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Export Reference (APA) 
Monteiro, S., Almeida, L. S., Sinval, J., Palhares, J. A. & Torres, L. (2026). Higher education students’ sociocultural profiles and career resources: The role of grit. Educación XX1. 29 (2), 307-332
Export Reference (IEEE) 
S. Monteiro et al.,  "Higher education students’ sociocultural profiles and career resources: The role of grit", in Educación XX1, vol. 29, no. 2, pp. 307-332, 2026
Export BibTeX 
@article{monteiro2026_1784667263054,
	author = "Monteiro, S. and Almeida, L. S. and Sinval, J. and Palhares, J. A. and Torres, L.",
	title = "Higher education students’ sociocultural profiles and career resources: The role of grit",
	journal = "Educación XX1",
	year = "2026",
	volume = "29",
	number = "2",
	doi = "10.5944/educxx1.44262",
	pages = "307-332",
	url = "https://revistas.uned.es/index.php/educacionXX1/about"
}
Export RIS 
TY  - JOUR
TI  - Higher education students’ sociocultural profiles and career resources: The role of grit
T2  - Educación XX1
VL  - 29
IS  - 2
AU  - Monteiro, S.
AU  - Almeida, L. S.
AU  - Sinval, J.
AU  - Palhares, J. A.
AU  - Torres, L.
PY  - 2026
SP  - 307-332
SN  - 1139-613X
DO  - 10.5944/educxx1.44262
UR  - https://revistas.uned.es/index.php/educacionXX1/about
AB  - This study was grounded on a theoretical framework that integrates Bourdieu’sconcept of sociocultural  capital with Blustein’s Relational Theory of  Working,which recognizes that social structures and interpersonal connections shapecareer trajectories. The  main objective of  this  research was to investigate therelationship between students’ sociocultural  backgrounds and their career resources, as well as the role of grit in this relationship. To accomplish this, across-sectional study was conducted on 2353 Portuguese Higher Education students. Multiple Correspondence Analysis was applied to define students’ sociocultural profiles and structural equation modeling was used to test the research hypothesis. The results evidenced that students’ sociocultural profiles did not present a direct effect on the environment factor of career resources, however an indirect effect — via grit — was found. For the other three career resources (knowledge and skills, motivation, and career management behaviors) students’ sociocultural profiles presented both direct and indirect effects (via grit). This interaction underscores that, while students’ backgrounds shape career resources, grit can help bridge disparities. This study expands the  existing literature by incorporating the impact of sociocultural factors and grit, advocating for higher education institutions to recognize diverse backgrounds and promote grit-enhancing initiatives. Such an  approach could help mitigate socioeconomic disparities in higher education, offering insights into educational policies that foster equitable career development.
ER  -