Published
2023-10-11
Issue
Section
Research Articles
License
The journal adopts the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0), which means that anyone can reuse and redistribute the materials for non-commercial purposes as long as you follow the license terms and the original source is properly cited.
Author(s) shall retain the copyright of their work and grant the Journal/Publisher rights for the first publication with the work concurrently licensed since 2023 Vol.8 No.2.
Under this license, author(s) will allow third parties to download, reuse, reprint, modify, distribute and/or copy the content under the condition that the authors are given credit. No permission is required from the authors or the publisher.
This broad license intends to facilitate free access, as well as the unrestricted use of original works of all types. This ensures that the published work is freely and openly available in perpetuity.
By providing open access, the following benefits are brought about:
- Higher Visibility, Availability and Citations-free and unlimited accessibility of the publication over the internet without any restrictions increases citation of the article.
- Ease of search-publications are easily searchable in search engines and indexing databases.
- Rapid Publication – accepted papers are immediately published online.
- Available for free download immediately after publication at https://esp.as-pub.com/index.php/ESP
Copyright Statement
1.The authors certify that the submitted manuscripts are original works, do not infringe the rights of others, are free from academic misconduct and confidentiality issues, and that there are no disputes over the authorship scheme of the collaborative articles. In case of infringement, academic misconduct and confidentiality issues, as well as disputes over the authorship scheme, all responsibilities will be borne by the authors.
2. The author agrees to grant the Editorial Office of Environment and Social Psychology a licence to use the reproduction right, distribution right, information network dissemination right, performance right, translation right, and compilation right of the submitted manuscript, including the work as a whole, as well as the diagrams, tables, abstracts, and any other parts that can be extracted from the work and used in accordance with the characteristics of the journal. The Editorial Board of Environment and Social Psychology has the right to use and sub-licence the above mentioned works for wide dissemination in print, electronic and online versions, and, in accordance with the characteristics of the periodical, for the period of legal protection of the property right of the copyright in the work, and for the territorial scope of the work throughout the world.
3. The authors are entitled to the copyright of their works under the relevant laws of Singapore, provided that they do not exercise their rights in a manner prejudicial to the interests of the Journal.
About Licence
Environment and Social Psychology is an open access journal and all published work is available under the Creative Commons Licence, Authors shall retain copyright of their work and grant the journal/publisher the right of first publication, and their work shall be licensed under the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).
Under this licence, the author grants permission to third parties to download, reuse, reprint, modify, distribute and/or copy the content with attribution to the author. No permission from the author or publisher is required.
This broad licence is intended to facilitate free access to and unrestricted use of original works of all kinds. This ensures that published works remain free and accessible in perpetuity. Submitted manuscripts, once accepted, are immediately available to the public and permanently accessible free of charge on the journal’s official website (https://esp.as-pub.com/index.php/ESP). Allowing users to read, download, copy, print, search for or link to the full text of the article, or use it for other legal purposes. However, the use of the work must retain the author's signature, be limited to non-commercial purposes, and not be interpretative.
Click to download <Agreement on the Licence for the Use of Copyright on Environmental and Social Psychology>.
How to Cite
Influence of executive functioning and emotional regulation on effective career choice
María Álvarez-Couto
Departmental Unit of Personality, Assessment and Clinical Psychology
Gema Pilar Sáez-Suanes
Department of Developmental and Educational Psychology, Autonoma University of Madrid
DOI: https://doi.org/10.54517/esp.v8i3.1672
Keywords: decision making, vocational guidance, career, choice executive functions, emotional regulation
Abstract
Although emotional management and executive functioning have been widely associated with effective decision making, not much attention has been paid to their role in vocational decision making. This study analyzed the relationship between insecurity in career choice, executive functioning, and emotion regulation in university students. Results show how executive dysfunction significantly predicted insecurity in vocational choice. Its mediating role between emotional management and the academic-vocational decision-making process was also confirmed. Our findings contribute to the understanding of vocational choice in youth and suggest the need to consider both variables in guidance programs, to prevent subsequent dissatisfaction with the vocational decision.
References
[1]. Bimrose J, Mulvey R. Exploring career decision-making styles across three European countries. British Journal of Guidance and Counselling 2015; 43(3): 337–350. doi: 10.1080/03069885.2015.1017803
[2]. Palacios X. Adolescence: A problematic stage of human development? (Spanish). Revista Ciencias de la Salud 2019; 17(1): 5–8.
[3]. Murgo CS, Barros LO, Sena BCS. Vocational interests and professional choice self-efficacy of adolescents and youngsters. Estudios de Psicologia (Campinas) 2020; 37: e190013. doi: 10.1590/1982-0275202037e190013
[4]. Gati I, Levin N, Landman-Tal S. Decision-making models and career guidance. In: Athanasou JA, Perera HN (editors). International Handbook of Career Guidance. Springer, Cham; 2019. pp. 115–145.
[5]. Gati I, Kulcsár V. Making better career decisions: From challenges to opportunities. Journal of Vocational Behavior 2021; 126: 103545. doi: 10.1016/j.jvb.2021.103545
[6]. Hernández J, Pérez JA, Furió B, et al. The Spanish University in figures 2017–2018 (Spanish). CRUE Universidades Españolas; 2020.
[7]. Kober H, Bolling D. Emotion regulation in substance use disorders. In: Gross J (editor). Handbook of Emotion Regulation. The Guilford Press; 2014. pp. 393–412.
[8]. Theodoraki TE, McGeown SP, Rhodes SM, MacPherson SE. Developmental changes in executive functions during adolescence: A study of inhibition, shifting, and working memory. British Journal of Developmental Psychology 2020; 38(1): 74–89. doi: 10.1111/bjdp.12307
[9]. Diamond A. Executive functions. Annual Review of Psychology 2013; 64: 135–168. doi: 10.1146/annurev-psych-113011-143750
[10]. Crone EA, Dahl RE. Understanding adolescence as a period of social—Affective engagement and goal flexibility. Nature Reviews Neuroscience 2012; 13: 636–650. doi: 10.1038/nrn3313
[11]. Laureys F, De Waelle S, Barendse MT, et al. The factor structure of executive function in childhood and adolescence. Intelligence 2022; 90: 101600. doi: 10.1016/j.intell.2021.101600
[12]. Welsh M, Schmitt-Wilson S. Executive function, identity, and career decision-making in college students. Sage Open 2013; 3(4). doi: 10.1177/2158244013505755
[13]. Bagneux V, Font H, Bollon T. Incidental emotions associated with uncertainty appraisals impair decisions in the Iowa Gambling Task. Motivation and Emotion 2013; 37(4): 818–827. doi: 10.1007/s11031-013-9346-5
[14]. Khorasani AH, Vafaei MEA, Nejati V, Abadi HH. Role of working memory updating and working memory capacity in moderating the relationship between impulsivity with propensity of risk taking behaviors and decision making in boy adolescents. Asian Social Science 2016; 12(11): 37. doi: 10.5539/ass.v12n11p37
[15]. Martin A, Bagdasarov Z, Connelly S. The capacity for ethical decisions: The relationship between working memory and ethical decision making. Science and Engineering Ethics 2014; 21(2): 271–292. doi: 10.1007/s11948-014-9544-x
[16]. Hinnant JB, Forman-Alberti AB. Deviant peer behavior and adolescent delinquency: Protective effects of inhibitory control, planning, or decision making? Journal of Research on Adolescence 2018; 29(3): 682–695. doi: 10.1111/jora.12405
[17]. Leshem R, Glicksohn J. A critical look at the relationship between impulsivity and decision-making in adolescents: Are they related or separate factors? Developmental Neuropsychology 2012; 37(8): 712–731. doi: 10.1080/87565641.2012.718815
[18]. Reynolds BW, Basso MR, Miller AK, et al. Executive function, impulsivity, and risky behaviors in young adults. Neuropsychology 2019; 33(2): 212–221. doi: 10.1037/neu0000510
[19]. Gati I, Asher I. The PIC model for career decision making: Prescreening, in-depth exploration, and choice. In: Leong F, Barak A (editors). Contemporary Models in Vocational Psychology: A Volume in Honor of Samuel H. Osipow. Lawrence Erlbaum Associates Publishers; 2001. pp. 7–54.
[20]. Burić I, Sorić I, Penezić Z. Emotion regulation in academic domain: Development and validation of the academic emotion regulation questionnaire (AERQ). Personality and Individual Differences 2016; 96: 138–147. doi: 10.1016/j.paid.2016.02.074
[21]. Cabanach RG, Gestal AS, Cervantes RF, Rodríguez CF. Emotional regulation and academic burnout in undergraduate physical therapy students (Spanish). Revista de Investigación en Educación 2011; 9(2): 7–18.
[22]. Valiente C, Swanson J, Eisenberg N. Linking students’ emotions and academic achievement: When and why emotions matter. Child Development Perspectives 2012; 6(2): 129–135. doi: 10.1111/j.1750-8606.2011.00192.x
[23]. Gross J. The extended process model of emotion regulation: Elaborations, applications, and future directions. Psychological Inquiry 2015; 26: 130–137. doi: 10.1080/1047840X.2015.989751
[24]. Jamieson JP, Black AE, Pelaia LE, et al. Reappraising stress arousal improves affective, neuroendocrine, and academic performance outcomes in community college classrooms. Journal of Experimental Psychology: General 2022; 151(1): 197–212. doi: 10.1037/xge0000893
[25]. Singh P, Singh N. Difficulties in emotion regulation: A barrier to academic motivation and performance. Journal of the Indian Academy of Applied Psychology 2013; 39(2): 289–297.
[26]. Galles J, Lenz J, Peterson GW, Sampson JP. Mindfulness and decision‐making style: Predicting career thoughts and vocational identity. The Career Development Quarterly 2019; 67(1): 77–91. doi: 10.1002/cdq.121644
[27]. Schweizer S, Gotlib IH, Blakemore SJ. The role of affective control in emotion regulation during adolescence. Emotion 2020; 20(1): 80–86. doi: 10.1037/emo0000695
[28]. Bishop SJ, Gagne C. Anxiety, depression, and decision making: A computational perspective. Annual Review of Neuroscience 2018; 41: 371–388. doi: 10.1146/annurev-neuro-080317-062007
[29]. Snyder HR, Kaiser RH, Whisman MA, et al. Opposite effects of anxiety and depressive symptoms on executive function: The case of selecting among competing options. Cognition & Emotion 2014; 28(5): 893–902. doi: 10.1080/02699931.2013.859568
[30]. Lawlor VM, Webb CA, Wiecki TV, et al. Dissecting the impact of depression on decision-making. Psychological Medicine 2020; 50(10): 1613–1622. doi: 10.1017/S0033291719001570
[31]. Osipow SH. Manual for the Career Decision Scale. Psychological Assessment Resources; 1987.
[32]. Osipow SH, Carney CG, Barak A. A scale of educational-vocational undecidedness: A typological approach. Journal of Vocational Behavior 1976; 9(2): 233–243. doi: 10.1016/0001-8791(76)90081-6
[33]. Wilson BA, Alderman N, Burgess PW, et al. Behavioural Assessment of the Dysexecutive Syndrome. Thames Valley Test Company; 1996.
[34]. Pérez EJP, De León JMRS, Mota GR, et al. Spanish version of the Disejective Questionnaire (DEX-Sp): Psychometric properties in addicts and non-clinical population (Spanish). Adicciones 2009; 21(2): 155–166. doi: 10.20882/adicciones.243
[35]. Holst Y, Thorell LB. Adult executive functioning inventory (ADEXI): Validity, reliability, and relations to ADHD. International Journal of Methods in Psychiatric Research 2016; 27(1): e1567. doi: 10.1002/mpr.1567
[36]. Aldao A, Nolen-Hoeksema S. The influence of context on the implementation of adaptive emotion regulation strategies. Behaviour Research and Therapy 2012; 50(7–8): 493–501. doi: 10.1016/j.brat.2012.04.004
[37]. Hayes AF. Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach, 3rd ed. New York: Guilford Publications; 2018.
[38]. Marshall S. Predicting college students’ positive psychology associated traits with executive functioning dimensions. College Student Journal 2016; 50(2): 179–190.
[39]. Gati I, Tal S. Decision-making models and career guidance. In: Athanasou JA, Van Esbroeck R (editors). International Handbook of Career Guidance. Dordrecht: Springer; 2008. pp.157–185.
[40]. Xin L, Tang F, Li M, Zhou W. From school to work: Improving graduates’ career decision-making self-efficacy. Sustainability 2020; 12(3): 804. doi: 10.3390/su12030804
[41]. Campbell-Sills L, Ellard K, Barlow D. Emotion regulation in anxiety disorders. In: Gross J (editor). Handbook of Emotion Regulation. New York: The Guilford Press; 2014. pp. 393–412
[42]. Yoon S, Rottenberg J. Why do people with depression use faulty emotion regulation strategies? Emotion Review 2019; 12(2). doi: 10.1177/1754073919890670
[43]. Gambetti E, Giusberti F. Anger and everyday risk-taking decisions in children and adolescents. Personality and Individual Differences 2016; 90: 342–346. doi: 10.1016/j.paid.2015.11.049
[44]. Germeijs V, Verschueren K. Adolescents’ career decision‐making process: Related to quality of attachment to parents? Journal of Research on Adolescence 2009; 19(3): 459–483. doi: 10.1111/j.1532-7795.2009.00603.x
[45]. Lantrip C, Isquith PK, Koven NS, et al. Executive function and emotion regulation strategy use in adolescents. Applied Neuropsychology: Child 2016; 5(1): 50–55. doi: 10.1080/21622965.201 4.960567
[46]. Bullock-Yowell E, Katz SP, Reardon RC, et al. The roles of negative career thinking and career problem-solving self-efficacy in career exploratory behavior. Professional Counselor 2012; 2(2): 102–114.
[47]. Rapoport S, Rubinsten O, Katzir T. Teachers’ beliefs and practices regarding the role of executive functions in reading and arithmetic. Frontiers in Psychology 2016; 7: 1567. doi: 10.3389/fpsyg.2016.01567/full
[48]. Gilmore C, Cragg L. Teachers’ understanding of the role of executive functions in mathematics learning. Mind, Brain, and Education 2014; 8(3): 132–136. doi: 10.1111/mbe.12050
[49]. Ford BQ, Lwi SJ, Gentzler AL, et al. The cost of believing emotions are uncontrollable: Youths’ beliefs about emotion predict emotion regulation and depressive symptoms. Journal of Experimental Psychology: General 2018; 147(8): 1170–1190. doi: 10.1037/xge0000396
[50]. Fernández-Pérez V, Martín-Rojas R. Emotional competencies as drivers of management students’ academic performance: The moderating effects of cooperative learning. The International Journal of Management Education 2022; 20(1): 100600. doi: 10.1016/j.ijme.2022.100600
[51]. Nyroos M, Wiklund-Hörnqvist C, Löfgren K. Executive function skills and their importance in education: Swedish student teachers’ perceptions. Thinking Skills and Creativity 2018; 27: 1–12. doi: 10.1016/j.tsc.2017.11.007
[52]. Sidek MS, Bakar AYA. Emotional intelligence and self-efficacy career decision making among high school students. Educational and Social Science Review 2020; 1(1): 17. doi: 10.2921/07essr47600