CAREER ADAPTABILITY, ENGAGEMENT AND JOB SATISFACTION: A PSYCHOLOGICAL NETWORK IN THE MILITARY EDUCATION CONTEXT

PIRES, PEDRO P.; PINTO, GEORGE H. S.; SOUZA, MARCOS A.; MACAMBIRA, MAGNO O.; FIGUEIRA, GABRIEL L.

doi:10.1590/1678-6971/eRAMG210114

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Sumário

Human and Social Management • RAM, Rev. Adm. Mackenzie 22 (1) • 2021 • https://doi.org/10.1590/1678-6971/eRAMG210114 copy

CAREER ADAPTABILITY, ENGAGEMENT AND JOB SATISFACTION: A PSYCHOLOGICAL NETWORK IN THE MILITARY EDUCATION CONTEXT

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Purpose:

Evidence indicates that career adaptability and engagement are characteristics that improve coping with challenges inherent in a military career. Job satisfaction appears as a variable that interacts with both because it improves the maintenance of performance. The objective of this paper is to examine a psychological network (PN), including these variables.

Originality/value:

The interaction among these is well documented in the literature; nevertheless, it has not been researched in the context of military education. Information on the network can provide important insights for the development of strength-based training directed towards highly influential behaviors and attitudes of students.

Design/methodology/approach:

The research design was sectional and based on a quantitative analysis framework. A total of 962 male students from the second (n = 323; 33.6%), third (n = 345; 35.9%), and fourth (n = 294; 30.6%) years of the Academia Militar das Agulhas Negras (Aman), between 18 and 26 years old, completed our survey. Instruments included a demographic questionnaire, Job Satisfaction Scale, Career Adaptabilities Scale, and Utrecht Work Engagement Scale for Students. PNs were estimated for the complete sample and also for every academic year.

Findings:

One of our main findings indicates that the PN tends to lose connections across the academic years, especially considering job satisfaction and engagement items. Aman students might experience a natural process of disconnection from the academic environment and, therefore, constructs showing, for example, engagement for students lose configuration as a graphical community. A longitudinal study is needed in order to confirm differences detected among students from different years.

KEYWORDS
Job satisfaction; Engagement; Career adaptability; Psychological networks; Organizational psychology

Measure	χ²	df	χ²/df	CFI	TLI	RMSEA	SRMR
ESS	269.14	62.00	4.34	0.93	0.91	0.059	0.038
CAS	829.16	344.00	2.41	0.91	0.90	0.038	0.035
JS	19.58	4.00	4.90	0.98	0.95	0.064	0.021

Node	EI	Node	EI	Node	EI	Node	EI
CAS5	1.22	CAS23	0.91	JS1	0.76	ESS13	0.60
CAS10	1.18	CAS19	0.91	JS5	0.75	ESS8	0.59
ESS7	1.17	CAS22	0.90	CAS4	0.74	CAS18	0.59
CAS11	1.11	CAS24	0.89	ESS1	0.71	CAS15	0.57
CAS26	1.00	CAS2	0.89	ESS6	0.71	ESS10	0.56
ESS14	1.00	CAS3	0.88	CAS21	0.70	ESS5	0.55
CAS27	1.00	CAS12	0.86	CAS7	0.67	JS3	0.53
ESS2	0.97	CAS6	0.86	ESS9	0.65	CAS9	0.52
JS4	0.95	JS2	0.83	CAS13	0.64	ESS12	0.43
CAS20	0.94	CAS16	0.81	ESS11	0.64	CAS8	0.38
ESS3	0.92	CAS14	0.78	CAS1	0.61	-	-
CAS28	0.92	CAS25	0.77	CAS17	0.61	-	-

Items	t2	t3	t4	Items	t2	t3	t4	Items	t2	t3	t4
ESS1	0.66	0.62	0.69	CAS4	0.98	1.00	0.28	CAS20	0.74	0.61	0.75
ESS2	0.60	0.56	0.55	CAS5	1.62	0.99	0.73	CAS21	0.43	0.57	0.73
ESS3	0.38	1.29	0.74	CAS6	0.93	1.09	0.51	CAS22	0.90	1.04	0.76
ESS5	0.65	0.81	0.33	CAS7	0.36	0.58	0.41	CAS23	1.02	0.62	0.70
ESS6	0.68	0.95	0.21	CAS8	0.57	-0.15	0.38	CAS24	0.86	0.98	0.90
ESS7	0.94	1.16	0.70	CAS9	0.60	0.71	0.27	CAS25	1.28	0.44	0.54
ESS8	0.77	0.68	0.64	CAS10	1.41	1.05	0.77	CAS26	0.87	0.89	1.30
ESS9	0.58	0.67	0.38	CAS11	1.03	1.12	0.81	CAS27	0.90	1.31	0.97
ESS10	0.25	0.63	0.15	CAS12	0.66	1.08	1.05	CAS28	1.28	0.64	0.75
ESS11	0.51	0.64	0.33	CAS13	0.62	0.59	0.46	JS1	0.87	0.82	0.96
ESS12	-0.14	0.49	0.33	CAS14	1.07	0.61	0.31	JS2	0.84	0.77	0.68
ESS13	0.03	0.38	0.49	CAS15	0.65	0.35	0.29	JS3	0.53	0.94	0.51
ESS14	0.76	1.34	0.39	CAS16	0.83	0.80	0.69	JS4	1.06	0.69	0.99
CAS1	0.59	0.81	0.39	CAS17	1.35	0.86	0.64	JS5	0.52	0.22	0.60
CAS2	0.77	0.76	0.66	CAS18	0.40	0.90	0.91	-	-	-	-
CAS3	0.94	0.65	0.69	CAS19	0.73	1.18	0.80	-	-	-	-

Editora Mackenzie; Universidade Presbiteriana Mackenzie Rua da Consolação, 896, Edifício Rev. Modesto Carvalhosa, Térreo - Coordenação da RAM, Consolação - São Paulo - SP - Brasil - cep 01302-907 - São Paulo - SP - Brazil
E-mail: revista.adm@mackenzie.br

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[1] AUTHOR NOTES

Pedro P. Pires, PhD from the Postgraduate Program in Psychology, Federal University of Rio de Janeiro (UFRJ); George H. S. Pinto, master from the Department of Psychology, Federal Rural University of Rio de Janeiro (UFRRJ); Marcos A. Souza, PhD from the Postgraduate Program in Psychology, UFRJ; Magno O. Macambira, PhD from the Postgraduate Program in Psychology, Federal University of Bahia (Ufba); Gabriel L. Figueira, bachelor from the Institute of Psychology, UFRJ.

Pedro P. Pires is now adjunct professor and head of the Department of Psychometrics of UFRJ; George H. S. Pinto is now head of the Psychopedagogical Section of Military Academy of Agulhas Negras (Aman); Marcos A. Souza is now associate professor IV and head of the Department of Psychometrics of UFRJ; Magno O. Macambira is now assistant professor at the Department of Human Sciences and Philosophy (DCHF) of Feira de Santana State University (Uefs); Gabriel L. Figueira is now assistant professor at the Department of Psychology of Celso Lisboa University Center (UCL).