Bridging Academic and Career Development: A Longitudinal Examination of Engagement, Achievement, and Career Adaptability

Grounded in the adaptive career construction model, this study investigated the developmental trajectories of academic engagement, academic achievement, and career adaptability, as well as the longitudinal effects of academic engagement and achievement on career adaptability. A total of 1,243 Chinese university students (52% female; Mage = 19.53, SD = 0.88) were recruited through convenience sampling. Over a two-year period, data were collected at four six-month intervals. Results revealed that students’ career adaptability declined over time, whereas both major and non-major academic engagement increased. Major academic achievement remained stable, while non-major academic achievement declined. Growth curve analyses further showed that the initial levels and developmental trajectories of both major and non-major academic engagement and achievement positively predicted the initial level and changes in career adaptability. Notably, the initial level of major academic achievement exerted a sustained positive influence on changes in career adaptability, highlighting its stronger role in shaping adaptability. These findings extend career construction theory and provide practical insights for integrating academic education with career development.