Career Anxiety as a Predictor of Career Adaptability and Optimism of HighSchool Seniors Who Want to Make a Career Transition to University

Abstract

Numerous factors interact throughout the transition process of senior high school pupils to university. In this process, students' job adaptability, degrees of optimism, and career anxiety emerge as significant determinants. The anxiety students encounter throughout the transition to university can influence their career planning and inform their academic and professional choices. The impact of career anxiety on students' adaptability skills and its correlation with their degrees of optimism is a significant area of research. This study employed a predictive correlational model to assess the degree to which career anxiety forecasts career adjustment and optimism levels among final-year high school students intending to transition to university. The study's participants were 896 senior high school students, including 462 females and 434 males. The data were gathered utilizing the personal information form developed by the researchers, together with the verified and trustworthy career adaptability and optimism scale and professional anxiety scale. The study employed an independent sample t-test to ascertain if there were significant differences in students' career flexibility, optimism levels, and career anxiety based on gender. A one-way analysis of variance (ANOVA) was used to assess significant differences based on school type. The investigation revealed a considerable gender difference in career anxiety throughout the transition to university. The origin of this disparity between male and female pupils was analyzed in accordance with existing literature. Furthermore, a negative and moderately significant correlation was identified between career adaptability and the optimism levels of senior high school students and their career anxiety. This study suggests that persons experiencing elevated career anxiety may possess diminished career adaptability and optimism. Furthermore, an analysis of the sub-dimensions of career anxiety revealed that familial influence and career selection significantly impacted students' career adaptability and levels of optimism. These findings underscore the critical influence of familial support and personal and professional choices in the career development process. The findings were thoroughly analyzed by juxtaposing them with analogous research in the literature, and recommendations to enhance students' career development processes were proposed.