-Abilities Skala (CAAS) wurde bereits in mehreren ostasiatischen Ländern validiert, aber die Gleichwertigkeit ihrer vier Dimensionen und Konstruktvalidität wurde in Japan noch nicht überprüft. Die Ergebnisse japanischer (n = 298) und südkoreanischer (n = 301) College-Studierender zeigten gute bis ausgezeichnete Schätzungen der internen Konsistenz sowie der konfigurationellen und metrischen Invarianz und bestätigten damit die Faktorstruktur in allen Gruppen. Die Item-Konstanten zwischen den Stichproben waren jedoch skalar nicht invariant, was einen Vergleich der Mittelwerte verhinderte. Die Ergebnisse lieferten auch Unterstützung für die kriterienbezogene Validität der CAAS Scores. Dieses Modell zur Messung der beruflichen Anpassungsfähigkeit kann auf den japanischen Hochschulkontext angewandt werden.
Resumen
Estructura Factorial e Invariabilidad Factorial de la Escala de Habilidades y Adaptaciones Profesionales entre Estudiantes Universitarios Japoneses y Surcoreanos. La Escala de Habilidades y Adaptaciones Profesionales (CAAS) ha sido validada en varios países de Asia oriental, pero la equivalencia de medición de sus cuatro dimensiones y la validez de su construcción aún no ha sido evaluada en Japón. Los resultados de los estudiantes universitarios japoneses (n = 298) y surcoreanos (n = 301) indicaron estimaciones de consistencia interna de buenas a excelentes, e invariancia configuradora y métrica, confirmando la estructura factorial en todos los grupos. Sin embargo, las interceptaciones de ítems en las muestras fueron escalares no invariables, lo que impidió la comparación de las puntuaciones medias. Los resultados también apoyan la validez en relación al criterio de puntuaciones del CAAS. Este modelo para medir la adaptabilidad de la carrera profesional puede aplicarse al contexto de una universidad japonesa..
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The authors wish to acknowledge comments on the Japanese version of the CAAS from Mark Savickas.
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Appendix: Items in the CAAS Japanese-Language Form
Appendix: Items in the CAAS Japanese-Language Form
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Lee, I.H., Sovet, L., Banda, K. et al. Factor structure and factorial invariance of the Career Adapt-Abilities Scale across Japanese and South Korean college students. Int J Educ Vocat Guidance 21, 241–262 (2021). https://doi.org/10.1007/s10775-020-09440-5
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DOI: https://doi.org/10.1007/s10775-020-09440-5