The current study seeks to shed light on social-cognitive resources that mitigate master students’ experience of dysfunctional career-related worry before graduation. Based on the career self-management model (CSM; Lent & Brown, 2013), we investigate concurrent and time-lagged direct and mediated relationships between career planning, career-related self-efficacy, and career-related worry among a sample of 482 students shortly before graduation. Using data collected at three time points, a negative relationship was found between career planning (T1) and career-related worry (T3) via career-related self-efficacy (T2). Our findings shed light on the role of career planning and career-related self-efficacy as malleable social-cognitive resources that diminish dysfunctional thinking before graduation in sequential order. These findings imply that career planning and career-related self-efficacy are relevant predictors of affective states and can be incorporated into the CSM.

目前的研究旨在揭示社会认知资源，以减轻硕士生在毕业前对职业相关的功能失调的担忧。基于职业自我管理模型 (CSM; Lent & Brown, 2013)，我们在 482 个样本中调查了职业规划、职业相关自我效能和职业相关担忧之间的并发和时滞直接和中介关系。即将毕业的学生。使用在三个时间点收集的数据，通过职业相关自我效能（T2）发现职业规划（T1）和职业相关担忧（T3）之间存在负相关关系。我们的研究结果揭示了职业规划和职业相关的自我效能感作为可延展的社会认知资源的作用，可以在毕业前按顺序减少功能失调的思维。