The outbreak of COVID-19 added further stress to individuals’ work life, and employability may be especially important to help individuals to pursue sustainable career success in such a context. However, previous studies that examined the impact and the mechanisms of employability on sustainable career success are lacking, especially in the context of pandemic threat. Based on conservation of resource theory (COR), the current study aims to explore whether and how employability, as an important resource, reduced work-related emotional exhaustion and increased work engagement during the COVID-19 pandemic. We expected that self-perceived employability would reduce emotional exhaustion and increase work engagement. We further expected that coping strategy mediated the effect of self-perceived employability on emotional exhaustion, and career commitment mediated its effect on work engagement. Data were collected via a national survey in China among a sample of 4990 human resource practitioners from October to December 2020 amid the COVID-19 outbreak. The proposed model was tested with structural equation modelling. Results supported the proposed model. Self-perceived employability reduced emotional exhaustion and to a larger extent, increases work engagement. The two mediating effects were of partial mediation. The implications of the results for theory and practice are discussed.

This study aimed to investigate whether and how university students with high psychological capital (PsyCap) experience more career growth. Based on self-determination theory, we examined the mediating role of self-concordance in choosing majors and the moderating role of career values in this relationship. Results from a two-wave lagged study of 705 Chinese university students over one year provided support for our model. We found that students’ PsyCap upon university entrance was positively related to their career growth one year later through the mediating role of self-concordance in choosing majors; extrinsic career values (external compensation and work-life balance values) mitigated the positive effect of self-concordance in choosing majors on career growth, as well as the indirect effect. We contribute by identifying PsyCap as an antecedent of career growth of university students and by revealing its influence mechanisms in a career choice scenario. Practical implications of the study are also discussed.

The COVID-19 pandemic severely affected public health and the prevalence of posttraumatic stress symptoms among adults in Hubei Province, China. In this study, a total of 2,930 (662 males and 2,268 females) adults answered a questionnaire obtaining information on their demographics, posttraumatic stress symptoms (i.e., intrusion and avoidance), social media exposure, social media involvement, and self-efficacy. Results of the latent profile analysis identified four latent profiles of posttraumatic stress symptoms, which are, no symptoms, high intrusion–low avoidance, moderate symptoms, and high symptoms. The multinomial logistic regression analyses revealed the contributors to the posttraumatic stress symptoms subgroups. Adults with high social media involvement were classified into the high intrusion–low avoidance group, whereas adults with low self-efficacy were included in the moderate symptoms group. Meanwhile, adults with high social media involvement and low self-efficacy were included in the high symptoms group. Interventions may focus on decreasing social media involvement for the adults in the high Intrusion–low avoidance group, improving self-efficacy for the adults in the moderate symptoms group, and reducing social media involvement and improving self-efficacy for the adults in the high symptoms group.

The process model of vocational identity was well applied in various Western countries to study the vocational identity process and statuses of college students. However, such research is limited in Hong Kong. Moreover, the relation between vocational identity development and academic performance was inconclusive in the literature, and it was also not tested among Hong Kong students. In light of these, the current study aimed to empirically identify and validate vocational identity statuses among a sample of 576 sub-degree students in Hong Kong using the vocational identity process model. Relations of vocational identity processes and statuses with perceived academic performance were also tested. Six vocational identity statuses were empirically derived in the Hong Kong Chinese context. Vocational identity statuses also differentiate perceived academic performance. Moreover, we found that career flexibility and self-doubt were significantly related to perceived academic performance. Implications of the results for theory and practice are discussed.