Introduction: This study aimed to examine the relationships among core self-evaluation, career adaptability, adapting responses, and vocational identity from the perspective of the Career Construction Model of Adaptation (CCMA).
Methodology: The research employed a correlational design using structural equation modeling (SEM). The statistical population included all students studying at the University of Isfahan in 2024. A sample of 705 students (505 females and 200 males) was selected using convenience sampling and completed the research questionnaires. The measurement tools included the Core Self-Evaluation Scale (CSES), the Career Adapt-Abilities Scale (CAAS), the localized version of the Student Career Construction Inventory (SCCI-Ir) to assess adapting responses, and the Vocational Identity Scale.
Findings: The results indicated that core self-evaluation positively relates to adapting responses through career adaptability. Additionally, career adaptability predicts vocational identity through adapting responses. Finally, core self-evaluation indirectly relates to vocational identity through the sequential mediation of career adaptability and adapting responses.
Conclusion: The findings suggest that positive self-evaluations predict greater career adaptability and more effective adapting responses, which, in turn, enhance vocational identity. Consequently, the Career Construction Model of Adaptation can be utilized to focus on fostering positive self-evaluations, career adaptability, and adapting behaviors to facilitate the development of vocational identity.