Happenstance Learning Theory is a modified version of social learning theory, in which people take action based on curiosity and continue to learn and act from happenstances that occur at a certain rate. As a result, career options and possibilities expand and individual skills improve. In other words, Happenstance Learning strengthens various abilities and five skills through associative and instrumental learning experiences. Happenstance Learning Theory is sometimes considered a theory that is difficult to apply in career support because of its uncertainties. This is because it does not require planning and because it is a theory that takes advantage of chance opportunities. However, it is an extremely legitimate social learning theory in that it builds up learning opportunities by increasing the number of trials. Happenstance Learning Theory is an effective method for building options other than current plans in today’s unpredictable future. It is also significant for career support personnel in that it enables them to use an adaptive approach in addition to a planned approach. This paper introduces the Happenstance Learning cycle model and support steps. It then introduces career education based on the Happenstance Learning Theory and describes examples of Happenstance and Happenstance Learning occurrences.

The purposes of this study were to confirm the reliability and validity of the Circumstance Utilization Skills Scale (CPFOST) and to clarify the temperamental basis of the circumstance utilization skills in relation to the behavioral inhibition/activation systems (BIS/BAS). Study 1 tested the reliability and validity of the CPFOST in 228 university students. As a result, the CPFOST had sufficient internal consistency and validity. In Study 2, the temperamental basis was examined in the circumstance utilization skills in relation to the BIS/BAS. Analysis of data from 145 university students revealed that BIS prevents the formation of circumstance utilization skills, while BAS may encourage the formation of circumstance utilization skills. In addition, the interaction effect of BIS and BAS was confirmed in the “interpersonal ties” skill in the circumstance utilization skills. These results suggest that that BIS/BAS are the temperamental basis for skills in circumstance utilization and suggest the need for career education and support considering such individual differences.

This study examined the utilized circumstances skills in working adults based on the Planned Happenstance Theory. A total of 1949 people in their 20s–50s participated in the web-based questionnaire survey. The results of the analysis showed the following three points: 1) The factor structure of the Utilized Circumstances Skills was confirmed to have the same six-factor structure as in the previous study; 2) Overall, working adults in their 50s scored higher than other age groups in the utilized circumstances skills. In addition, company owners and managers had higher utilized circumstances skills scores than other occupations, and the unemployed had lower scores than other occupations; 3) We examined the relationship between utilized circumstances skills, stress coping, and subjective adjustment. The results showed a positive relation between optimism/interpersonal ties skills and emotion-focused coping, and emotion-focused coping and subjective well-being. Optimism skills were related with subjective well-being. Helpfulness also found to comparable results to subjective well-being.