Study on Mental Health, Anxiety about Career Choice, and Career Decision-Making Difficulty in Undergraduate and Graduate Students

• Grant number: 24/10155-6
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: September 01, 2024
• End date: August 31, 2025
• Field of knowledge: Humanities - Psychology - Fundamentals and Assessments in Psychology
• Principal Investigator: Rodolfo Augusto Matteo Ambiel
• Grantee: Beatriz Bertolini Lot
• Host Institution: Escola de Ciências da Vida (ECV). Pontifícia Universidade Católica de Campinas (PUC-CAMP). Campinas , SP, Brazil

Abstract

University students are susceptible to moments and situations of vulnerability throughout their courses. Regarding mental health, several factors influence psychological distress during this phase of life, as the challenge of entering the labor market, especially aligning with their field of study, becomes increasingly prevalent. On one hand, the instability and mobility of the job market lead to increased fear, anxiety, stress, and insecurity; on the other, deficiencies in the education system due to lack of planning and difficulty in making career decisions are evident. In this context, this project aims to analyze the relationships between mental health, anxiety about career choice, and career decision-making difficulties in undergraduate and graduate students (stricto sensu). The expected sample consists of 200 students from various regions of the country. Data collection will be conducted online, encompassing three instruments with evidence of validity in Brazilian samples: the Depression, Anxiety, and Stress Scale (DASS-21), the Career Indecision Profile (CIP-20), and the Career Decision-Making Difficulties Questionnaire (CDDQ-P). The data analysis plan includes descriptive statistics, correlations, and multiple regressions. It is expected that the results will clarify the reasons why undergraduate and graduate students face decision-making difficulties and challenges that impact their mental health. Understanding the complexity of this interaction can contribute to significant knowledge regarding the influence of these constructs on students' well-being.