Traditional career theories emphasized the importance of congruence (Holland, 1959) and career maturity (Super, 1953) for achieving good career outcomes. However, empirical studies obtained low to moderate correlations between congruence and career maturity and career outcomes, like work satisfaction, work performance, or work engagement. Career outcomes depend on numerous additional factors, which are in part recognized in the literature but still not systematically categorized. Thus, we decided to integrate qualitative empirical findings with insights from literature to develop a conceptual model of protective and risk factors that can influence the course of career development. For empirical findings, we relied on the experience of adolescents personally involved in career development and on the experience of career development experts. We conducted focus groups in which we have discussed factors that can facilitate or inhibit free and autonomous career choice and development. The participants in focus groups were elementary school students, high school students, university students, school psychologists, career counsellors, and human resource psychologists. Based on these qualitative results, evidence from literature and our personal professional experience in this area, we proposed a taxonomy of protective and risk factors in career development which we present in this paper.
