Academic resilience and career anxiety as predictors of career decision-making self-efficacy of pre-service teachers
DOI:
https://doi.org/10.30862/jri.v6i2.163Keywords:
Academic resilience, anxiety, pre-service teachers, post-graduation transitionAbstract
The uncertainty surrounding recruitment policies and professional teacher education creates intense psychological pressure for pre-service teachers during their post-graduation transition. This study maps the levels of Academic Resilience (AR), Career Anxiety (CA), and Career Decision-Making Self-Efficacy (CDSE) while examining the predictive roles of AR and CA in CDSE among primary school pre-service teachers. Employing a quantitative predictive correlational design, researchers collected data from 145 final-year students using adapted online questionnaires: the ARS-30, Career Anxiety Scale, and CDSE-SF. Descriptive analysis reveals that most students exhibit high AR, moderate CA, and high CDSE. Multiple linear regression showed that AR and CA jointly explained 36.4% of the variance in CDSE (F = 42.250, p < .001). Academic Resilience showed a significant positive predictive association with CDSE (β = 0.422, p < 0.001), whereas Career Anxiety showed a significant negative predictive association with CDSE (β = −0.340, p < 0.001). These findings suggest that academic resilience may help offset the negative effects of career anxiety on students' career confidence. Teacher Education Institutions (TEIs) could strengthen their career guidance services by incorporating emotion-regulation and problem-solving support to help build pre-service teachers' career confidence.
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Copyright (c) 2026 Ni Luh Sakinah Nuraini, Mohammad Yusuf Randy, Sigit Wibowo, Kinanti Pangestu, Karl Alvin Aglibot, Dhea Yona Agustania, Cahya Kamilia Putri, Nasywa Khalishah Patricia (Author)
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