Risk and Protective Factors for the Development of Career Resources: Results of the “Empower Peers 4 Careers” Intervention Study

Abstract

The transition from school to work represents a key developmental challenge during adolescence. Career resources—personal, social, and identity-related factors that support career orientation and preparation—are crucial for navigating this transition. From a resilience perspective, the question arises under which risk and protective conditions such resources develop, are maintained, or are jeopardized. This study examines the relationship between psychosocial difficulties, a career-orientation-focused Positive Peer Culture (PPC) intervention, and the development of career resources. The study used a quasi-experimental pre-post design with an intervention and a control group. The sample consisted of 234 lower secondary school students from regular and special education schools who participated at both measurement points. Career resources were assessed with the Career Resources Questionnaire, and psychosocial difficulties with the Strengths and Difficulties Questionnaire. Linear regression analyses were conducted while controlling for baseline values and relevant sociodemographic variables. Exploratory subscale analyses and a process evaluation of the PPC group meetings were also conducted. The results showed no significant overall effect of the PPC intervention on career resources. However, psychosocial difficulties at baseline were a significant negative predictor of career resources in ninth grade. At the subscale level, an association with “Importance of Work in Life,” reflecting a motivational and value-related aspect of career development, emerged at the unadjusted level; however, this association did not remain statistically significant after correction for multiple testing and should therefore be considered exploratory. The process evaluation indicated predominantly positive group experiences, particularly collaborative problem-solving and mutual support, but also challenges regarding participation and implementation within the school schedule. The findings highlight the relevance of psychosocial difficulties for career development and suggest that the role of peer-based social support in career preparation warrants further investigation.