While some attention has been devoted to the study of emotions in vocational psychology, research on the emotional anticipation of future career events is scarce. Using latent transition analysis, we investigated profiles of anticipatory emotions at the prospect of the transition to higher education during the last year of high school. We also investigated two career-related antecedents of profile membership and transitions between profiles: career decidedness and career adaptability. Our results shed light on three distinct profiles. First, most students experienced mostly positive anticipatory emotions with few negative anticipatory emotions (i.e., a positive dominant profile). Second, students in the mixed emotions profile displayed high levels of both positive and negative anticipatory emotions. Third, students in the negative dominant profile experienced mostly negative anticipatory emotions. Our results also showed that the positive dominant profile was relatively stable and that the mixed and the negative dominant profiles related to more transitions across time. With regard to the antecedents, our results demonstrated that students with higher career decidedness and career adaptability were more likely to belong to the positive dominant profile. When looking at transitions between profiles, students with high career decidedness and career adaptability were more likely to remain in or transition to the positive dominant profile. Identifying students with different anticipatory emotions profiles and the nature of transitions between these profiles have implications for implementing tailored career interventions and educational practices.

尽管人们对职业心理学中的情感研究给予了一些关注，但对未来职业事件的情感预期的研究却很少。使用潜在的过渡分析，我们调查了在高中最后一年过渡到高等教育的前景中预期情绪的概况。我们还研究了个人资料成员资格和个人资料之间的过渡的两个与职业相关的先决条件：职业决定性和职业适应性。我们的结果揭示了三个不同的方面。首先，大多数学生大多经历积极的预期情绪，而很少有消极的预期情绪（即积极的主导特征）。二，学生混杂情绪档案显示出较高的积极和消极预期情绪。第三，处于负面主导地位的学生大多经历了负面的预期情绪。我们的结果还表明，积极的主导地位相对稳定，而混合的和消极的主导地位与跨时间的更多转变有关。关于前因，我们的结果表明，具有较高职业决定性和职业适应性的学生更有可能属于积极的主导地位。当查看个人资料之间的过渡时，具有较高职业决定性和职业适应性的学生更有可能留在或过渡到积极的主导地位。识别具有不同预期情绪特征的学生以及这些特征之间的过渡性质对实施量身定制的职业干预和教育实践具有影响。