Abundant evidence indicates that personality, social, cultural, and contextual factors predict career adaptability. However, little research attends to the roles of academic engagement and achievement in career adaptability, especially in non‐Western cultural contexts. We examined the associations of perceived academic engagement dimensions (i.e., behavioral and emotional engagement) and academic achievement with facets of career adaptability among 324 Filipino high school students. Results of hierarchical regression analyses demonstrate that, after controlling for age and gender, behavioral engagement served as the strongest predictor of concern, curiosity, confidence, and control. In addition, perceived academic achievement was the weakest predictor of career adaptability dimensions. Our findings underscore the benefits of integrating active involvement in school‐related tasks to foster career adaptability in high school student populations.

中文翻译：

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学术投入和成就可预测职业适应性

大量证据表明，性格，社会，文化和背景因素可预测职业适应性。但是，很少有研究涉及学术参与和成就在职业适应性中的作用，特别是在非西方文化背景下。我们检查了324名菲律宾高中学生的感知的学术参与维度（即行为和情感参与）和学术成就与职业适应能力之间的联系。分层回归分析的结果表明，在控制了年龄和性别之后，行为参与是关注，好奇心，自信心和控制力的最强预测指标。此外，知觉的学业成就是职业适应性维度的最弱预测指标。