The role of career adaptability resources in dual career pathways : A person-oriented longitudinal study across elite sports upper secondary school

This is a sel -a chi ed e sion o an o iginal a icle. This e sion may di e om he o iginal in pagina ion and ypog aphic de ails. Au ho (s): Ti le: Yea : Ve sion: Copy igh : Righ s: Righ s u l: Please ci e he o iginal e sion: CC BY 4.0 h ps://c ea i ecommons.o g/licenses/by/4.0/ The ole o ca ee adap abili y esou ces in dual ca ee pa hways : A pe son-o ien ed longi udinal s udy ac oss eli e spo s uppe seconda y school © 2023 The Au ho s. Published by Else ie L d. Published e sion Ojala, Juulia; Nikande , Aku; Aunola, Kaisa; De Palo, Jessica; Ryba, Ta iana V. Ojala, J., Nikande , A., Aunola, K., De Palo, J., & Ryba, T. V. (2023). The ole o ca ee adap abili y esou ces in dual ca ee pa hways : A pe son-o ien ed longi udinal s udy ac oss eli e spo s uppe seconda y school. Psychology o Spo and Exe cise, 67, A icle 102438. h ps://doi.o g/10.1016/j.psychspo .2023.102438 2023 Psychology o Spo & Exe cise 67 (2023) 102438 A ailable online 13 Ap il 2023 1469-0292/© 2023 The Au ho s. Published by Else ie L d. This is an open access a icle unde he CC BY license (h p://c ea i ecommons.o g/licenses/by/4.0/). The ole o ca ee adap abili y esou ces in dual ca ee pa hways: A pe son-o ien ed longi udinal s udy ac oss eli e spo s uppe seconda y school Juulia Ojala a , Aku Nikande a , Kaisa Aunola a , Jessica De Palo c , Ta iana V. Ryba a , b , * a Depa men o Psychology, Uni e si y o Jy ¨ askyl¨ a, Finland b Me hodology Cen e o Human Sciences, Uni e si y o Jy ¨ askyl¨ a, Finland c Teache s College, Columbia Uni e si y, USA ARTICLE INFO Keywo ds: You h spo Ca ee adap abili y Spo wi hd awal Academic achie emen Longi udinal esea ch ABSTRACT Objec i es: Ob aining educa ion is an impo an miles one in a hle es’ p epa a ion o hei p o essional ca ee a e spo . Li e a u e indica es ha combining school and spo is no an easy ask o many aspi ing you h a hle es. I has been p oposed ha ca ee adap abili y, which e e s o psychosocial esou ces enabling in- di iduals o sol e complex occupa ional ansi ions, p esen and an icipa ed oca ional de elopmen asks, and ca ee ela ed challenges could be a ele an concep o applied wo k wi h s uden -a hle es. In his s udy, we examined whe he he e a e dis inc de elopmen al p o iles o ca ee adap abili y among adolescen a hle es ac oss he uppe seconda y school yea s. We also in es iga ed he associa ions be ween ca ee adap abili y and spo wi hd awal and academic achie emen . Design and me hods: A o al o 391 Finnish-speaking s uden -a hle es comple ed he ques ionnai e on ca ee adap abili y (Ca ee Adap -Abili ies Scale – Dual Ca ee Fo m; Ryba & Aunola, 2015; Ryba e al., 2017) a he beginning and end o uppe seconda y school. The pa icipan s’ backg ound in o ma ion abou hei spo pa icipa ion and g ade poin a e age we e collec ed upon comple ion o each g ade o uppe seconda y school. The da a we e analysed using clus e analysis, c oss- abula ion, and one-way analysis o a iance. Resul s: Fou dis inc adap abili y p o iles we e iden i ied: highe adap abili y, lowe adap abili y, inc easing adap abili y, and dec easing adap abili y. Highe and lowe adap abili y p o iles showed s able le els o adap abili y ac oss ime, whe eas he adap abili y le el ei he inc eased o dec eased in he o he wo p o iles. S uden -a hle es wi h a lowe ca ee adap abili y p o ile we e o e ep esen ed among hose who wi hd ew om compe i i e spo s, and hey epo ed lowe g ade poin a e ages han hose wi h highe sco es o ca ee adap abili y. Conclusions: High sco es o ca ee adap abili y we e associa ed wi h high g ades, whe eas low sco es o ca ee adap abili y we e associa ed wi h low g ades and a p obabili y o wi hd aw om compe i i e spo . The e o e, i is ecommended ha ca ee adap abili y be conside ed as impo an sel - egula ion esou ces o sus aining dual ca ee pa hways o e ime. S uden -a hle es ace many challenging ansi ions simul aneously in di e en li e domains ha may pose h ea s o hei psychosocial de elopmen and well-being ( o a e iew, see S ambulo a & Wylleman, 2019). Acco ding o he Eu opean Commission (2012), one o he key challenges is o sa egua d oca ional o pos -spo ca ee de elopmen o alen ed you h a hle es. The e o e, a dual ca ee —a combina ion o spo and educa ion o wo k—has been ecommended o p e en school d opou and o inc ease he pe cen age o s uden -a hle es ha g adua e in highe educa ion and ob ain employmen , while simul aneously keeping hem in hei espec i e spo s. Al hough dual ca ee has many bene i s, i may also con ibu e o a lack o ime, inadequa e eco e y, and pos ponemen o oca ional de elopmen al asks (e.g., c ys alizing in e es s and o ming a oca ional iden i y, de eloping educa ional and occupa ional goals, and engaging in ca ee planning; Sa ickas, 2013). Cu en li e a u e p o ides ample examples o how you h a hle es pa icipa ing in dual ca ee may comp omise hei oca ional * Co esponding au ho .Depa men o Psychology, Uni e si y o Jy ¨ askyl¨ a, K¨ a ki, Ma ilanniemi 6, P.O. Box 35, FI-40014, Jy ¨ askyl¨ a, Finland. E-mail add ess: [email p o ec ed] (T.V. Ryba). Con en s lis s a ailable a ScienceDi ec Psychology o Spo & Exe cise jou nal homepage: www.else ie .com/loca e/psychspo h ps://doi.o g/10.1016/j.psychspo .2023.102438 Recei ed 25 May 2022; Recei ed in e ised o m 31 Ma ch 2023; Accep ed 12 Ap il 2023 Psychology o Spo & Exe cise 67 (2023) 102438 2 de elopmen (e.g., Ha ison e al., 2020; Linne e al, 2019; Nikande , Aunola, e al., 2021; Ryba e al., 2017a). Mo eo e , S ambulo a and Wylleman (2019) a gue ha ce ain skills and compe encies a e neces- sa y o s uden -a hle es o build a sus ainable dual ca ee . Howe e , many a hle es hemsel es epo no ha ing he ools equi ed o suc- cess ully pe o m in bo h educa ion and spo , which o en leads o discon inua ion o a dual ca ee (Ellio e al., 2018; Ro hwell e al., 2020; Ryba e al., 2021). Fo example, in he con ex o a p ojec om which he cu en da a we e d awn, less han hal o he pa icipan s sus ained hei pa icipa ion in compe i i e spo as dual ca ee a hle es h ee yea s a e he uppe seconda y (Jo onen e al, 2023). A numbe o necessa y skills and compe encies (e.g., social skills, ime managemen , emo ional egula ion) ha e been iden i ied as sup- po ing s uden -a hle es’ success in dual ca ee pa hways (De B and e al., 2018; Linne e al, 2019); howe e , hese compe encies a e ocused on sol ing acu e issues compa ed o emphasizing long- e m ca ee p epa a ion. Ye he indings om he 2019 NCAA GOALS s udy (2020) indica e ha a ound hal o he s uden -a hle es exp essed an in e es in lea ning mo e abou p epa ing o hei ca ee s a e col- lege om hei coaches and a hle ic adminis a o s. Dual ca ee pa h- ways equi e a hle es o balance wo domains o spo and educa ion, bu also o manage psychosocial de elopmen al asks (i.e., commi ing o a ca ee choice) and na iga ing ansi ions. Thus, o suppo s u- den -a hle es’ dual ca ee pa hways, Ryba e al., 2016a, 2017a) p o- posed o adop he concep o ca ee adap abili y (Sa ickas, 2005; Sa ickas & Po eli, 2012) as a way o measu e and o suppo s u- den -a hle es’ abili ies o in eg a e hei a hle ic and academic ca ee wi h oca ional de elopmen al asks. Ca ee adap abili y esou ces may se e as a p o ec i e ac o o manage ca ee ansi ions and s ess ul si ua ions e ec i ely and, indeed, esea ch has shown ha high ca ee adap abili y inc eases one’s sense o con ol and os e s well-being, and may assis in coping wi h p o essional ansi ions and demanding si u- a ions (Maggio i e al., 2015). To ge a mo e holis ic pic u e o he phenomena, in he cu en s udy, we adop ed a longi udinal pe son-cen ed design o in es iga e he de elopmen al ajec o ies o ca ee adap abili y among uppe second- a y school s uden -a hle es. Associa ions be ween ca ee adap abili y p o iles and a hle es’ wi hd awal om spo and academic achie emen we e also explo ed. The pe son-o ien ed app oach assumes he e oge- nei y conce ning he changes o he phenomena and akes in o consid- e a ion indi idual di e ences in he adap abili y de elopmen (Hi schi & Vale o, 2015; M¨ akikangas & Kinnunen, 2016). Longi udinal s udies suppo he unde s anding o how ca ee adap abili y p og esses wi h s uden -a hle es o e ime. Looking a indi idual s uden -a hle es’ ca ee adap abili y esou ces o e ime se es as a way o lea n p io di icul ies in adap ing o asks, ansi ions, and challenges ha hey may ha e aced in eg a ing hei academic, a hle ic, and oca ional pu sui s. Addi ionally, o unde s and he impac o dual ca ee sys ems and in o m decision make s o ac o s ha con ibu e o success ul dual ca ee pa hways, longi udinal knowledge o he phenomena is c i ical. 1. Ca ee adap abili y Ca ee adap abili y is “ he sel - egula ion s eng h o capaci ies ha a pe son may d aw upon o sol e he un amilia , complex, and ill- de ined p oblems p esen ed by de elopmen al oca ional asks, occu- pa ional ansi ions, and wo k aumas” (Sa ickas & Po eli, 2012, p. 662). The e a e ou gene al dimensions o ca ee adap abili y: conce n, con ol, cu iosi y, and con idence. Sa ickas (2013) sugges ed ha when aced wi h oca ional asks, occupa ional ansi ions, o ca ee ela ed di icul ies, an adap able indi idual is conce ned abou hei u u e, akes con ol o p epa ing o hei u u e, displays cu iosi y by he explo a ion o possible sel es and po en ial o hcoming scena ios, and has he con idence o pu sue hei aspi a ions (Sa ickas & Po eli, 2012). Resea ch has shown ha college a hle es who do no ha e a plan o hei li es a e spo , ha e an ele a ed isk o psychological dis ess (Pa k e al, 2013). Fu he mo e, i has been ound ha you hs who ha e high compe encies o cope wi h and manage oca ional asks ha e demons a ed a highe commi men and adjus men in highe educa- ion, which has u he been ela ed o success in oca ional ca ee pa hs (Ge meijs & Ve schue en, 2007). Though s abou one’s u u e on he ca ee adap abili y dimensions become e iden ea ly in seconda y educa ion (Timonen e al., 2016). Sa ickas (2005, 2013) emphasised he non-s a ic na u e o ca ee adap abili ies ha a e acqui ed h ough educa ion and li e expe iences. Acco ding o Sa ickas and Po eli (2012), when adap abili y skills in- c ease, one’s eadiness o make occupa ional decisions inc eases as well. As an indi idual conside s u u e ansi ions and de elopmen al asks, hey expe ience mo e p essu e o deal wi h goals ele an o hose ansi ions and asks (Salmela-A o e al., 2007; Sei ge-K enke e al., 2010). Hence, de eloping ca ee adap abili y can be seen as a c ucial indica o o h i ing in adolescence (Hi schi, 2009; Rudolph e al., 2018). As he ca ee adap abili y cons uc is psychosocial in na u e, in- luences o you h a hle es’ en i onmen s need o be aken in o consid- e a ion. Fo example, young a hle es may ace con adic o y expec a ions om pa en s and coaches whe he o p io i ise spo o educa ion (Ch is ensen & Sø ensen, 2009; Nikande e al., 2022). Addi ionally, cul u al na a i es ha p esen comple e commi men o he a hle ic ca ee as he only way o achie e success (Douglas & Ca less, 2015) can c ea e ambigui y among you h a hle es ega ding how o p epa e o hei u u e pos -spo ca ee s. I has been p e iously shown ha high achie ing adolescen a hle es, especially in high e enue spo s, expe ience psychological ensions when asked o p ojec hei u u e iden i ies beyond p o essional spo (Ch is ensen & Sø ensen, 2009; Ryba e al., 2021). Consequen ly, hey may s uggle wi h mo i- a ion a school, such as o ead o exams (e.g., Nikande e al., 2022). In ex e nal in e na ional e alua ion o he Finnish eli e spo s sys em, S o m and Nielsen (2022) epo ed ha p o essionaliza ion a an ea ly age in some spo s pa ly comp omised he Na ional Olympic Commi - ee’s aim o suppo dual ca ee s (see also Saa inen e al., 2020). The e o e, when acing un o eseen challenges o ansi ions, you h a hle es’ ca ee adap abili y esou ces may emain unexplo ed and s able o e a pe iod o ime. Nikande , Aunola, e al. (2021) showed ha you h a hle es, on he mean le el, demons a ed s able ca ee adap abili ies ac oss uppe sec- onda y spo school. Subsequen ly, Nikande , Tol anen, e al. (2021) ound ou s able adap abili y p o iles and one inc easing p o ile among you h a hle es; howe e , hey in es iga ed he de elopmen ajec o ies only ac oss he i s yea o uppe seconda y school. As i has been ound ha indi iduals di e in hei adap abili y skills and ca ee - ela ed be- ha iou s (Rudolph e al., 2017), i would be impo an o in es iga e indi idual di e ences in he adap abili y de elopmen . The e o e, in his s udy we se o in es iga e he de elopmen al ajec o ies ac oss uppe seconda y school o ge a b oade pic u e o he de elopmen o ca ee adap abili ies among you h a hle es. 2. Spo wi hd awal Al hough he e a e no s udies ha explici ly examine he e ec s o dual ca ee policies on you h a hle es’ ca ee cons uc ion, se e al schola s ha e a gued abou he impac o gende ing on dual ca ee s in eli e de elopmen en i onmen s, illumina ing he ways in which gende expec a ions, as well as spo s ype, shape an adolescen a hle es’ u u e pe spec i e on hei oca ional de elopmen (Ryba e al., 2021; Sk ub- bel ang e al., 2018). In gene al, li e a u e indica es ha emale a hle es end o in es mo e in hei educa ional and oca ional goals and iden i ies han male a hle es, as well as plan o pu sue a dual ca ee a a uni e si y (e.g., Ekeng en e al., 2020; Ha ison e al., 2020; Ryba e al., 2021; Sk ubbel ang e al., 2018). P e ious esea ch indings appea unanimous ha s uden -a hle es engage in limi ed sel -explo a ion du ing hei dual ca ee s (Ch is ensen & Sø ensen, 2009; O’Neill e al., J. Ojala e al. Psychology o Spo & Exe cise 67 (2023) 102438 3 2013; Ronkainen & Ryba, 2018). B own e al. (2000) ound ha s uden -a hle es ha e lowe skills in ca ee decision-making han non-a hle e coun e pa s. Ryba e al. (2017a) ha e also showed ha adolescen a hle es a e mo e conce ned abou balancing hei spo and school in e e yday li e han abou hei ca ee s a e spo . While Aunola e al. (2018) ound ha he you h a hle es who epo ed high mo i a ion owa d a dual ca ee we e mo e likely planning o en e highe educa- ion, a s udy by Moazami-Gooda zi e al. (2020) showed ha adoles- cen s wi h high dual ca ee iden i y we e mo e likely o wi hd aw om spo han hose wi h high a hle ic iden i y bu low s uden iden i y. Ano he con ibu ing aspec o dual ca ee sus ainabili y is s uden - a hle es’ men al heal h which was pionee ed in he Winning in he Long Run p ojec (Ryba e al., 2016b). In he doc o al esea ch, So kkila (2018) demons a ed ha school and spo bu nou symp oms inc eased and gene alised o e ime in eli e spo s school uppe seconda y school. Mo eo e , a spill o e e ec om school- ela ed exhaus ion o bu nou in spo was also shown. Resea ch wi h high-pe o mance adolescen s sugges s ha expe iencing bu nou symp oms in school and/o spo due o high wo kload (So kkila e al., 2020), and inabili y by eli e de el- opmen en i onmen s o suppo a hle es’ dual ca ee s, may lead o p ema u e wi hd awal om spo (Ro hwell e al., 2020). In a Ge many-based s udy, i was epo ed ha almos one hi d o s uden -a hle es in eli e spo schools (i.e., uppe seconda y le el) wi hd ew om spo p io o hei ansi ion o mas e y le el in a hle ic de elopmen (Ba on-Thiene & Al e mann, 2015). Fo us, in ag eemen wi h S ambulo a e al. (2015), a sus ainable de elopmen o dual ca- ee s is abou luidi y in engagemen wi h a hle ic and educa- ional/ oca ional goals, and includes a en ion o indi idual men al heal h, collec i e well-being, and he abili y o pa icipa e in li e oppo uni ies. Finally, a na ional sys em ha p o ides young people wi h he op- po uni y o combine spo and educa ion may in luence s uden -a h- le es’ decision on con inua ion o a hle ic ca ee s. O no e, in Finland, he e is no s uc u al sys em o combine spo and educa ion in highe educa ion compa ed o uppe seconda y school le el (Mo is e al., 2021; Nikande , Saa inen, e al., 2021). S ill o da e, only a ew s udies ha e ocused on school aged a hle es’ wi hd awal om eli e de elop- men pa hways (e.g., Ba on-Thiene & Al e mann, 2015; Ro hwell e al., 2020) and di e en p edic o s o consequences o he wi hd awal a e no eally known (Be ge on e al., 2015). 3. Academic achie emen s I has been sugges ed ha s uden s who pe o m well academically (e.g., high GPA) may demons a e highe educa ional aspi a ions and p epa a ion o hei u u e ca ee and subsequen ly manage hei ca ee be e compa ed o hei pee s (Neg u-Sub i ica & Pop, 2016; Tian & Fan, 2014). Fu he mo e, low academic esul s ha e been ound o be associa ed wi h limi ed ca ee possibili ies and indi iduals may need o adjus hei ca ee plans i hei ini ial educa ional goals a e no ealized (Neg u-Sub i ica & Pop, 2016). This is especially c ucial in sys ems and coun ies whe e uppe seconda y g ades a e a p e equisi e o e ia y educa ion admission. Addi ionally, s uden s wi h lowe academic achie emen seem o ha e di icul y wi h o he li e skills as well (Neg u-Sub i ica & Pop, 2016). Hence, low academic esul s may also limi adolescen s’ ca ee p epa a ion, which may lead o lowe sel -e icacy in ca ee - ela ed decision making and highe ca ee inse- cu i y (Neg u-Sub i ica and Pop, 2016). C oss-sec ional s udies (Ryba e al., 2017b; Timonen e al., 2016) wi h Finnish-speaking uppe sec- onda y school s uden s (bo h a hle es and non-a hle es) has shown ha ca ee adap abili y is posi i ely ela ed o academic achie emen (measu ed by GPA). Gaining a be e unde s anding o how unique pa e ns o dual ca ee cons uc ion and adap abili y esou ces ela e o de elopmen al ou comes would ha e a signi ican p ac ical u ili y o applied wo k wi h s uden -a hle es. 4. Pu pose o he p esen s udy Gi en he subs an ial impac o ca ee adap abili y esou ces on success ul coping wi h ansi ions o highe educa ion and o e all li e sa is ac ion, longi udinal esea ch is necessa y o ob ain knowledge abou how ca ee adap abili y de elops du ing adolescence in an a hle e popula ion. Speci ically, he e is a need o a pe son-cen ed pe spec i e o unde s and di e en pa e ns o he ca ee adap abili y de elopmen among s uden -a hle es. Fu he mo e, o in o m in e en ions suppo - ing dual ca ee pa hways, he e is an u gen need o unde s and he ela ionship be ween ca ee adap abili y esou ces and spo wi h- d awal and academic achie emen . The s udy was guided by he ollowing esea ch ques ions: (1) A e he e dis inc ca ee adap abili y p o iles among s uden -a hle es? (2) To wha ex en is adolescen s’ ca ee adap abili y associa ed wi h dual ca ee – ha is, (2a) is he e a ela ionship be ween ca ee adap abili y and spo wi hd awal? And (2 b) is he e a ela ionship be ween ca ee adap abili y and academic achie emen ? 5. Me hod 5.1. Pa icipan s and p ocedu es The cu en s udy is d awn om he da ase o he Winning in he Long Run p ojec (Ryba & Aunola, 2022) ha in es iga es isk and esilience ac o s o a dual ca ee cons uc ion in uppe seconda y spo schools in Finland. E hical pe mission o he s udy was ob ained om he ele an uni e si y. The pa icipan s (N =391, M age a T1 =16 yea s; SD age =0.17; 51% emales, 49% males) we e s uden -a hle es om six uppe seconda y spo schools. Pa icipan s’ backg ound in- o ma ion abou hei spo pa icipa ion and g ade poin a e age (GPA) was collec ed (a) a he beginning o uppe seconda y school (T1), (b) a he end o he i s yea (T2), (c) a he end o he second school yea (T3), (d) a he beginning o he hi d school yea (T4), and (e) a he end o he hi d school yea (T5). In addi ion, s uden -a hle es comple ed he dual ca ee adap abili y ques ionnai e wo imes: a he beginning o uppe seconda y school (T1) and a he end o he hi d yea (T5). O he pa icipan s, 50% pa icipa ed in indi idual spo s (e.g., swimming) and 50% in eam spo s (e.g., ice hockey) a a ious compe i ion le els (i.e., egional, na ional, and in e na ional). The majo i y o he pa icipan s a he beginning o esea ch expec ed o con inue o e ia y educa ion (68%) and o compe e a he Wo ld Championships o Olympic Games (60%) (Ryba e al., 2016b). The pa icipa ing schools we e con ac ed h ough he na ional Olympic Commi ee; he pa icipan s ag eed o pa icipa e in an online su ey by signing an in o med consen o m p io o da a collec ion. In Finland, in o med consen om he pa en s o gua dians o young people o e 15 is no equi ed. Al hough he da ase on which his a icle is based has been used in o he publica ions, he p esen s udy is o iginal ega ding i s longi udinal design, a iables, and esea ch ques ions. 5.2. Ins umen Ca ee adap abili y was measu ed using he Ca ee Adap -Abili ies Scale–Dual Ca ee Fo m (CAAS-DC; Ryba & Aunola, 2015; Ryba e al., 2017b). The o iginal CAAS (Sa ickas & Po eli, 2012) measu es ou dimensions o ca ee adap abili y: conce n (e.g., “Planning how o ach- ie e my goals”), con ol (e.g., “Taking esponsibili y o my ac ions”), cu iosi y (e.g., “In es iga ing op ions be o e making a choice”), and con idence (e.g., “Wo king up o my abili y”). The Dual Ca ee Fo m was de eloped by adding a dual ca ee conce n subscale which consis s o i e ques ions (e.g., “Becoming awa e o he spo choices ha I mus make; ” “Conce ned abou my a hle ic ca ee ; ” “Conce ned abou combining my spo and educa ion”) and was shown o demons a e ac o ial and concu en alidi y in a Finnish uppe seconda y school sample (see Ryba e al., 2017b). Pa icipan s a ed each i em on a J. Ojala e al. Psychology o Spo & Exe cise 67 (2023) 102438 4 i e-poin Like scale (1 =no my s onges abili y o 5 =one o my s onges abili ies). Fo each subscale, a mean sco e was compu ed om he i ems measu ing compe ence in he gi en domain. The ange o sco es we e 1.00–5.00 o all subscales (i.e., conce n, dual ca ee conce n, con ol, cu iosi y, and con idence), including o he o al sco e o he CAAS-DC. In he cu en s udy, C onbach alphas we e used o he sco es o di e en subscales, he o al sco e o all 27 i ems, and he sco es o ime poin s (T1 and T5). The C onbach alpha eliabili ies o he subscales, i ems, and ime poin s a ied be ween 0.81 and 0.91. Wi hd awal om compe i i e spo s was measu ed wi h a ques ion, “Do you s ill pa icipa e in compe i i e spo s” ha was asked a e e y measu emen poin om T2 onwa ds. A he beginning o his s udy all he pa icipan s pa icipa ed in compe i i e spo s, whe eas a T5 a o al o 24.5% wi hd ew om he eli e de elopmen pa hway. Academic achie emen was measu ed a each measu emen poin by using sel - epo s o mos ecen ly ea ned g ade poin a e ages (GPA). In Finland, he GPA a ies om 4 (poo es ) o 10 (highes ). In p e ious Finland-based s udies, sel - epo ed GPA has been shown o co ela e 0.96 wi h ac ual GPA (Holopainen & Sa olainen, 2005). 5.3. Analysis s a egy The analyses we e ca ied ou acco ding o he ollowing s eps. Fi s , o explo e whe he di e en ca ee adap abili y p o iles can be ound among he pa icipan s (Resea ch Ques ion 1), K-means Clus e analysis was pe o med using s anda dized subscale sco es a he i s (T1) and he las (T5) measu emen poin s as c i e ia a iables. By selec ing he i s and he las measu emen poin s, he ocus was on he o e all change in ca ee adap abili ies du ing uppe seconda y school. Because he e we e no hypo heses abou he numbe o di e en p o iles based on he heo y, di e en solu ions om wo o six clus e s we e in es i- ga ed. In K-means clus e ing, he decision conce ning numbe o p o- iles/clus e s was based on he con en c i e ia, on he one hand, and sample sizes o each clus e , on he o he . Second, o add ess Resea ch Ques ion 2a, c oss- abula ion was used o de ec spo d opou dis i- bu ions wi hin di e en ca ee adap abili y p o iles. To add ess Resea ch Ques ion 2 b, he associa ion o dis inc ca ee adap abili y p o iles wi h s uden -a hle es’ school achie emen (GPA) a di e en ime poin s was examined wi h One-Way Analyses o Va iance (ANOVA). All s a is ical analyses we e conduc ed using IBM SPSS S a- is ics 24 p og am. The means (M) and s anda d de ia ions (SD) o he used CAAS-DC a iables a e p esen ed in Table 1. 6. Resul s 6.1. De elopmen o ca ee adap abili y p o iles The i s esea ch ques ion o he p esen s udy was o ind ou i he e we e di e en de elopmen al pa hways o ca ee adap abili y among s uden -a hle es. Resul s o K-means clus e analysis o T1 and T5 o al ca ee adap abili y sco es sugges ed ha he solu ion o ou clus e s bes desc ibed he da a: solu ions wi h less han ou clus e s showed only s able le el di e ences be ween clus e s, whe eas solu ions wi h mo e han ou clus e s did no u he speci y he phenomenon. Addi ionally, he solu ion o ou clus e s was he mos in o ma i e, and he g oup sizes o his solu ion we e big enough o subsequen g oup compa isons. The means and s anda d de ia ions o c i e ia a iables a di e en g oups a e p esen ed in Table 2. All ou g oups di e ed s a- is ically signi ican ly (p <.001) om each o he acco ding o c i e ia a iables (i.e., o al sco e o CAAS-DC a T1 and T5). Based on he mean sco es, he ou ound subg oups o ca ee adap abili y de elopmen we e named as highe , lowe , inc easing, and dec easing ca ee adap - abili y g oups. The highe ca ee adap abili y g oup (n =80; 20.46% o he sample) sco ed almos one s anda d de ia ion abo e he mean bo h a T1 and T5, which means ha hei adap abili y was highe bo h a he beginning and a he end o uppe seconda y school. The lowe ca ee adap abili y g oup (n =78; 19.95% o he sample) had hei sco es app oxima ely one s anda d de ia ion below he mean a T1 and T5, and hei adap - abili y skills s ayed behind o he s ac oss ime. The inc easing ca ee adap abili y g oup (n =131; 33.50% o he sample) had hei sco es sligh ly below he mean a T1, ha is, a he beginning o uppe sec- onda y school, bu aised abo e he mean a he end o uppe seconda y school (T5), which means ha his g oup inc eased hei ca ee adap - abili y esou ces om when hey began uppe seconda y school o when hey ended; he size o his g oup was la ge han ha o he o he g oups. The dec easing ca ee adap abili y g oup (n =102; 26.09% o he sample) sco ed abo e he mean a he i s measu emen poin T1 bu below he mean a he end o s udy (T5), which demons a ed a dec ease in ca ee adap abili y esou ces when hey began and ended uppe seconda y school. 6.2. De elopmen al associa ion be ween ca ee adap abili y and dual ca ee The second esea ch ques ion o he p esen s udy was o examine o wha ex en adolescen s’ ca ee adap abili y is associa ed wi h sus ain- abili y o hei dual ca ee s – ha is, (2a) is he e a ela ionship be ween ca ee adap abili y and spo wi hd awal? And (2b) is he e a ela ion- ship be ween ca ee adap abili y and academic achie emen ? The e- sul s o he associa ion o he de elopmen al p o iles o ca ee adap abili ies (a o al sco e o CAAS-DC) and wi hd awal om spo (see Table 3) showed i s ha he e was a ela ionship be ween clus e p o ile and wi hd awing spo a T5. S uden s in he lowe ca ee adap abili y g oup we e mo e likely o wi hd aw om spo han hose in he o he h ee g oups. Because he e was a connec ion be ween ca ee adap abili y and wi hd awal om spo , wi hd awal a ea lie measu emen poin s we e examined as well o gain mo e in o ma ion abou his ela ionship. The esul s o c oss- abula ion (see Table 4) demons a ed e en s onge associa ion be ween ca ee adap abili y p o iles and wi hd awal a T4 ( χ 2 (3, N =310) =11.76, p =.008) han wha was ound a T5. The lowe ca ee adap abili y p o ile was again o e ep esen ed in hose who wi hd ew om spo and unde ep esen ed in hose who con inued in compe i i e spo . Di e ing om T5, a T4 he inc easing ca ee adap abili y g oup was unde ep esen ed in hose who wi hd ew om spo and o e ep esen ed in hose who we e con inuing compe i i e spo . C oss- abula ions we e no possible a measu emen poin s T2 and T3 because o he small equencies o hose who had wi hd awn om spo a hose imes. A T2 only wo pa icipan s had wi hd awn om Table 1 Means (M) and s anda d de ia ions (SD) o ca ee adap abili y e alua ion a ings. Measu emen poin CAAS-DC Conce n Con ol Cu iosi y Con idence Dual ca ee conce n T1 M 3.23 2.86 3.43 3.04 3.47 3.37 SD 0.62 0.80 0.74 0.73 0.70 0.75 T5 M 3.15 3.02 3.24 3.10 3.28 3.11 SD 0.64 0.82 0.79 0.76 0.75 0.84 No e. CAAS-DC =Whole cons uc o ca ee adap abili y J. Ojala e al. Psychology o Spo & Exe cise 67 (2023) 102438 5 spo (0.5%) and a T3 he numbe o pa icipan s who discon inued he a hle ic ca ee was 22 (6.2%). The associa ion o de elopmen al p o iles o ca ee adap abili y e- sou ces wi h s uden -a hle es’ academic success was hen examined. The esul s o One-Way Analysis o Va iance (ANOVA) showed ha he p o iles di e ed signi ican ly in GPA a measu emen poin T1 (F(3, 387) =3.13, p =.026), T4 (F(3, 301) =3.02, p =.030), and T5 (F(3, 320) =3.87, p =.010). Pos -hoc es s using Bon e oni (see Table 5) showed ha a T1, he lowe p o ile had signi ican ly lowe GPA sco es han he inc easing p o ile (p =.035, 95% CI (0.01; 0.48). A T4 (p = .046, 95% CI (0.01; 0.81) and a T5 (p =.042, 95% CI (0.01; 0.80), he lowe p o ile had signi ican ly lowe GPA sco es han he highe p o ile. O e all, he esul s sugges ha high sco es o ca ee adap abili y a e associa ed wi h high GPA, as well as lowe sco es o ca ee adap abili y esou ces a e associa ed wi h a lowe GPA. 7. Discussion The cu en indings add o ou unde s anding o he de elopmen o ca ee adap abili y p o iles (a pe son-cen ed pe spec i e) ac oss uppe seconda y school, as well as de elopmen al associa ions be ween ca ee adap abili y and spo wi hd awal and academic achie emen . Fi s , he esul s showed ha he e we e indi idual di e ences in he o e all le els o he cons uc s ac oss ime, and ou dis inc p o iles we e iden i ied. Second, he esul s showed a signi ican associa ion o ca ee adap abili y p o iles wi h spo wi hd awal and academic achie emen . The i s esea ch ques ion o he s udy was o ind ou i he e we e di e en de elopmen al pa hways o ca ee adap abili y among s uden - a hle es. Resul s in his s udy showed ha al hough on mean le el ca ee adap abili y esou ces dec eased du ing uppe seconda y school, his was no he case o all s uden -a hle es. Fou di e en ca ee adap - abili y p o iles we e ound in he p esen s udy (i.e., highe , lowe , inc easing, and dec easing). A o al o 40% o s uden -a hle es showing ei he highe and lowe adap abili y p o iles demons a ed s able le els o ca ee adap abili y ac oss ime, whe eas 60% o s uden -a hle es showed changing le els o ca ee adap abili y ac oss uppe seconda y school, ei he inc easing o dec easing. These esul s suppo ha ca ee adap abili y de elopmen happens a di e en a es, wi h he possibili y o de elopmen al a es dec easing, inc easing, and emaining s able (Sa ickas, 2013). Addi ionally, hese esul s sugges ha he e a e in- di idual di e ences in he de elopmen al pa hways o ca ee adap - abili y, which is in line wi h Sa ickas’ (2005, 2012) no ion ha indi idual adap abili ies a e ela ional and socially cons uc ed Table 2 Means (M) and s anda d de ia ions (SD) o s anda dized adap abili y a T1 and a T5 as a unc ion o di e en g oup membe ship. G oups Highe (n =80) Lowe (n =78) Inc easing (n =131) Dec easing (n =102) d 1 d 2 F Pa ial e a squa ed T1 M 1.34 −1.27 −0.32 0.33 3 387 391.25*** 0.75 SD 0.59 0.59 0.41 0.45 T5 M 1.15 −1.11 0.47 −0.59 3 314 236.88*** 0.69 SD 0.67 0.56 0.52 0.50 No e. ***p <.001 ( o pai wise compa isons Bon e oni was used). Table 3 C oss Tabula ion o Examining Dis ibu ions o Spo Wi hd awal wi hin Di e en Ca ee Adap abili y De elopmen al P o iles a T5 (N =331). Each Cell P esen ing Coun s (n o pa icipan s), Pe cen ages wi hin Columns, and Adjus ed Residuals. P o ile Compe ing D opou Highe 53 14 21.2% (0.8) 17.3% (−0.8) Lowe 44 23 17.6% (−2.1 *) 28.4% (2.1 *) Inc easing 83 24 33.2% (0.6) 29.6% (−0.6) Dec easing 70 20 28.0% (0.6) 24.7% (−0.6) To al 250 81 100.0% 100.0% No e. Fo adjus ed esiduals * p <.05. Table 4 C oss Tabula ion o Examining Dis ibu ions o Spo Wi hd awal wi hin Di e en Ca ee Adap abili y De elopmen al P o iles a T4 (N =310). Each Cell P esen ing Coun s (n o pa icipan s), Pe cen ages wi hin Columns, and Adjus ed Residuals. P o ile Compe ing D opou Highe 52 10 19.7% (−0.3) 21.7% (0.3) Lowe 44 17 16.7% (−3.2 *) 37.0% (3.2 *) Inc easing 91 9 34.4% (2.0 *) 19.6% (−2.0 *) Dec easing 77 10 29.2% (1.0) 21.7% (−1.0) To al 264 46 100.0% 100.0% No e. Fo adjus ed esiduals * p <.05, χ 2 (3, N =310) =11,75, p =.01. Table 5 Means (M) and s anda d de ia ions (SD) o GPA in di e en CAAS p o iles a di e en measu emen poin s. CAAS p o iles Highe Lowe Inc easing Dec easing d 1 d 2 F T1 M 8.92 8.68ᵃ 8.93ᵃ 8.80 3 384 3.13 SD 0,60 0,65 0,63 0,58 T2 M 8.32 8.10 8.34 8.16 3 354 1.59 SD 0.85 0.93 0.87 0.80 T3 M 8.25ᵇ 7.84ᵇ 8.08 8.02 3 349 2.46 SD 0.90 1.02 0.98 0.77 T4 M 8.28 7.88 8.17 7.93 3 298 3.02 SD 0.84 1.07 0.91 0.79 T5 M 8.25 c 7.85 c 8.16 7.90 3 317 3.87 SD 0.92 0.93 0.85 0.78 No e. Means wi hin a ow sha ing he same supe sc ip s a e signi ican ly di e en a he le el o p <.05 ( o pai wise compa isons Bon e oni was used). J. Ojala e al. Psychology o Spo & Exe cise 67 (2023) 102438 6 compe encies ha a e a ained om one’s educa ion and li e expe ience (see also, Hi schi & Vale o, 2015).This inding is impo an o applied p ac i ione s, as in e up ions be ween he ou ca ee adap abili y di- mensions (conce n, con ol, cu iosi y, and con idence) can esul in s uden -a hle es ha ing di icul ies wi h solidi ying hei ca ee p e e - ences and iden i ying occupa ional choices (Sa ickas, 2013). S uden -a hle es may demons a e dis inc adap abili y esou ces and de elopmen pa e ns acco ding o hei ca ee cons uc ion. Fo example, hose you h a hle es who app oach spo and educa ion in a ha monious manne by aluing spo and educa ion as equally impo - an (i.e., in a con apun al s yle, Ryba e al., 2017a), may ha e mo e esou ces o cope wi h he ansi ions and challenges in dual ca ee s compa ed o hose who expe ience he in eg a ion o a hle ic and aca- demic pu sui s as incompa ible (e.g., Ronkainen e al., 2020; Ro hwell e al., 2020). As we ound wo g oups wi h changing adap abili ies, he p ac ical gain o his s udy highligh s he impo ance o unde s anding he non- s a ic na u e o ca ee adap abili y de elopmen while wo king wi h s uden -a hle es. Compa ed o Nikande , Tol anen e al.’s (2021) s udy ac oss he i s yea o uppe seconda y school, in which ou s able p o iles and one inc easing p o ile we e ound, i appea s ha s uden -a hle es ace mo e ca ee ela ed asks owa d he end o uppe seconda y school. The e o e, a en ion should be gi en o i s -yea s uden -a hle es because a sepa a ion in he de elopmen al p o iles o adap abili y skills is seen a e he i s yea o uppe seconda y school. S uden -a hle es could bene i om suppo i e in e en ions ha would help hem b each ou beyond hei spo ing ca ee o o he li e domains, which is in line wi h ex an you h a hle e esea ch (Be ge on e al., 2015). Fo ha , discu si e in e en ions ci cula ing e sa ile ole models and ca ee s o ies may assis adolescen a hle es wi h building esou ces o p ojec in o hei mul iple u u e possibili ies and explo e indi idual ca ee pa hs (Ca less & Douglas, 2013; Ronkainen & Ryba, 2018; Ryba e al., 2017a). Fu he mo e, adolescen s uden -a hle es’ pa en s could demons a e belie in hei child’s abili ies o succeed in educa ion, which has shown o p edic highe ca ee adap abili ies (Nikande , Tol anen, e al., 2021). Finally, planning o he u u e should also be conside ed when wo king wi h young a hle es because only a ac ion o hem will e en ually be able o achie e a p o essional ca ee in spo , which sugges s ha mos o hem need o build some o he p o essional plans (Ba on-Thiene & Al e mann, 2015). In he Uni ed S a es, indings om he 2019 NCAA GOALS (2020) ound ha s uden -a hle es desi e suppo in p epa ing o hei p o essional ca- ee s, as a ound hal o he pa icipan s exp essed an in e es in lea ning mo e abou p epa ing o hei ca ee s a e college om hei coaches and a hle ic adminis a o s. The second esea ch ques ion o he s udy was o examine o wha ex en adolescen s’ ca ee adap abili y is associa ed wi h dual ca ee sus ainabili y – ha is spo wi hd awal and academic achie emen . The esul s o his s udy showed a ela ionship be ween ca ee adap abili y and bo h spo wi hd awal and academic achie emen , inding ha lowe ca ee adap abili y esou ces we e ela ed o spo wi hd awal, as well as highe ca ee adap abili y sco es we e ela ed o high academic achie emen . The esul s examining academic success e lec ea lie s udies conduc ed wi h di e en popula ion samples, whe e pola iza ion in academic skills we e ound (Demulie e al., 2013; Neg u-Sub i ica & Pop, 2016). As expec ed based on p e ious esea ch, in his s udy s u- den s wi h p o iles o highe adap abili y esou ces displayed g ea e adap ing a i udes and beha io s (con inua ion o dual ca ee and s onge academic achie emen ) han hose wi h lowe adap abili y p o iles (Hi schi e al., 2015; Hi schi & Vale o, 2015). The e o e, o suppo spo con inua ion and academic success, adolescen a hle es wi h lowe ca ee adap abili y esou ces could bene i om achie e- men and commi men -based in e en ions ea ly in hei high school ca ee , as he in e en ions ocus on p omo ing cogni i e and emo ional unc ioning in ca ee planning (Kiu u e al., 2021). E idence has shown ha gene ally a posi i e ela ionship has been ound wi h ca ee adap abili y dimensions and indica o s o success ul adap a ion (Rudolph e al., 2017). Thus, ou indings con ibu e o his li e a u e by sugges ing ha his may also be ound wi h s uden -a hle es as well. Ea lie epo s ha e ound ha many adoles- cen s qui hei compe i i e spo ing ca ee when hey ace he ansi- ion om junio o senio spo (Be ge on e al., 2015), o i hey ace challenges balancing academic and a hle ic demands (So kkila e al., 2020). Because de elopmen al asks push adolescen s o de elop in many li e domains (Nu mi, 1991), hey migh no ha e enough ime, mo i a ion, o esou ces o con inue on hei dual ca ee pa hs (Ba - on-Thiene & Al e mann, 2015; Ryba e al., 2021). In Finland, a highe educa ion deg ee has high alue, bo h in he wo k ma ke as well as in he a i udes o s uden -a hle es and pa en s (Ryba e al., 2016a). Addi ionally, ansi ion o highe educa ion means an end o he s uc- u ed and in eg a ed dual ca ee sys em compa ed o seconda y school s age (Nikande , Saa inen, e al., 2021), which can cause a hle es o op -ou om spo due o he lack o suppo . This is u he highligh ed by he high equali y in Finnish socie y (S o m & Nielsen, 2022), meaning ha s uden -a hle es in e ia y educa ion do no ha e special lexible solu ions, and hus, indi idual compe encies and skills o combine spo and educa ion a e c i ical. This s udy sugges s ha he CAAS-DC measu e can be used o iden- i y s uden -a hle es ha may s uggle wi h combining spo and edu- ca ion ea ly in hei dual ca ee . Special ocus should be paid on he g oup o s uden -a hle es who show a lowe le el o adap abili y, as well as hose who seem o decline in hei abili ies. Iden i ying hese s uden - a hle es ea ly is c ucial in o de o help s uden -a hle es de elop skills and esou ces o be e manage hei dual ca ee , while also po en ially inc easing bo h s uden -a hle e academic achie emen and spo e en- ion. Ea lie esea ch has shown he impo ance on iming o adolescen ca ee de elopmen (Hi schi, 2009), and ha s uden s wi h lowe aca- demic achie emen seem o also ha e di icul y wi h o he li e skills as well, a ec ing u u e choices and decisions ha hey may make (Neg u-Sub i ica & Pop, 2016). Because ca ee adap abili ies a e psychosocial esou ces (Sa ickas, 2013) and en i onmen al expe iences a ec ca ee adap abili y (Sa ickas, 2005, 2013), he dual ca ee de elopmen o s uden -a hle es can be impac ed by en i onmen al in luences (e.g., pa en al suppo and a hle es’ social ne wo ks; Eu opean Commission, 2012; Knigh e al., 2018; Nikande , Tol anen, e al., 2021). The e o e, he de elopmen o ca ee adap abili y esou ces should no solely be placed on he s uden -a hle e, bu should also be acili a ed by key s akeholde s (e.g., pa en s, coaches, e c.) suppo ing he s uden -a hle es’ dual ca ee . Thus, conside a ion should be gi en o how s uden -a hle es’ en i on- men s a e con ibu ing o he de elopmen o hind ance o s u- den -a hle es’ ca ee adap abili ies. Fo example, coaches’ a i udes owa d and skills assis ing in ca ee planning ou side o spo s (Saa inen e al., 2020; Ronkainen e al., 2018)), pa en s’ a i udes owa d dual ca ee (Guido i e al., 2015), and he o ganiza ional cul u e o he a hle ic alen de elopmen en i onmen (Nikande e al., 2022) ha e been shown o in luence you h a hle es ca ee de elopmen . The easons and p ocesses (indi idual and en i onmen al) behind lowe and dec easing ca ee adap abili y esou ces wi h s uden -a hle es should be s udied and unde s ood in o de o suppo s uden -a hle es in hei de elopmen and dual ca ee . This could be done by conduc ing mixed me hod in es iga ions ha implemen in ensi e quali a i e designs o accoun o p ocesses ela ed o cogni i e o emo ional unc ioning in ca ee cons uc ion (Hoa e e al., 2012; Ryba e al., 2022). 7.1. E alua ion o he s udy This s udy has se e al s eng hs. Fi s , we ex ended he cu en dual ca ee li e a u e o new knowledge abou indi idual di e ences in ca ee adap abili y among adolescen s uden -a hle es. Second, he e- sul s o ou s udy p o ide new insigh s in o he ole o ca ee adap - abili y esou ces in he con inua ion o adolescen a hle es’ a hle ic J. Ojala e al. Psychology o Spo & Exe cise 67 (2023) 102438 7 ca ee and academic achie emen s. Thi d, ca ee adap abili ies we e assessed longi udinally ac oss uppe seconda y school, making i possible o iden i y possible di e en ajec o ies o ca ee adap abili y esou ces ac oss ime. Fou h, ou indings ende impo an knowledge o decision make s and dual ca ee suppo p o ide s abou speci ic psychosocial esou ces (i.e., conce n, dual ca ee conce n, con ol, cu- iosi y, and con idence) ha may con ibu e o sus ainable dual ca ee s, as well as emphasize he impo ance o ea ly ca ee in e en ions, especially o s uden -a hle es wi h low ca ee adap abili y le els, ha assess and build ca ee adap abili y esou ces. Fu he mo e, his s udy holds he po en ial o assis Finnish dual ca ee sys ems, as i p o ides a no el pe spec i e on how ca ee adap abili y esou ces (i.e., conce n, dual ca ee conce n, con ol, cu iosi y, and con idence) may suppo dual ca ee pa hways by inc easing spo con inua ion and academic success wi h s uden -a hle es in eli e spo s uppe seconda y schools. This pe spec i e also highligh s he impo ance o in eg a ing ca ee in e en ions wi hin dual ca ee sys ems when s uden -a hle es en e in o uppe seconda y schools, no only as s uden -a hle es’ ansi ion ou o spo . The p esen s udy has some limi a ions ha should be conside ed be o e gene alising he esul s. While a limi a ion in his s udy is i s ocus on s uden -a hle e ca ee adap abili ies, making he esul s limi ed in applica ion o o he popula ions, adolescen s de eloping dual ca ee s in o he li e domains, such as music o dance, may be able o d aw upon his esea ch o insigh in o hei own ca ee adap abili y de elopmen . Ano he limi a ion conce ns he CAAS-DC measu e, which is ela i ely new and he e o e limi ed in i s applicabili y o o he a hle ic pop- ula ions. Thus, he ac o s uc u e o he CAAS-DC needs o con inue o be examined in o he a hle ic popula ions (Ryba e al., 2017b). The p esen s udy examined he associa ions o ca ee adap abili y p o iles and spo wi hd awal; howe e , o he ac o s may play a ole in s uden -a hle es op ing o wi hd aw om spo . In addi ion, he de el- opmen o ca ee adap abili y may be in luenced by mul iple ac o s ac oss uppe seconda y school. Finally, in he p esen s udy ou ca ee adap abili y p o iles wi h dis inc con en in e ms o le el and de el- opmen o ca ee adap abili ies we e ound. Howe e , i is possible ha he p o ile solu ion is dependen on he sample. La ge samples, o example, could end up wi h a mo e han ou p o iles. The e o e, u he s udies a e needed o eplica e he p o ile solu ion o he p esen s udy be o e gene alizing he esul s. In he u u e, pe son- ocused longi udi- nal s udies could gi e addi ional in o ma ion and explana ions o he changes ha we e no iced in his s udy (Johns on, 2018). 8. Conclusion To conclude, he indings o he p esen s udy sugges ha he p o- iles o ca ee adap abili y iden i ied di e bo h in he le el o adap - abili y esou ces and in he pa e n o change ac oss uppe seconda y spo school. This sugges s ha he s uden -a hle es’ sel - egula ion abili ies in hei dual ca ee pu sui s o e ime can be imp o ed. Addi- ionally, hese indings emphasize he need o suppo and a ge ed in e en ions wi h s uden -a hle es’ ha demons a e lowe and dec eased ca ee adap abili y esou ces. The CAAS-DC ins umen could be used o no only iden i y s uden -a hle es wi h lowe ca ee adap - abili y esou ces, bu o ack s uden -a hle e esou ce de elopmen h oughou hei high school ca ee . Con inued assessmen should no only be done wi h s uden -a hle es ha ini ially show lowe ca ee adap abili y esou ces, as his s udy has demons a ed ha s uden - a hle e esou ces a e ulne able o changing o e ime. Addi ionally, con inual assessmen o s uden -a hle es’ ca ee adap abili ies will allow dual ca ee suppo p o ide s, eache s, and coaches o assis wi h he posi i e de elopmen o ca ee adap abili y esou ces, hus, suppo ing a hle es’ cons uc ion o a sus ainable dual ca ee . Compa ing he de elopmen o s uden -a hle es’ ca ee adap abili y esou ces o e ime will help applied p ac i ione s be e unde s and p e ious di icul ies s uden -a hle es ha e had in adap ing o asks, ansi ions, and challenges speci ic o dual ca ee pu sui s (Sa ickas, 2013). Funding This esea ch was suppo ed by he Finnish Minis y o Educa ion and Cul u e wi h a g an o Ta iana V. Ryba (g an numbe s OKM/13/ 626/2015; OKM/38/626/2015; OKM/42/626/2016; OKM/39/626/ 2017). Decla a ion o in e es The manusc ip is based on he i s au ho ’s mas e ’s hesis supe - ised by hi d and las au ho s. Gi en hei oles as an Edi o ial Boa d Membe Ryba T.V. had no in ol emen in he pee - e iew o his a icle and had no access o in o ma ion ega ding i s pee - e iew. All o he au ho s ha e decla ed no con lic s o in e es . Au ho con ibu ion Juulia Ojala: Concep ualisa ion, Fo mal analysis, In e p e a ion o esul s, W i ing - O iginal D a , Da a isualisa ion. Aku Nikande : Fo mal analysis, In e p e a ion o esul s, W i ing - O iginal D a , Da a isualisa ion, W i ing - Re iew & Edi ing. Kaisa Aunola: Da a Cu a ion, Me hodology, Fo mal analysis, In e p e a ion o esul s, Da a isual- isa ion, W i ing - Re iew & Edi ing, Supe ision. Jessica De Palo: In e p e a ion o esul s, W i ing - Re iew & Edi ing. Ta iana Ryba: Concep ualisa ion, Funding acquisi ion, P ojec adminis a ion, In es- iga ion, Da a Cu a ion, In e p e a ion o esul s, W i ing - O iginal D a , W i ing - Re iew & Edi ing, Supe ision. Da a a ailabili y Da a will be made a ailable on easonable eques . Re e ences Aunola, K., Sel¨ anne, A., Sel¨ anne, H., & Ryba, T. V. (2018). The ole o adolescen a hle es’ ask alue pa e ns in hei educa ional and a hle ic ca ee aspi a ions. Lea ning and Indi idual Di e ences, 63, 34–43. h ps://doi.o g/10.1016/j. lindi .2018.03.004 Ba on-Thiene, A., & Al e mann, D. (2015). Pe sonal cha ac e is ics as p edic o s o dual ca ee d opou e sus con inua ion–A p ospec i e s udy o adolescen a hle es om Ge man eli e spo schools. Psychology o Spo and Exe cise, 21, 42–49. h ps://doi. o g/10.1016/j.psychspo .2015.04.006 Be ge on, M. F., Moun joy, M., A ms ong, N., e al. (2015). In e na ional Olympic Commi ee consensus s a emen on you h a hle ic de elopmen . 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