The effects of stress and conscious self-regulation on students’ career adaptability
- Autores: Morosanova V.I.1, Kondratyuk N.G.1, Potanina A.M.1, Korshunov A.V.2
-
Afiliações:
- Federal Scientific Center of Psychological and Multidisciplinary Research
- Moscow State University of Sports and Tourism
- Edição: Volume 22, Nº 2 (2025)
- Páginas: 316-336
- Seção: PERSONALITY IN CONTEMPORARY EDUCATIONAL ENVIRONMENT
- URL: https://journal-vniispk.ru/2313-1683/article/view/365330
- DOI: https://doi.org/10.22363/2313-1683-2025-22-2-316-336
- EDN: https://elibrary.ru/UWCUVW
- ID: 365330
Citar
Texto integral
Resumo
The issues of students’ professional self-determination cannot be considered today in isolation from challenges of coping with uncertainty, managing stress, and maintaining stable professional development in a rapidly changing world. This study aimed to investigate the relationships between conscious self-regulation, career adaptability, and perceived stress among students. The sample consisted of 1436 students aged 16 to 23 years (Mage = 17.9; SD = 1.35) from educational institutions of the Russian Federation. The following methods were used: “Self-regulation profile questionnaire — SRPQM 2020” by V.I. Morosanova, “Career-Adaptabilities Scale, CAAS” by M. Savickas and E. Porfelli adapted in Russian and “Perceived Stress Scale — PSS 10” by S. Cohen and G. Williamson adapted in Russian. Comparative analysis revealed that students reporting low perceived stress levels demonstrated more developed conscious self-regulation and higher career adaptability compared to those with average or high stress levels. Regression analysis further indicated that perceived stress significantly and negatively predicted career adaptability, whereas conscious self-regulation emerged as a positive predictor. These findings suggest that conscious self-regulation acts as a meta-resource, enabling students to manage stress effectively, maintain their professional development trajectory in conditions of uncertainty, and achieve their educational goals.
Palavras-chave
Sobre autores
Varvara Morosanova
Federal Scientific Center of Psychological and Multidisciplinary Research
Email: morosanova@mail.ru
ORCID ID: 0000-0002-7694-1945
Código SPIN: 4335-5542
Scopus Author ID: 6506351065
Researcher ID: J-5946-2016
Dr. Sci. in Psychology, Head of the Department of Self-Regulation Psychology
9/4 Mokhovaya St., Moscow, 125009, Russian FederationNailya Kondratyuk
Federal Scientific Center of Psychological and Multidisciplinary Research
Autor responsável pela correspondência
Email: n.kondratyuk@gmail.com
ORCID ID: 0000-0003-2907-9771
Código SPIN: 5280-6144
Researcher ID: C-2006-2019
Ph.D. in Psychology, Senior Researcher of the Department of Self-Regulation Psychology
9/4 Mokhovaya St., Moscow, 125009, Russian FederationAnna Potanina
Federal Scientific Center of Psychological and Multidisciplinary Research
Email: a.m.potan@gmail.com
ORCID ID: 0000-0003-4358-6948
Código SPIN: 6840-4027
Researcher ID: AAF-9474-2021
Research Fellow, Laboratory of Psychology of Self-Regulation
9/4 Mokhovaya St., Moscow, 125009, Russian FederationAlexey Korshunov
Moscow State University of Sports and Tourism
Email: 5026567@mail.ru
ORCID ID: 0009-0001-0784-4885
Código SPIN: 2642-7953
Scopus Author ID: 57194346518
Ph.D. in Sociology, the Advisor to Rector
21/1Kirovogradskaya Moscow, 117519, Russian FederationBibliografia
- Akkermans, J., Paradnike, K., Van der Heijden, B. I., & De Vos, A. (2018). The best of both worlds: The role of career adaptability and career competencies in students’ well-being and performance. Frontiers in Psychology, 9, 1678. https://doi.org/10.3389/fpsyg.2018.01678
- Akkermans, J., da Motta Veiga, S. P., Hirschi, A., & Marciniak, J. (2024). Career transitions across the lifespan: A review and research agenda. Journal of Vocational Behavior, 148, 103957. https://doi.org/10.1016/j.jvb.2023.103957
- Amaral, F. A., Krägeloh, C., Henning, M. A., & Moir, F. (2023). Career indecision, depressive symptoms, self-efficacy and negative thoughts when transitioning from high school: A scoping review. Australian Journal of Career Development, 32(2), 158–169. https://doi.org/10.1177/10384162231180339
- Amanvermez, Y., Zhao, R., Cuijpers, P., de Wit, L. M., Ebert, D. D., Kessler, R. C., Bruffaerts R., & Karyotaki, E. (2022). Effects of self-guided stress management interventions in college students: A systematic review and meta-analysis. Internet Interventions, 28, 100503. https://doi.org/10.1016/j.invent.2022.100503
- Arbona, C., Fan, W., Phang, A., Olvera, N., & Dios, M. (2021). Intolerance of uncertainty, anxiety, and career indecision: A mediation model. Journal of Career Assessment, 29(4), 699-716. https://doi.org/10.1177/10690727211002564
- Atamanova, G.I., & Romashin, V.N. (2024). Empirical study of the relationship of the psychology of student stress and the value-semantic choice of an educational trajectory at a university. Vestnik Universiteta, 20(7), 229-239. (In Russ.) https://doi.org/10.26425/1816-4277-2024-7-229-239
- Banshchikova, T.N., Sokolovskii, M.L., & Tegetaeva, J.R. (2023). Conscious self-regulation as resource for overcoming stress and achieving subjective well-being: ethno-regional specificity. Theoretical and Experimental Psychology, (1), 19-42. (In Russ.) https://doi.org/10.24412/TEP-23-2
- Baumeister, R.F. & Vohs, K.D. (2007). Self-Regulation, ego depletion, and motivation. Social and Personality Psychology Compass, 1(1), 115-128. https://doi.org/10.1111/j.1751-9004.2007.00001.x
- Beisecker, L., Harrison, P., Josephson, M., & DeFreese, J. D. (2024). Depression, anxiety and stress among female student-athletes: a systematic review and meta-analysis. British Journal of Sports Medicine, 58(5), 278–285. https://doi.org/10.1136/bjsports-2023-107328
- Blustein, D. L., Kenny, M. E., Di Fabio, A., & Guichard, J. (2019). Expanding the impact of the psychology of working: Engaging psychology in the struggle for decent work and human rights. Journal of Career Assessment, 27(1), 3–28. https://doi.org/10.1177/1069072718774002
- Cage, E., Jones, E., Ryan, G., Hughes, G., & Spanner, L. (2021). Student mental health and transitions into, through and out of university: student and staff perspectives. Journal of Further and Higher Education, 45(8), 1076–1089. https://doi.org/10.1080/0309877X.2021.1875203
- Chen, Z., Solberg, S., & Ye, A. (2020). Chinese youth career adaptability: Contextual influences and pathways to positive youth development. Youth & Society, 52(6), 934-959. https://doi.org/10.1177/0044118X18784058
- Chen, H., Pang, L., Liu, F., Fang, T., & Wen, Y. (2022). “Be perfect in every respect”: The mediating role of career adaptability in the relationship between perfectionism and career decision-making difficulties of college students. BMC Psychology, 10, 137. https://doi.org/10.1186/s40359-022-00845-1
- Chesters, J. (2020). Preparing for successful transitions between education and employment in the twenty-first century. Journal of Applied Youth Studies, 3(2), 133–151. https://doi.org/10.1007/s43151-020-00002-8
- Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385–396.
- Conley, C. S., Shapiro, J. B., Huguenel, B. M., & Kirsch, A. C. (2020). Navigating the college years: Developmental trajectories and gender differences in psychological functioning, cognitive-affective strategies, and social well-being. Emerging Adulthood, 8(2), 103–117. https://doi.org/10.1177/2167696818791603
- Dong, C., Xia, L., Zhao, C., Zhang, X., He, J., Zhang, G., & Zhang, J. (2023). Prospective association between perceived stress and anxiety among nursing college students: the moderating roles of career adaptability and professional commitment. BMC Psychiatry, 23, 388. https://doi.org/10.1186/s12888-023-04887-6
- Gordeeva, T. O., Kononova, M. G., & Sychev, O. A. (2025). High school students career choice and unified state exam subject’s choice: The role of parenting style and motivation. Sibirskiy Psikhologicheskiy Zhurnal — Siberian Journal of Psychology, 97, 108–132. (In Russ.) https://doi.org/10.17223/17267080/97/7
- Hartung, P. J. & Savickas, M. L. (2024). Career Adapt-Abilities Scale (CAAS). In C. U. Krägeloh, M. Alyami, O.N. Medvedev (Eds.), International Handbook of Behavioral Health Assessment (Chapter 11). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-89738-3_48-2
- Hirschi, A. & Koen, J. (2021). Contemporary career orientations and career self-management: A review and integration. Journal of Vocational Behavior, 126, 103505. https://doi.org/10.1016/j.jvb.2020.103505
- James, S., Mallman, M., & Midford, S. (2021). University students, career uncertainty, and the culture of authenticity. Journal of Youth Studies, 24(4), 466–480. https://doi.org/10.1080/13676261.2020.1742300
- Jiang, Z., Newman, A., Le, H., Presbitero, A., & Zheng, C. (2019). Career exploration: A review and future research agenda. Journal of Vocational Behavior, 110, 338–356. https://doi.org/10.1016/j.jvb.2018.08.008
- Kachina, А. А., Zlokazova, T. A., & Vnukov, I. Y. (2021). Psychological factors influencing the reliability of personnel in power plants. Moscow University Psychology Bulletin, (2), 178–198. (In Russ.) https://doi.org/10.11621/vsp.2021.02.09
- Kleine, A. K., Schmitt, A., & Wisse, B. (2021). Students’ career exploration: A meta-analysis. Journal of Vocational Behavior, 131, 103645. https://doi.org/10.1016/j.jvb.2021.103645
- Knapstad, M., Sivertsen, B., Knudsen, A. K., Smith, O. R. F., Aarø, L. E., Lønning, K. J., & Skogen, J. C. (2021). Trends in self-reported psychological distress among college and university students from 2010 to 2018. Psychological Medicine, 51(3), 470–478. https://doi.org/10.1017/S0033291719003350
- Kondratyuk, N.G., Burmistrova-Savenkova, A.V., & Morosanova, V.I. (2021). A psychometric analysis of the Russian Career Adapt-Abilities Scale in high school students. RUDN Journal of Psychology and Pedagogics, 18(3), 555–575. (In Russ.) https://doi.org/10.22363/2313-1683-2021-18-3-555-575
- Kondratyuk, N.G., Burmistrova-Savenkova, A.V., & Morosanova, V.I. (2023). What determines professional plans in high school students. Psychology. Journal of the Higher School of Economics Journal of the Higher School of Economics, 20(3), 500–522. https://doi.org/10.17323/1813-8918-2023-3-500-522
- Kosheleva, Y.P., Zhambeevа, Z.Z., Gut, Y.N., Osnitskiy, A.K., & Kabardov, M.K. (2023). Typological differences in general and special abilities of students in preparation for socionomic professions. Lomonosov Psychology Journal, 46(4), 157–185. (In Russ.). https://doi.org/10.11621/LPJ-23-43
- Kroshus, E., Hawrilenko, M., & Browning, A. (2021). Stress, self-compassion, and well-being during the transition to college. Social Science & Medicine, 269, 113514. https://doi.org/10.1016/j.socscimed.2020.113514
- Lazarova, B., Hlaďo, P., & Hlouskova, L. (2019). Perception of teacher support by students in vocational education and its associations with career adaptability and other variables. Psychology in Russia: State of the Art, 12(4), 47–64. https://doi.org/10.11621/pir.2019.0403
- Marciniak, J., Johnston, C.S., Steiner, R.S., & Hirschi, A. (2022). Career preparedness among adolescents: A review of key components and directions for future research. Journal of Career Development, 49(1), 18–40. https://doi.org/10.1177/0894845320943951
- Makhnach, A.V., Laktionova, A.I., & Postylyakova, Yu.V. (2022). Resilience of student youth in Russia under uncertainty. The Education and Science Journal, 24(5), 90–121. (In Russ.). https://doi.org/10.17853/1994-5639-2022-5-90-121
- Marakshina, J.A., Ismatullina, V.I., & Marina, L.M. (2024). Stress and coping strategies among students: Review. Clinical Psychology and Special Education, 13(2), 5–33. (In Russ.). https://doi.org/10.17759/cpse.2024130201
- Morosanova, V.I. (2021). Conscious self-regulation as a meta-resource for achieving goals and solving the problems of human activity. Lomonosov Psychology Journal, 44(1), 3–37. (In Russ.). https://doi.org/10.11621/vsp.2021.01.01
- Morosanova, V.I. & Kondratyuk, N.G. (2020). V.I. Morosanova’s “Self-regulation profile questionnaire — SRPQM 2020”. Voprosy Psikhologii, (4), 155–167. (In Russ.)
- Morosanova, V.I., Kondratyuk, N.G., & Potanina, A.M. (2024). Regulatory resources of professional self-determination in students under stress: Research approaches and theoretical foundations. Lomonosov Psychology Journal, 47(2), 31–60. (In Russ.). https://doi.org/10.11621/LPJ-24-14
- Morosanova, V.I., Kondratyuk, N.G., & Potanina, A.M. (2025). Psychological resources of students’ professional development. Theoretical and Experimental Psychology, 18(2), 176–203. (In Russ.). https://doi.org/10.11621/TEP-25-18
- Nartova-Bochaver, S. K., Bardadymov, V. A., Yerofeeva, V. G., Khachaturova, M. R., & Khachatryan, N. G. (2024). Difficult life situations of modern learning youth. Educational Studies Moscow, (2), 170-202. (In Russ.). https://doi.org/10.17323/vo-2024-17187
- Santilli, S., Grossen, S., & Nota, L. (2020). Career adaptability, resilience, and life satisfaction among Italian and Belgian middle school students. The Career Development Quarterly, 68(3), 194–207. https://doi.org/10.1002/cdq.12231
- Saporovskaya, M.V., Konzhin, S.I., Tikhomirova, E.V., & Samokhvalova, A.G. (2023). Personal regulators for building the image of the future at different stages of professionalization. Theoretical and Experimental Psychology, 4(16), 122–142. (In Russ.). https://doi.org/10.11621/TEP-23-32
- Shin, Y.J. & Lee, J.Y. (2019). Self-Focused attention and career anxiety: The mediating role of career adaptability. The Career Development Quarterly, 67(2), 110–125. https://doi.org/10.1002/cdq.12175
- Stead, G. B., LaVeck, L. M., & Hurtado Rua S. M. (2022). Career adaptability and career decision self-efficacy: Meta-analysis. Journal of Career Development, 49(4), 951–964. https://doi.org/10.1177/08948453211012477
- Sverko, I. & Babarovic, T. (2019). Applying career construction model of adaptation to career transition in adolescence: A two-study paper. Journal of Vocational Behavior, 111, 59–73. https://doi.org/10.1016/j.jvb.2018.10.011
- Talluri, S.B., Uppal, N., Akkermans, J., & Newman, A. (2024). Towards a self-regulation model of career competencies: A systematic review and future research agenda. Journal of Vocational Behavior, 149, 103969. https://doi.org/10.1016/j.jvb.2024.103969
- Tolochek V.A. (2022). Professional career as a phenomenon: Open questions. Part 1. Organizational Psychology, 12(4), 9–28. (In Russ.). https://doi.org/10.17323/2312-5942-2022-12-4-9-28
- Williams, L.D., Lipscomb, T., & Tiamuh, Z. (2023). A theory-based meta-analysis: Stress management interventions for college students. Journal of Education and Training Studies, 11(4), 36–49. https://doi.org/10.11114/jets.v11i4.6267
- Yakushina, A.A. Leonov, S.V., Pshenichnyuk, D.V., Sedogin, E.A., & Polikanova, I.S. (2024). Psychological self-regulation and its importance for the intrinsic motivation, psychological well-being and performance in sport. Psychology. Journal of the Higher School of Economics, 21(1), 167–183. (In Russ.). https://doi.org/10.17323/1813-8918-2024-1-167-183
- You, M. & Kim, H.A. (2024). Meta-analysis of variables related to college students’ career stress. Korean Association for Learner-Centered Curriculum and Instruction, 24(22), 299–314. https://doi.org/10.22251/jlcci.2024.24.22.299
- Yusufov, M., Nicoloro-SantaBarbara, J., Grey, N. E., Moyer, A., & Lobel, M. (2019). Meta-analytic evaluation of stress reduction interventions for undergraduate and graduate students. International Journal of Stress Management, 26(2), 132–145. https://doi.org/10.1037/str0000099
- Zhuang, J., Jiang, Y., & Chen, H. (2021). Stress and career adaptability during COVID-19: A serial multiple mediation model. Social Behavior and Personality: An International Journal, 49(8), 1–11. https://doi.org/10.2224/sbp.10551
- Zeer, E.F., Tserkovnikova, N.G., & Tretyakova, V.S. (2021). Digital generation in the context of predicting the professional future. The Education and Science Journal, 23(6), 153–184. (In Russ.). https://doi.org/10.17853/1994-5639-2021-6-153-18
- Zinchenko, Y.P. (Ed.). (2021). Psychological guidance during the COVID-19 pandemic. Moscow: Moscow University Press. (In Russ.). https://doi.org/10.11621/rpo.2021.00
- Zinchenko, Y.P., Morosanova, V.I., Kondratyuk, N.G., & Fomina, T.G. (2020). Conscious self-regulation and self-organization of life during the COVID-19 pandemic. Psychology in Russia: State of the Art, 13(4), 168–182. https://doi.org/10.11621/ pir.2020.0411
- Zolotareva, A.A. (2023). Psychometric properties of the Russian version of the Perceived Stress Scale (PSS-4, 10, 14). Clinical Psychology and Special Education, 12(1), 18–42. (In Russ.). https://doi.org/10.17759/cpse.2023120102
Arquivos suplementares

