ISSN 2414-8385 (Online) ISSN 2414-8377 (Print European Journal of Multidisciplinary Studies September-December 2017 Volume 2, Issue 7 259 The Effects of Mentoring Functions on Career Adaptabilities and Career Self-Efficacy: the Role of Career Optimism Assoc. Prof. Dr. Selahattin KANTEN Canakkale Onsekiz Mart University, School of Applied Sciences at Biga, Canakkale, Turkey Assoc. Prof. Dr. Pelin KANTEN Canakkale Onsekiz Mart University, Faculty of Political Science, Canakkale, Turkey Funda ÜLKER Instructor, Namık Kemal University, Hayrabolu Vocational School, Tekirdağ, Turkey Abstract This study aims to investigate the effects of mentoring functions on undergraduate student’s career adaptabilities and career self-efficacy levels and the mediating role of career optimism. It is suggested in the literature that some factors stimulate student’s career adaptability levels. Therefore, mentoring functions, career optimism and career self-efficacy are considered as predictors of career adaptabilities within the scope of the study. Accordingly, data which are collected by the survey method from 311 undergraduate students having an education on different field such as business administration, international trade and logistics, public management and labor economics are analyzed by using the structural equation modeling. The results of the study indicate that mentoring functions, which is labeled as role modeling, have significant effects on student’s career adaptability, career optimism and career self-efficacy levels. However, it has been observed that career optimism has a significant effect on career self-efficacy and career adaptabilities. On the other hand, it is seen that career optimism has a fully mediating role between the role modeling and career adaptabilities. In addition, career optimism has a fully mediating role between role modeling and career self-efficacy. Keywords: Mentoring Functions, Career Adaptabilities, Career Self-Efficacy, Career Optimism 1. Introduction Since the rapid changings and continuous innovations in both technological and economical areas, universities are considered as main components, which play a crucial role in the education of human capital from the point of cultural, social, political and economic perspective. However, academic members, who were assigned for various fields, are seen as one of the vital aspects of universities, due to the play an important role for guidance and growth of society and young adults (Parsa et al., 2016: 295). These are examined as one of the pioneer and significant components for young adults to cope with the twenty-first century’s conditions (Dibia and Obi, 2013: 121).While, the academic members have significant responsibilities in formal learning process for the students, it is expected that they play a part in mentoring, coaching, networking, and self-directed learning phases (Knippelmeyer and Torraco, 2007: 1). In other words, universities can support their students’ social and vocational development, foster their sense of belongi ng and shape their futures through one way which is called mentoring (Liua and McGrath-Champ, 2014: 4). In universities, career and professional advancement of young adults are based on mutual recognition and fulfillment of needs, such as professional development, including mentoring which aims to provide challenging assignments, protect them from adverse forces, and help to possess a positive vision (Parsa et al., 2016: 295-296). As the students’ success measured by a number of variables like graduation rate, course completion and retention, advising and mentoring are regarded key components of a successful university experience. Because mentoring refers to assisting of students to prepare them for a better career and providing them with social networks and helping them to increase their self-esteem and confidence levels. Essentially, mentoring process maintains a major role in supporting the students’ success in many ways (Fedynich and Bain, 2011: 2-5). On the other