Exploring the Profile of Factors of Career Adaptability through

Cluster Analysis

Wiwik Sulistiani

, Dewi Retno Suminar

and Wiwin Hendriani

Faculty of Psychology, Hangtuah University

Faculty of Psychology, Universitas Airlangga

Keywords: Parental Support, Campus Climate, Adversity Quotient, Shipping Cadet

Abstract: Career adaptability is a crucial variable in higher education. Individuals need to prepare themselves to face

career transition from college to work. Shipping education is among vocational programs which employs

education function and work training function. The aim of this research was to identify the grouping of

shipping cadets who share similar pattern of parental support, school climate, and adversity quotient. The

sample was shipping cadets (N=81). Result indicates three clusters, namely (1) the Fighter cadets (32%) are

those who have high adversity quotient but perceive no parental support and negative campus climate; (2)

the “Unmotivated” cadets (31%) are those with low adversity quotient who perceive no parental support and

negative campus climate, and (3) the “Optimism” (37%) are cadets whose adversity quotient is high and

who receive parental support and perceive positive climate. This result can be used as a reference to design

interventions for cadets who encounters career adaptability issues during their study.

1 INTRODUCTION

Career adaptability is currently a critical issue in

education, which is utilized to predict individual

career success. It is necessary for every individuals

to effectively face the career transition from

studying at school to entering the working world

(Sulistiani and Handoyo, 2018). Career adaptability

is one’s readiness to face any possible challenge or

problem during a transition, preparing themselves to

succeed in career (Savickas, 2005). Career

adaptability is a characteristic that shows flexibility

to fulfill career tasks, career transitions, and face

career trauma with the right steps (Savickas, 2013).

Lack of preparation in one’s career may have

direct and indirect effect on vocational problems

(Skorikov, 2007). A common problem during career

development is to select and to maintain the career

choice that one has decided, including one’s

education choice. Individual ability to maintain their

career of choice despite the challenging situations is

termed as career adaptability (Indianti, 2015).

Various studies have showed that career adaptability

influence an individual’s education. It can affect

one’s sense of power (Hirschi, 2009); academic

satisfaction (Buyukgoze-kavas, Duffy, & Douglass,

2015, Hirschi, 2009); life satisfaction (Santilli,

Marcionetti and Nota, 2017) and academic

achievement (i.e. Grand Point Academic); academic

fatigue and engagement (Merino-tejedor, Hontangas

and Boada-grau, 2016); perceived career barriers

(Hirschi, 2010); and self-regulation (Merino-

tejedor, Hontangas and Boada-grau, 2016).

Career adaptability positively predicts the way

teenagers manage vocational commitment.

Commitment and commitment reconciliation

consideration would in turn predict career

adaptability. A study revealed that career

adaptability and career identity are dynamic and

interconnected dimensions in adolescents’ career

development (Negru-subtirica, Ioana and Crocetti,

2015).

Individuals who take vocational education

program need to have a high career adaptability in

order to master the transition from school to career.

Vocational educations have distinctive characteristic

of combining education and training function. They

prepare students to be professionals equipped with

standardized working skills (Ristekdikti, 2016).

Shipping vocational education is an instance.

Students of this program are called cadets. Cadets

have different academic and non-academic demands

from other students in higher education. Shipping

education programs in higher education aim to

Sulistiani, W., Suminar, D. and Hendriani, W.

Exploring the Proﬁle of Factors of Career Adaptability through Cluster Analysis.

DOI: 10.5220/0008585000410048

In Proceedings of the 3rd International Conference on Psychology in Health, Educational, Social, and Organizational Settings (ICP-HESOS 2018) - Improving Mental Health and Harmony in

Global Community, pages 41-48

ISBN: 978-989-758-435-0

produce skilled shipping professionals. Cadets are

equipped with ability, skills, and discipline required

by the national and international standards

(Peraturan Menteri Perhubungan No 20 Tahun

2010, 2010). In addition, shipping education

programs implement mental and moral coaching

based on standard codes of conduct for cadets

(Murdiyanto, 2012). A study by Harum and

Virgonita (2014) on cadets of Indonesian Commerce

Shipping Academy or Akademi Pelayaran Niaga

Indonesia (AKAPELNI) in Semarang shows that

cadets were stressed out by various task demands

during their study. A literature review of previous

studies reveals that career adaptability is affected by

internal factors such as positive emotion disposition,

adversity quotient, self-regulation,

conscientiousness, cognitive flexibility, as well as

external factors such as parental support, social

support, and peer support (Sulistiani and Handoyo,

2018).

A research by Tian, Xiuzhen Fan (2014)

investigated adversity quotient, clinical learning

environment, and social support on students of

nursery school. The research was motivated by the

condition of the nursery students who experienced

stress due to high academic demands. It also

emphasized individual intelligent in dealing with

adversity as a personal factor and learning

environment and social support as environmental

factors in nursery vocational education. The result

demonstrates that adversity quotient, school support,

and environmental support are positively correlated

with career adaptability (Tian & Fan, 2014; Han &

Rojewski, 2015). Stoltz (2000) explained that

adversity quotient is the degree to which one can

withstand challenges and their ability to overcome

them. Adversity Quotient (AQ) helps individuals to

be more creative, productive, and competitive

despite being in a challenging environment

(Venkatesh and Shivaranjani, 2016). AQ illustrates

how an individual face hardship and treat it as a

challenge. Education environment and parental

support are two important factors of career

adaptability in nursery vocational program (Tian and

Fan, 2014). School climate also has impacts on

adaptation (Kuperminc et al., 1997). School climate

may be defined as the character and life quality in a

school which are shaped by the organizational

structure, physical environment, instructional

practice, interpersonal relationship, and the holistic

values, goals, and habits (Cohen, Mccabe and

Michelli, 2009).

The other fact, there are data stating that

Indonesia is one of the countries ranked among the

top five seafarers in the world. However, Indonesia

is not included in the top five seafarers supplying

countries (BIMCO, 2015). Other data also conveyed

by the transportation minister Budi Karya Sumadi in

STIP Marunda January 7, 2018, that many sailors

and graduates of shipping schools are still

unemployed (Florentin, 2018). The data shows that

although cadets take vocational education that

focuses on training in the field of shipping, in reality

they still experience various obstacles in working

when they graduate. The preparation process in the

world of work must have started when cadets

entered the university. Youth who are able to adapt

to a career in the future are influenced by internal

factors such as adversity quotient and external, such

as parental support, school climate.

Based on the data above, it is necessary to

identify the different factors that influence career

adaptability of each cadet. The purpose of this study

was to identify groups of shipping cadets based on

variables that influenced the cadets' career

adaptability, namely adversity quotient, school

climate and parental support. The second objective

in this study is to compare each cluster that has been

formed with demographic variables and career

adaptability categories.

2 METHOD

2.1 Participant

Participants in this research were 81 Shipping

Education Program Cadets of Universitas Hang

Tuah in Surabaya, from three different majors,

namely Commercial Shipping Management (KPN),

Shipping Engineering (Teknika), and Nautical

Science (Nautika). Simple random sampling

technique was employed in pooling sample.

2.2 Measurement

2.2.1 Characteristic Demography

Some demographic data collected in this research

include: gender (i.e. male and female); previous

school (i.e. high school (SMA), vocational high

school (SMK)); major; ambition.

2.2.2 Adversity Response Profile

The Adversity Response Profile (ARP) scale was

translated and adapted from the original ARP by

Stoltz (2000). The ARP is a self-evaluation

ICP-HESOS 2018 - International Conference on Psychology in Health, Educational, Social, and Organizational Settings

questionnaire designed to measure individual

response while dealing with difficult situation. It

comprises four subscales, namely control, ownership

reach, and endurance. It consists of 20 items, each

with five-point scale response ranging from 1

(strongly disagree) to 5 (strongly agree). The

example of item such as “You experience a financial

setback. How far can you be affected by this

situation?”. This scale has a great reliability ( =

.843).

2.2.3 School Climate

Four aspects of school climate were measured in this

research, which are: (a) order, security, and

discipline; (b) clarity and justice in the school

regulations; (c) lecturer-cadet relationship; and (d)

inter-cadet relationship. The four scales were

translated and revised from the original version by

Fan, Williams, and Corkin (2011). They had also

gone through some adjustment from previous studies

about perceived school climate (Fan, Williams and

Corkin, 2011; Yang et al., 2013). The students

responded to statement such as, “other cadets often

disturb with class” (order, security, and discipline),

“everyone knows the rules in this campus” (clarity

and justice in the school regulations), “Cadet get

along well with teachers”, (lecturer-cadet

relationship), “Cadet get along with one another”

(inter-cadet relationship). They consist of 21 items

in total, but only 19 of them were valid in this

research. Each item uses four-point scale response

ranging from 1 (strongly disagree) to 4 (strongly

agree). The scale as a whole has a great reliability (

= .808). Invalid item is “Teachers are interested in

students” and “punishment same no matter who you

are”. This is because this item is still confusing so

that the subject is difficult to understand, may be

also because of cultural differences.

2.2.4 Parental Support Scale

The Parental Support scale was translated and

adjusted from the original scale by Zhou (2012). It

has 12 items in total, but only 11 of them were valid

in this research. Students responded to statements

such as “I feel my father/mother proud with me”.

Each item has five-point scale options ranging from

1 (strongly disagree) to 5 (strongly agree). It also has

a good reliability ( = .833). Invalid item is “In an

emergency, I can rely on my father/mother”. This is

because some of the subject in this study live far

from parents.

2.2.5 Career Adapt-Abilities Scale-

Indonesian Form

Career adaptability scale was translated and adapted

from the Career Adapt-Abilities Scale (CAAS)

(Savickas & Porfeli, 2012). The scale comprises 24

items with four subscales, namely Concern, Control,

Curiosity, and Confidence. Students responded to

statements such as “Concerned about my career,”

(concern), “I’m keep optimism”, (control), “I

explore the surrounding environment about my

future work” (curiosity), “I do the task efficiently”,

(Confidence). Each subscale consists of six items,

in which every item uses five-point scale options

from 1 (strongly disagree) to 5 (strongly agree).

Every subscale has good reliability as follow:

Concern ( = .862), Control ( = .795), Curiosity (

= .875), Confidence ( = .866).

2.3 Procedure

Data was collected using questionnaires, the

participants filled in the questionnaires in the

classrooms after a lecture. Permissions from

lecturers were obtained before data collection.

Research assistance provided guidelines to fill out

the questionnaire and waited until all participants

returned the questionnaires. All of the questionnaires

needed 20-30 minutes to complete.

2.4 Data Analysis

This research used K-Means Cluster analysis in

SPSS 20.0 to group research sample based on

adversity quotient, parental support, and campus

climate. Descriptive statistical analysis and One-

Way ANOVA were also conducted to provide the

profile of each cluster and to explore whether all

clusters were different in term of adversity quotient,

parental support, and school climate. Additionally,

differences in demographic characteristics (i.e. sex,

major, previous school, ambition) and career

adaptability category across clusters were also taken

into account.

3 RESULT

The characteristics of the participants in this

research are provided in Table 1. There were more

male participants than female because men usually

dominate in such shipping cadet education program,

while there is usually a limited number of female

cadets.

Exploring the Proﬁle of Factors of Career Adaptability through Cluster Analysis

Figure 1: Profile of three clusters (campus climate,

parental support, adversity quotient).

The cluster analysis resulted in three group

which were uniquely profiled, namely 26 (32%)

cadets in Cluster 1, 25 (31%) cadets in Cluster 2,

and 30 (37%) cadets in the Cluster 3. All three

clusters were formed based on similarities in the

factors which affect career adaptability (i.e.

adversity quotient, parental support, and school

climate). Figure 1 illustrates the profiles of each

cluster.

Clustering based on the three variables impacting

career adaptability were then given labels. Cluster 1

was labelled as “fighter”, Cluster 2 as

“unmotivated”, and Cluster 3 as “optimism”. Labels

are based on average scores of each variable.

Significant differences across clusters are as follow:

in term of parental support F (2, 78) = 56.280,

p<.000; in term of school climate F (2, 78 = 38.104,

p<.000; in term of adversity quotient F (2, 78) =

21.496., p<.000. These imply that clusters markedly

differ in every variable.

Table 1: Demographic characteristics of the research

participants

Characteristic

category

Low

2.47

Moderate

46.91

High

50.62

Comparisons between clusters on each variable

resulted in considerable differences across groups in

term of the three variables (see Table 2, Mean and

SD). Cluster 3 “optimism” is the biggest group of

the three, consists of cadets with above average level

of adversity quotient when facing difficulties, who

perceived parental support above the average level

of the population, and perceived above average level

of school climate concerning order, regulation,

security; clarity and justice in school regulations;

lecturer-cadet relation; and inter-cadet relations as

well. Cluster 2, the “unmotivated”, is the second

biggest group in number which includes cadets who

had adversity quotient level under the average

population when encountering difficult situations,

perceived under average level of parental support

and also under average level of school climate

regarding order, regulation, security; clarity and

justice in school regulations; lecturer-cadet relation;

and inter-cadet relationship. Meanwhile Cluster 1,

the fighters, consists of cadets who had above

average adversity quotient in the face off difficulties

perceived lower parental support than the average

population, and perceived under average school

climate concerning the order, regulation, security;

clarity and justice in school regulation; relation

between lecturers and cadets; and inter-cadet

relations as well. To further explore the

characteristics of each cluster, differences in the

demographics (i.e. sex, previous school, major, and

Table 2: Means from K-means Three Cluster Solution

Variable

Mean value cluster number

SD value cluster number

Z score value cluster

number

Sig

Campus climate

-.347

-.709

.892

.756

.674

.726

-2.016

-1.125

2.145

38.104

.000

Parental support

-.434

-.729

.984

.590

.751

.601

-2.018

-2.954

1.727

56.280

.000

Adversity quotient

.343

-.885

.440

.525

.611

1.109

2.105

-2.578

-1.568

21.496

.000

ICP-HESOS 2018 - International Conference on Psychology in Health, Educational, Social, and Organizational Settings

ambition) and in the career adaptability category

were explored. Table 3 provides the comparisons.

Cluster 1, the fighter, made up 30% of the male

cadets and 45.5% of the female counterparts. Most

of female cadets were in this cluster. First-born

cadets in this cluster made up 40.4% of first children

in the sample. 41.9% KPN major, the biggest

percentage among all, was grouped in this cluster.

So was the case with Teknika major in this cluster,

making up 62.5% of the Teknika cadets in the

sample. On the other hand, only 19% Nautika major

was in this group which is the smallest percentage of

all clusters. A hundred percent of cadets with low

level of career adaptability was grouped in this

cluster. Cluster 2, the unmotivated, comprises 32.9%

of male sample and 18.2% of female cadets which is

the smallest percentage of female participants

among the three groups. Cluster 3, the optimism,

includes 37.1% of male participants and 4% of the

female counterparts, which means the majority of

male cadets were classified in this group. Most high

school graduates (36.2%) were in this cluster.

Likewise, the majority of Nautika major (47.6%)

was included in this group. In term of ambition, the

profile is as follow: 36.2% sailorman, be successful

30%, policeman 50%, military personnel 50%,

architect 100%, pilot 0%, athlete 0%, making it the

group with the majority participants whose ambition

was to be a sailorman. In term of career adaptability,

it comprises 0% of the low level, 38.9% of the

moderate level, and 46.3% of the high, the majority

of participants with high level of career adaptability

was in this cluster.

4 DISCUSSION

The aim of this research was to identify groupings of

cadets who share similar pattern of parental support,

school climate, and adversity quotient. Additionally,

it also compared each cluster from the result in term

of their demographic variables and categorization of

career adaptability. Cluster analysis resulted in three

clusters as follow: (1) the fighter cadets, (2) the

unmotivated cadets, and (3) the “optimism” cadets.

Names of the clusters were based on the average

score of the variables in each cluster. The fighter

cluster represents cadets who have high adversity

quotient but perceive no parental support and have

negative perception about the campus climate.

Negative perception on school climate concerns the

order, regulation, security; clarity and justice in the

school regulations; relation between lecturers and

cadets; as well as inter-cadet relation. A previous

study on students of nursery school demonstrated a

correlation between adversity quotient and career

adaptability (Tian and Fan, 2014). Another study

which investigated career adaptability of Italian

adolescents in relation to barriers revealed that

intrinsic barriers strongly correlated with external

barriers (Soresi, Nota and Ferrari, 2012).

Table 3: Demographic Profile

Variable

Cluster 1

Fighter

Cluster 2

unmotivated

Cluster 3

optimis

Demograph

ics

n (%)

Sex

Male

21 (30%)

23 (32.9%)

(37.1%)

Female

5 (45.5%)

2 (18.2%)

(36.4%)

School

SMA

21 (30.4%)

23 (33.3%)

(36.2%)

SMK

5 (41.7%)

2 (16.7%)

(41.7%)

Major

KPN

13 (41.9%)

9 (29%)

Teknika

5 (62.5%)

2 (25%)

(12.5%)

Nautika

8 (19%)

14 (33.3%)

(47.6%)

Ambition

Sailorman

17 (29.3%)

20 (34.5%)

(36.2%)

Successful

4 (40%)

3 (30%)

Policeman

1 (25%)

2 (50%)

Military

personnel

2 (33.3%)

1 (16.7%)

3 (50%)

Architect

0 (0%)

(100%)

Pilot

1 (100%)

0 (0%)

Athlete

1 (100%)

0 (0%)

Career

adaptability

score

Low

2 (100%)

0 (0%)

Moderate

14 (36.8%)

13 (34.2%)

11 (28.9)

High

10 (24.4%)

12 (29.3%)

(46.3%)

The unmotivated cadet cluster represents those

who have low adversity quotient, perceive no

parental support and negative school climate. The

term “unmotivated” is used in this research because

it suits the characteristics of these cadets which are

having low adversity in the face of difficult situation

and perceiving no support.

Exploring the Proﬁle of Factors of Career Adaptability through Cluster Analysis

The optimism cluster represents cadets who have

high degree of adversity quotient, receive parental

support, and have positive perception on the campus

climate.

A prior study by Tian, Xiuzhen Fan (2014)

investigated adversity quotient, clinical learning

environment, and social support in nursery students.

This study emphasized individual intelligent in

dealing with difficulties as personal factor and also

learning environment and social support as

environmental factor in nursery vocational

education. Its result showed that adversity quotient,

school support and support in clinical learning

environment positively correlated with career

adaptability subscales (Tian & Fan, 2014; Han &

Rojewski, 2015). Another research on this matter is

a study by Han and Jay W. Rojewski (2015) on high

school graduates. It result indicated that social

support and familial support had positive correlation

with career adaptability (Han and Rojewski, 2015).

A similar study about parent’s behavior and career

adaptability was conducted on Chinese students in

2015. The result demonstrated parent’s behavior as a

positive predictor of career adaptability (Guan et al.,

2015). Yet some other researches also reported

correlation between parental support and career

adaptability in education settings (Hirschi, 2010;

Santilli et al., 2014). The demographic profile of the

optimism cluster also shows that the majority of

male cadets are included in this cluster. In term of

sex, males tend to have higher efficacy in their

ability compared to their counterpart (Hirschi,

2009). Men are more likely to have higher career

adaptability and experience career satisfaction than

women (Han and Rojewski, 2015).

5 CONCLUSIONS

Cluster analysis was conducted in this research on

shipping cadets to make profiling based on the

factors of career adaptability. It resulted in three

profiles, namely: Profile 1, the fighter, is cadets who

have high adversity quotient but perceive no parental

support and negative school climate; Profile 2, the

“unmotivated”, includes cadets with low adversity

quotient who perceive no parental support and

negative school climate; Profile 3, the “optimism”, is

cadets who have high adversity quotient, perceive

parental support, and have positive perception on the

school climates. This result could be a reference for

designing interventions to address issues

experienced by shipping cadets during their study.

Limitations to this research might include: this

research does not have balance demographic data.

On gender, the ratio between males and females was

not balanced because the involved programs are

dominated by male students. So was the case with

ambition, we did not obtain balanced data with well-

spread distribution across categories of ambition.

The next study needs to measure the

relationship of variables that affect career

adaptability

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