While scholars have devoted considerable attention to proactive career behaviors, little is known about the drivers behind these behaviors. In this study, we build on conservation of resources theory to study nonlinearity in the relationship between (objective and subjective) career success and career crafting behaviors (i.e., proactive career reflection and proactive career construction) using a sample of 702 teaching staff. Both low and high levels of subjective career success related to higher levels of proactive career reflection (i.e., U-shaped relationship), whereas only high levels of subjective career success related to higher levels of proactive career construction (i.e., strengthening quadratic relationship). Moreover, learning value of the job moderated the relationship between subjective career success and both dimensions of career crafting. Our findings indicate that educational institutions should monitor and act on the perceived career success and learning value of their teaching staff to foster their career proactivity.

虽然学者们对积极的职业行为给予了相当多的关注，但对这些行为背后的驱动因素知之甚少。在本研究中，我们以资源节约理论为基础，使用 702 名教师样本来研究（客观和主观）职业成功与职业塑造行为（即主动职业反思和主动职业建设）之间关系的非线性。主观职业成功的低水平和高水平都与较高水平的主动职业反思（即 U 型关系）相关，而只有高水平的主观职业成功与较高水平的主动职业构建（即加强二次关系）相关。而且，工作的学习价值调节了主观职业成功与职业塑造两个维度之间的关系。我们的研究结果表明，教育机构应该监控其教学人员的职业成功和学习价值并采取行动，以培养他们的职业积极性。