Assessing Career Adaptability and Self-Esteem of Secondary Students With Autism Spectrum Disorder in Hong Kong’s Inclusive Schools

• In Event: Global Perspectives and Experiences of Students With Autism or Emotional and Behavioral Disabilities

Abstract

This study explored career adaptability and self-esteem in secondary students with ASD, grounded in Savickas' Career Construction Theory. Using the short-form of the Career Adaptability Scale (CAAS), results showed high correlations among career adaptability dimensions and a strong relationship between career adaptability and self-esteem, with high internal consistency. No significant gender differences were found. Despite the lack of statistical significance, the data showed an increasing trend in scores across all CAAS dimensions and self-esteem from grade 10 to grade 12. Self-esteem was a key predictor of all four CA dimensions, emphasizing its role in career development. Enhancing students' positive self-evaluations could boost career adaptability. Targeted interventions on career adaptability are also recommended to support students with ASD effectively.

Authors

• Kuen Fung Kenneth Sin, The Education University of Hong Kong

• Lan Yang, Education University of Hong Kong

• Fengzhan Gao, Education University of Hong Kong

• Alessandra Romano, University of Siena