Psychological Resources of Students’ Professional Development

Abstract

Abstract

Background. Living conditions in modern society are marked by unprecedented volatility in economic and educational systems, presenting novel challenges for sustaining professional development trajectories of youth. This paradigm underscores the critical need to investigate psychological resources that foster career adaptability, particularly amidst escalating stress loads and uncertainty.

Objectives. The study had its purpose to investigate the psychological resources determining inter-individual variability in students’ career adaptability as the most important characteristic of the professional development of personality.

Study Participants. The study involved 1,701 Russian students (54.32% female) aged 16 to 25 years (M = 18.23, SD = 1.46).

Methods. The research was conducted using a cross-sectional design with valid and reliable psychodiagnostic questionnaires and modern data analysis methods, including machine learning. Data collection was carried out via the online platform "Testograf". Data processing was performed in MS Excel and JASP ver. 0.19.03. Statistical analysis included Spearman’s correlation, a machine learning classification algorithm (decision tree), and Kruskal–Wallis test.

Results. The study allowed to develop a model of predictors of students’ career adaptability. It shows that the most adaptive students, as a rule, have the developed skills of conscious self-regulation, a high level of psychological well-being, and a pronounced temporal orientation toward the future. For students who may have deficient regulatory resources, a greater level of psychological well-being combined with future orientation enhances the possibilities of professional realization. High chronic stress reduces career adaptability; however, this effect is observed only in case of deficient psychological resources, in particular, low levels of conscious self-regulation and psychological well-being.

Conclusions. Conscious self-regulation, psychological well-being, future orientation, and chronic stress severity are predictive for students’ career adaptability. The study emphasizes the importance of an integrated approach to understanding the mechanisms of professional development of young people, taking into account general patterns and individual differences in its trajectories. The practical prospects of the study are related to the development of psychological and pedagogical support programs for students aimed at improving their career adaptability through the development of conscious self-regulation skills (regulatory competencies), the formation of a positive time perspective, stress management, and psychological well-being maintenance.

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