Psychological Factors Associated with Career Anxiety among University Students: A Systematic Literature Review

Nayla Chairunisa; Olievia Prabandini Mulyana

doi:10.61255/jupiter.v4i4.1685

Authors

Nayla Chairunisa Universitas Negeri Surabaya
Olievia Prabandini Mulyana Universitas Negeri Surabaya

DOI:

https://doi.org/10.61255/jupiter.v4i4.1685

Keywords:

Career Anxiety, Systematic Literature Review, Psychological Factors, Students, University

Abstract

Purpose: Career anxiety is an important concern among university students as they prepare for career entry amid changing educational, economic, technological, and labor-market conditions. This study aims to identify and synthesize the antecedents and consequences associated with career anxiety among university students based on recent empirical evidence. Methods: A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 framework. The literature search was performed in the Scopus database between 4 June and 1 July 2026 using the search string TITLE-ABS-KEY("career anxiety" AND ("student" OR "students" OR "university student")). The search was limited to English-language empirical journal articles published between 2021 and 2026. Following the identification, screening, eligibility assessment, and inclusion processes, eleven studies met the predetermined criteria and were analyzed through thematic synthesis. The methodological quality of the included studies was assessed using the revised JBI Critical Appraisal Tool for Analytical Cross-Sectional Studies. Findings: The synthesis identified four major themes: career development factors, individual psychological factors, environmental factors, and consequences of career anxiety. Career development and individual psychological resources, including career adaptability, future-oriented perspectives, occupational awareness, self-efficacy, and psychological resilience, were generally associated with lower levels of career anxiety, whereas environmental uncertainties, including COVID-19-related conditions and perceptions of Artificial Intelligence, were associated with greater career-related uncertainty. Career anxiety was also associated with adverse psychological, academic, and career-related outcomes, including lower life satisfaction, academic performance, career choice goals, and employability confidence. Given the predominantly cross-sectional nature of the evidence, these findings indicate associations rather than causal relationships. Research Implications: The findings provide a conceptual basis for higher education institutions, career service centers, and counselors to develop integrated career-development and psychological support programs that strengthen students’ career readiness and psychological resources. However, the findings should be interpreted in light of the limited evidence base, including the small number of studies, reliance on a single database, and heterogeneity across study contexts and methods. Originality: This study contributes a synthesized conceptual framework that distinguishes career development factors, individual psychological factors, and environmental conditions associated with career anxiety from its reported consequences. By integrating these dimensions from recent empirical evidence, the review provides a structured basis for understanding career anxiety among university students and identifies priorities for future research, particularly longitudinal investigation of its antecedents and consequences.

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