1. Introduction
Nowadays, the job market and economic conditions, such as a decreasing unemployment rate and limited job demands, pose significant challenges for the graduates of universities and colleges in Ethiopia (
Tareke et al., 2024). Unmet psychological needs can significantly affect graduates’ overall well-being and career outcomes. Research indicates that when basic psychological needs are not met, it can lead to decreased motivation and engagement in career-related activities (
Xu et al., 2025). Furthermore, factors contributing to the lower level of motivation among students—such as a lack of support, unclear career pathways, and external pressures—can hinder academic performance and career decision-making (
Raboca & Carbunarean, 2024). Additionally, students often face challenges in making informed career choices due to limited access to career guidance and information about job markets, which can result in poor decision-making regarding their fields of study (
Xu et al., 2025). Lastly, the absence of essential career adaptability skills can hinder graduates’ ability to navigate the job market effectively, as studies have shown that those lacking these skills often struggle to adjust to changing job demands and career paths (
Bocciardi et al., 2017).
A lack of mindfulness or positive understanding towards their future career life also contributes to difficulties in finding employment and improving their economic status (
Zewude et al., 2024a). These challenges can also impact an individual’s future career, and they are faced with numerous challenges and uncertainties when it comes to making CC (
Santana-Monagas & Núñez, 2022). In Ethiopia, CC is the biggest problem among undergraduate students. A previous study indicates that a significant majority of students (70.7%) entered their fields not by choice, but rather due to various external pressures, such as familial expectations, socioeconomic constraints, and limited access to information about diverse career options (
Getachew, 2022;
Kumsa et al., 2020). These influences often lead students to pursue majors that do not align with their personal interests or long-term career aspirations. For instance, familial expectations may pressure students into fields perceived as more prestigious or financially stable, while socioeconomic factors can restrict their choices to more readily accessible programs (
Abrahams et al., 2015;
Getachew, 2022). Furthermore, the lack of comprehensive information regarding potential career paths can result in uninformed decision-making, ultimately impacting students’ career trajectories. Understanding these dynamics is crucial for addressing the challenges students face in aligning their educational pursuits with their career goals.
For students, choosing a career is a difficult decision because it affects the type of career they want to follow in the future (
Njeri, 2013). Universities and educational institutions can help students overcome these challenges by providing support, resources, and a supportive learning environment that meets their psychological needs and fosters soft skill development. Three important constructs that have gained attention in the field of career development are CA, career self-efficacy (CSE), and future CC (
Mini et al., 2023). CA refers to an individual’s capacity to effectively manage career-related transitions (
Savickas & Porfeli, 2012;
Sou et al., 2021), while CSE pertains to an individual’s belief in their ability to perform successfully in a given career domain (
Lomas et al., 2017). Hence, understanding the factors that influence these constructs is essential for promoting informed future CCs and facilitating successful career outcomes.
In addition to academic and technical skills, students need to develop soft skills such as CA, CSE, and basic psychological needs strategies. Mindfulness skills improve CCs (
Stead et al., 2022). This can help them find employment, adapt to changing job market conditions, and pursue fulfilling careers. Scientific literature evidence that CA, future CSE, basic psychological needs of satisfaction, and mindfulness will enhance CC and can play crucial roles in reducing poverty through education (
Chevrier & Lannegrand, 2021). By producing qualified university and college graduates who possess the necessary skills and knowledge to succeed in the job market, education can help individuals improve their economic status and reduce poverty (
Chevrier & Lannegrand, 2021;
Gülşen & Şahin, 2022). Furthermore, fostering the psychological needs of learners, such as a sense of competence, autonomy, and relatedness, can increase their motivation to learn, foster CA and CSE, enhance their CC, and enhance their overall well-being (
Deci & Ryan, 2000). This, in turn, can help students stay engaged in their studies, persist in their educational pursuits, develop CA skills, and lead to greater success, hope, and meaning in life in the long run.
Despite the extensive research that has been conducted on CA (
Hirschi et al., 2015;
Merino-Tejedor et al., 2016;
Savickas & Porfeli, 2012), basic psychological needs (
Burgueño et al., 2023;
Deci & Ryan, 2000;
Y. Wang et al., 2019), CSE and CC (
Chan, 2018), and mindfulness (
Hou et al., 2014;
Yagil et al., 2023), there are still several significant research gaps that need to be addressed. Firstly, the current educational landscape in Ethiopia may hinder the development of CA skills among young people, potentially impacting their confidence, control, curiosity, concern, and cooperation as future graduates. Without a clear vision of their future, students may struggle to set goals and develop clear planning as well as problem-solving skills or CSE, which can lead to a lack of motivation and productivity in their professional and personal lives. This can result in a lack of CA, a lack of mindfulness skills, and a lack of autonomy, competence, and CC, which can further impact their future (
Gülşen & Şahin, 2022). Secondly, a lack of CA and CSE can also contribute to a cycle of poverty and inequality. When students are unable to find suitable jobs, they may struggle to achieve financial stability and meet their basic needs, which can lead to a lack of opportunities for career advancement and personal growth. Thirdly, while there are some previous research studies examining the relationship between the constructs of basic psychological need, CSE, CA, mindfulness, and CC (e.g.,
Gülşen & Şahin, 2022;
Hirschi et al., 2015;
Merino-Tejedor et al., 2016;
Y. Wang et al., 2019;
Zhang et al., 2022), the links have not been adequately researched, and therefore, it is timely to examine this relationship concerning these essential career-related elements that are essential for students to thrive and feel fulfilled in their future careers.
This study explicitly addresses these gaps by deepening our understanding of the complex relationship between these psychological and vocational-related constructs and sheds light on the role that basic psychological needs and mindfulness play in mediating this relationship. This is also a unique lens to examine how career adaptability, self-efficacy, and mindfulness function in resource-constrained, collectivist societies (e.g., Ethiopia). By exploring these factors, this study contributes to global career development literature. Moreover, it provides actionable strategies for universities to set interventions that align with students’ psychological and cultural needs.
4. Results
4.1. Descriptive Statistics, Kurtosis and Skewness
Table 2 provides the descriptive statistics, including the mean and standard deviation, for the different variables in the study. The absolute values of kurtosis and skewness for the variables (CA, CSE, CC, mindfulness, and BPNS) are within the acceptable range for normal distribution (kurtosis ≤ 4, skewness ≤ 2) recommended by
Zewude et al. (
2024a). In this study, the skewness values for CA, CSE, CC, mindfulness, and BPNS for university students were found to be 0.01, −0.486, −1.09, −0.745, and −0.982, respectively. The kurtosis values for these constructs for university students were also found to be −0.580, 0.188, 1.53, 2.03, and 1.30, respectively.
4.2. Reliability of the Employed Instruments
In this study, we confirmed the construct validity of the instruments. The results are as follows.
Career Self-Efficacy: The CDSE-SF is a total of 25 items measured with five dimensions and in the present study, the internal consistency and construct reliability, respectively, were: (a) occupational information (α = 0.94; CR = 0.94; AVE = 0.76); (b) planning (α = 0.93; CR = 0.93; AVE = 0.71); self-appraisal (α = 0.94; CR = 0.94; AVE = 0.75); goal selection (α = 0.95; CR = 0.95; AVE = 0.81); problem-solving (α = 0.95; CR = 0.95; AVE = 0.80); and the total scale was α = 0.94. A construct validity of the measure using CFA found that the five-factor model looked to provide an acceptable fit to the data (χ2/df = 3.44, TLI = 0.938, CFI = 0.946, RMSEA = 0.053 (95% CI = 0.040, 0.065), SRMR = 0.33).
The Five Facet Mindfulness Questionnaire Short Form (FFMQ-SF): In the present study, the five sub-scales, such as (a) acting with awareness (α = 0.95; CR = 0.95; AVE = 0.82), describing (α = 0.94; CR = 0.94; AVE = 0.79), observing (α = 0.92; CR = 0.92; AVE = 0.74), non-judging (α = 0.92; CR = 0.92; AVE = 0.74), and non-reactivity (α = 0.87; CR = 0.89; AVE = 0.67) demonstrated high internal consistency, construct reliability, and discriminant validity, respectively. The construct validity of the FFMQ-SF using CFA demonstrated that the five-factor model looked to provide an adequate fit to the current data (χ2/df = 2.99, TLI = 0.978, CFI = 0.982, RMSEA = 0.044 (95% CI = 0.040, 0.049), SRMR = 0.29).
Career Adapt-Ability Short Form Five Scale (CAAS-5-SF): The CAAS-5SF has five sub-scales, each with three items, such as concern (α = 0.84), control (α = 0.86), curiosity (α = 0.82), confidence (α = 0.81), cooperation (α = 0.75) and total (α = 0.93). The original version of CAAS-5SF demonstrated high reliability and construct validity (
Soares et al., 2023;
Sou et al., 2021). In the present study, the five-factor CAAS-5SF sub-scales of concern (α = 0.87; CR = 0.87; AVE = 0.68), control (α = 0.91; CR = 0.91; AVE = 0.78), curiosity (α = 0.89; CR = 0.89; AVE = 0.72), confidence (α = 0.91; CR = 0.91; AVE = 0.79), and cooperation (α = 0.83; CR = 0.83; AVE = 0.62) demonstrated high internal consistency, construct reliability, and discriminant validity, respectively. The construct validity of the CAAS-5SF using CFA demonstrated an adequate fit to the current data (χ2/df = 4.03, TLI = 0.947, CFI = 0.960, RMSEA = 0.060 (95% CI = 0.054, 0.076), SRMR = 0.056).
Basic Psychological Needs Satisfaction Scale (BPNSS-12): The three-factor BPNSS-12 sub-scales in the present study demonstrated (autonomy (α = 0.89; CR = 0.91; AVE = 0.70), competence (α = 0.93; CR = 0.93; AVE = 0.77), and relatedness (α = 0.93; CR = 0.94; AVE = 0.78)) high internal consistency, construct reliability and discriminant validity, respectively. A construct validity of the measure using CFA found that the three-factor model looked to provide an excellent fit to the data (χ2/df = 4.34, TLI = 0.930, CFI = 0.946, RMSEA = 0.081(95% CI = 0.070, to 0.092), SRMR = 0.041), which confirmed an acceptable range based on the conventional criteria’s of
Hu and Bentler (
1999).
Career Choice Scale (CCS): The Cronbach’s α value of the scale (CCS) was found to be 0.78. In the present study, the scale demonstrated (α = 0.94; CR = 0.94; AVE = 0.73), high internal consistency, construct reliability, and discriminant validity, respectively. The confirmatory factor analysis (CFA) was performed and construct fit values showed an excellent fit in the current study (χ2/df = 3.08, TLI = 0.986, CFI = 0.991, RMSEA = 0.040 (95% CI = 0.033, 0.059), and SRMR = 0.013).
The Scale Overall Evaluation: The author(s) of the study conducted several analyses to evaluate the quality of the scales used in the research. The results showed that all estimated parameters for the scales were statistically significant, indicating that the scales effectively measured the intended constructs. Additionally, the composite reliability of the scales, which assesses the internal consistency or reliability of the items within each scale, ranged from 0.83 to 0.95. These values were higher than the recommended threshold of 0.60 proposed by
Fornell and Larcker (
1981). This suggests that the scales demonstrated excellent internal consistency, implying that the items within each scale were highly reliable measures of the constructs.
Furthermore, the average variance extracted (AVE) for each scale, which measures the amount of variance captured by the scale’s items relative to measurement error, ranged from 0.62 to 0.82. These values exceeded the suggested threshold of 0.50 by
Fornell and Larcker (
1981). This indicates that the scales exhibited good convergent validity and discriminant validity, effectively measuring the intended constructs and sharing a substantial amount of variance. Therefore, based on the analysis results, it can be concluded that the four scales used in the study demonstrated convergent validity, good discriminant validity, and satisfactory internal quality.
4.3. Multicollinearity Diagnostics
As seen in
Table 3, there are no issues with multicollinearity in our present study, as indicated by the tolerance values of each predictor variable (CA, CSE, mindfulness and BPNS) on the criterion variable (CC) being close to those in the model. Conversely, if the tolerance values were close to zero, it would suggest a higher risk of multicollinearity (
Hair et al., 2019). To assess multicollinearity, the VIF statistic should ideally fall between 0 and 5, with lower numbers being more desirable, even approaching 0 (
Zewude et al., 2024b). In our study, the VIF ranged between 0.806 and 0.941, which means below 5, indicating the absence of multicollinearity. Additionally, the tolerance limits for each independent variable were all greater than or equal to 1.00, further supporting the conclusion that our independent variables were free from multicollinearity issues, as measured by VIF and tolerance.
Furthermore, we conducted the Harman single-factor test to investigate the presence of common method bias in our study. The results revealed that all constructs exhibited a common method bias rate of only 20%, which falls below (50%) the recommended fit requirements. Therefore, we concluded that our study demonstrated the absence of multicollinearity issues through the favorable tolerance values and VIF scores. The low rate of common method bias further validated the reliability of our findings.
4.4. Pearson Correlation Among the Study Constructs
Table 4 shows the results revealing a positive correlation between CA and CSE (r = 0.147,
p < 0.01), BPNS (r = 0.229,
p < 0.01), mindfulness (r = 0.110,
p < 0.01), and CC (r = 0.252,
p < 0.01) in university students. In addition, we found also a positive correlation between CSE and BPNS (r = 0.364,
p < 0.01), mindfulness (r = 0.192,
p < 0.01), and CC in the sample of students (r = 0.270,
p < 0.01). Similarly, a positive significant correlation was found between mindfulness and BPNS and CC (r = 0.211,
p < 0.01). Regarding the demographic factors, the gender of the participants had a significant positive correlation with CA, while it exhibited a negative correlation with CSE, mindfulness, and CC. University type also demonstrated a significant negative correlation with CA, but it displayed significant positive correlations with CSE, BPNS, mindfulness, and CC. Lastly, the batch/year of study only showed a significant positive correlation with the mindfulness of university students. Our analysis of the Pearson correlation coefficients revealed significant associations between the main constructs and variables such as gender, batch, and university type. As a result, it is necessary to further investigate the impact of socio-demographic factors on the main constructs of CA, CSE, BPNS, mindfulness, and CC.
4.5. Measurement and Structural Models
Measurement and structural models were then assessed. The measurement model consisted of 5 latent constructs and 19 indicators. The CA scale had five indicators (concern, control, curiosity, confidence, and cooperation); the Career Decision-Making Self-Efficacy Scale-Short Form (CDSE-SF) also consisted of five latent indicators (occupational information, planning, self-appraisal, goal selection, and problem-solving); the Facet Mindfulness Questionnaire Short Form (FMQ-SF) consisted of five latent indicators (acting with awareness, describing, observing, non-judging and non-reactivity) and was measured by five indicators; BPNS (BPNS) was measured by three indicators (autonomy, competence, and relatedness) with a total of twelve items; and the CC Scale (CC) was a one-dimensional indicator. The measurement model demonstrated a good fit based on confirmatory factor analysis (CFA). After examining the measurement model for the CASF-5S, CDSE-SF, FFMQ-SF, BPNS-12, and CC, our next step involved assessing the overall constructs of the measurement model across various scales. This analysis encompassed model one (1) to model three (3) for university students. The result demonstrated a good fit to the data for all models (model 1 to model 3). These results indicate that the latent variables are accurately represented by their corresponding indicators. The structural model was then evaluated after a confirmed measurement model. To test the structural model, we examined the fitness of indices of the latent constructs and fitted them to the data, yielding the acceptable fitness of indices (
Table 4).
Finally, the full and the partial mediation models of the structural models were carefully analyzed, namely, CA → BPNS and mindfulness → CC (Model 1-CA); CSE → BPNS and mindfulness → CC (Model 2-CSE); and CA and CSE → BPNS and mindfulness → CC (Model 3-CA and CSE). The findings of this study revealed that the measurement models and structural models (Models 1 to 3) demonstrated an acceptable fit to the data and ensured structural fitness and measurement appropriateness. All factor loadings were significant and ranged between 0.69 and 0.95 (
p = 0.001), indicating that the indicators effectively captured the underlying latent variables. The measurement model and structural model for university students exhibited an acceptable fit to the data (CFI > 0.60, SRMR < 0.08. RMSEA < 0.08, recommended by
Oo et al. (
2023)), indicating that the indicators accurately represented the latent constructs and that the relationships between the constructs were well-supported by the data. The BPNS model gave an RMSEA = 0.081, marginally exceeding the recommended threshold. The BPNS scale measures three dimensions (autonomy, competence, relatedness) with twelve items, causing complexity relative to the sample size (N = 1026). Despite the RMSEA value, other indices (CFI = 0.946 and TLI = 0.930, and SRMR = 0.041) strongly supported the model’s acceptability and interpretation (
Hu & Bentler, 1999). The results of the study provide evidence for the reliability, convergent validity, discriminant validity, and construct validity of the CA, CSE mindfulness, BPNS, and CC constructs among undergraduate university students (
Table 5).
4.6. Partial (Single) Mediation Analysis
In the investigation of the mediating models involving BPNS and mindfulness in the interplay between CA, CSE, and CC, a targeted analysis utilizing a partial (single) mediation analysis was performed using Smart PLS software version 4.1.0.8 (
Ringle et al., 2024). As shown in
Figure 2, both BPNS and mindfulness together partially mediated the relationship between CA and CC for university students (β = 0.142, [bootstrapped 95% CI: 0.097, 0.189],
p = 0.001) and it was significant in both the structural and measurement models. Specifically, the mediating effect of BPNS between CA and CC was significant (β = 0.111, [bootstrapped 95% CI: 0.076, 0.154],
p = 0.001) for university students. In addition, mindfulness played a significant mediating effect on the relationship between CA and CC for university students (β = 0.120, [bootstrapped 95% CI: 0.065, 0.180],
p = 0.001).
Furthermore,
Figure 3 shows that both BPNS and mindfulness together partially mediate the relationship between CSE and CC for university students (β = 0.178, [bootstrapped 95% CI: 0.111, 0.219],
p = 0.002). In addition, BPNS plays a significant positive mediating role between CSE and CC (β = 0.139, [bootstrapped 95% CI: 0.103, 0.175],
p = 0.002) for university students. Similarly, mindfulness also plays a significant mediating effect on the relationship between CSE and CC for university students (β = 0.049, [bootstrapped 95% CI: 0.028, 0.078],
p = 0.001).
4.7. Parallel Mediation Models
Figure 4 shows the directionality, magnitude, and significance of the independent variables (CA, CSE, BPNS, mindfulness) influence on the dependent variable (CC) (
Ringle et al., 2024). Results indicated that CA and CSE had a positive significant indirect effect on university students’ future CC through psychological needs satisfaction and mindfulness (β = 0.095 [bootstrapped 95% CI: 0.060 to 0.136],
p = 0.001) and (β = 0.129 [bootstrapped 95% CI: 0.100 to 0.164],
p = 0.001) for CA and CSE, respectively. University students also perceived both CA and CSE to exert a positive direct effect on BPNS (β = 0.269, [bootstrapped 95% CI: 0.197, 0.345],
p = 0.001; β = 0.367, [bootstrapped 95% CI: 0.300, 0.430],
p = 0.002), mindfulness (β = 0.145, [bootstrapped 95% CI: 0.063, 0.235],
p = 0.006; β = 0.196, [bootstrapped 95% CI: 0.135, 0.263],
p = 0.002), and CC (β = 0.191, [bootstrapped 95% CI: 0.131, 0.256],
p = 0.002; β = 0.129, [bootstrapped 95% CI: 0.067, 0.191],
p = 0.002), respectively. Furthermore, university students believe that BPNS (β = 0.260, [bootstrapped 95% CI: 0.188 to 0.336],
p = 0.001) and mindfulness (β = 0.173, [bootstrapped 95% CI: 0.110 to 0.245],
p = 0.001) positively predict students future CCs.
Then, the authors also observed a tested model aimed at investigating whether CA independently and partially influences university students’ future CC. This investigation considered the mediating factors of BPNS and mindfulness, both individually and in combination. The results revealed several significant relationships. Firstly, we found that CA had a direct positive effect on BPNS, mindfulness, and CC in the partial model with the mediating factors of BPNS and mindfulness. CA indirectly affects university students’ CC separately through BPNS and mindfulness. This suggests that CA without CSE (CSE) in a separate model predicts that students with high CA skills tend to exhibit better BPNS, mindfulness, and efficient CC. Secondly, CSE was found to have a positive direct effect on university students’ future CC through BPNS and mindfulness. This implies that students with high CSE are more likely to demonstrate better BPNS, a high level of mindfulness, and better CC. Thirdly, CSE showed a positive direct effect on students’ future CC through BPNS as well as through mindfulness, suggesting that students who have better BPNS and mindfulness skills tend to have better CC. In our parallel mediation model, the potential predictive power of CA and CSE using R
2 values were (0.243, 24.3%) for basic psychological needs, (0.069%, 6.9%) for mindfulness, and (0.254, 25.4%) for students’ future CC. Standardized direct and indirect effects are shown in
Table 6 and
Table 7 for clarity.
5. Discussion
This research confirmed the positive relationships between career adaptability (CA) and career self-efficacy (CSE) with basic psychological needs, mindfulness, and CC for university students. This study also built a parallel mediation model to test the complex direct and indirect effects of the predictor and criterion variables. It revealed that when taking basic psychological needs and mindfulness as mediating variables, both play multiple roles in the relationship with CA, CSE, and CC. First, CA has a direct positive effect on basic psychological needs, mindfulness, and CC for university students. Second, CSE has a direct positive effect on basic psychological needs, mindfulness, and CC for university students. Third, basic psychological needs and mindfulness also have a positive direct effect on university students future CC. Fourth, through basic psychological needs and mindfulness, CA and CSE also indirectly and positively influence the CC of university students. A high level of basic psychological needs and mindfulness strategies boosts the high level of CA, CSE, and students’ future CC for university students. Fifth, basic psychological needs partially mediate the relationships between CA and CC as well as CSE and CC for university students. Sixth, mindfulness also partially plays a mediating role in CA and CC, as well as CSE and CC for university students.
The measurement and structural models confirmed the model fitness and applicability of the proposed chain-mediation models. Basic psychological needs satisfaction and mindfulness not only influence directly but also play a mediating role among CA, CSE, and students’ future CC in university students. The findings suggest that basic psychological needs satisfaction and mindfulness play an important role in buffering and mediating the impacts of CA, CSE, and students’ future CC. From the perspectives of Bandura’s social cognitive theory, positive psychology, and career development theory, these results offer valuable insights for designing CA and CSE interventions targeting university students to inform their future career decisions and enhance their future work lives.
Specifically, consistent with several previous studies regarding the relationship among the constructs, our study revealed a significant positive correlation between CA with BPNS (
Şahin & Gülşen, 2022), mindfulness (
Cede & Gözen, 2021), and students future CC (
Stead et al., 2022). Similarly, CSE and BPNS (
Xu et al., 2023), mindfulness (
Baer et al., 2006;
Cede & Gözen, 2021;
Yagil et al., 2023), and students’ future CC (
Chan, 2018). This highlights the detrimental positive effect of CA and CSE on these important psychological factors (e.g.,
Baer et al., 2006;
Burgueño et al., 2023;
Chan, 2018;
Deci & Ryan, 2000). In addition, mindfulness and future CC have a significantly positive relationship. In addition, CA and CSE are pivotal factors in shaping individuals’ career trajectories, influencing decision-making, transitions, and overall success in their professional lives. This key aspect is also in line with
Lee and Jung’s (
2022) study that university students with higher levels of CA tend to exhibit greater confidence in their decision-making abilities, which provides individuals with the necessary tools to navigate the ever-changing career landscape, facilitating successful transitions and enhancing overall career satisfaction leading to more informed choices and increasing the chances of success. CSE, coined from Bandura’s social cognitive theory, is crucial for individuals’ belief in their capacity to excel in future career-related tasks and it acts as a cornerstone for career decision-making, with individuals possessing higher levels of self-efficacy demonstrating more confidence and competence in their CC (
Komarraju et al., 2014). Conversely, CSE empowers individuals to make informed decisions and choose paths aligned with their capabilities and aspirations, ultimately impacting their career trajectories positively (
Savickas & Maggiori, 2017). Together, these constructs play essential roles in individuals’ career development, shaping their beliefs, behaviors, and ultimate success in the dynamic professional world.
The study’s key contribution is the examination of the mediating roles of BPNS and mindfulness separately and together in the relationship between CA and students’ future CC as well as in the relationship between CSE and students’ future CC. The results revealed that both BPNS and mindfulness partly and fully mediated the positive relationship between CA and students’ future CC and CSE. Our findings align with research on the detrimental effects of CA and CSE on students’ future CC and the mediating role of BPNS and mindfulness (
Benlahcene et al., 2020;
Hirschi & Valero, 2015;
Lomas et al., 2017). Specifically, the study confirmed that higher levels of BPNS and mindfulness leads to higher levels of CA and CSE and better students’ future CCs among university students, consistent with the potential inferential and mediating role of BPNS and mindfulness in mediating these relationships and students’ future CCs (
Lomas et al., 2017). Additionally, BPNS and mindfulness were found to partially mediate the relationship between CA and students’ future CC as well as CSE and students’ future CC, highlighting the importance of fostering mindfulness intervention and BPNS to mitigate the positive role of CA and CSE to foster students future CCs and to maintain healthy career development.
This study also investigated the direct effects of CA, CSE, BPNS, and mindfulness on students’ future CC. Several studies consistent with our study found that both CA and CSE are instrumental in shaping students’ future CC and have positive impacts on students’ CC, exhibited in students’ greater confidence in decision-making which leads to more informed choices, increased success chances, and boosted self-efficacy beliefs. Together, this contributes to more decisive and confident career decisions (
Hirschi & Valero, 2015;
Lomas et al., 2017).
Interestingly in this study, CA and CSE were found to be positive predictors of BPNS, mindfulness, and future CC. The results confirmed that BPNS and mindfulness are significant positive predictors of CC, supporting the idea that BPNS and mindfulness are positively related to CC. This finding aligns with several previous studies (e.g.,
Burgueño et al., 2023;
Deci & Ryan, 2000;
Chan, 2018;
Y. Wang et al., 2019;
Xu et al., 2023). The complex relationships and influences of each predictor on students’ future CC, specifically for university students, require further investigation and comprehensive analysis using a chain-mediation approach. This work has not been performed anywhere to our current knowledge. For university students, this study highlights that basic psychological needs satisfaction and mindfulness are critical positive factors that boost CA, CSE, and CC. This finding is also in line with Chan’s (2018) study that showed the importance of mindfulness for students’ career adaptability. The relationship between BPNS, mindfulness, CA, CSE, and CC has been identified, and BPNS and mindfulness can help improve CA skills, CSE, and informed CC. These findings emphasize the need for interventions that address both CA and CSE as potential positive psychological factors, and that both BPNS and mindfulness played a mediating role in enhancing students’ future CC.
The study’s contributions include conceptual, methodological, and contextual gaps by testing a serial/chain-mediation analysis using structural equation modeling (SEM) related to the scarcity of this associational research in Ethiopian and global contexts, as well as providing new insights into the underlying mechanisms and mediators of the relationships between CA, CSE, BPNS, and mindfulness and students future CC. Universities should organize mindfulness programs (e.g., workshops, guided meditation sessions) for career counseling to help students reduce stress, enhance self-awareness, and improve decision-making clarity. Moreover, universities should set policies that reduce external pressures (family/socio-economic constraints) by expanding access to unbiased career information, internships, and job market insights. The cultural and institutional context of Ethiopia adds a unique perspective to the existing literature as it provides a perspective from a developing country. To enhance basic psychological needs satisfaction (BPNS) through autonomy-supportive teaching practices, universities should consider implementing specific mindfulness training modules and workshops. These programs can equip educators with the skills necessary to foster an environment that supports student autonomy, competence, and relatedness, which are essential components of BPNS. Research indicates that mindfulness practices can significantly improve teachers’ well-being and their ability to create supportive learning environments, ultimately benefiting student outcomes (
C. Li et al., 2019).
6. Conclusions
This study highlights the intricate relationships among CA, CSE, BPNS, mindfulness, and future CC among university students. The findings demonstrated the significant impact of CA and CSE on enhancing BPNS and mindfulness, which in turn positively influence students’ career decisions. By establishing a parallel mediation model, the study reveals that BPNS and mindfulness not only have direct effects on CA, CSE, and CC but also act as crucial mediators in these relationships. This emphasizes the need to create environments that promote basic psychological needs satisfaction and mindfulness to bolster students’ career development.
To sum up, this body of research underscores the critical roles of CA, CSE, and basic psychological needs in shaping students’ career decision-making processes and satisfaction with their chosen paths. By cultivating adaptability, enhancing self-efficacy, and addressing fundamental psychological needs, students can navigate career transitions successfully, make informed decisions, and set the stage for a fulfilling professional journey. Educational institutions should prioritize initiatives that foster CA, self-efficacy, and mindfulness among students. Future studies should explore these relationships to enhance career guidance and support in various educational settings, equipping students to navigate the complexities of the contemporary career landscape and achieve their professional aspirations effectively.
7. Limitation and Future Research Direction
The study is limited to Ethiopia, and thus, the result may not be generalizable to other countries’ universities. Mindfulness training can help educators develop reflective practices that promote student engagement and emotional regulation. For instance, workshops could focus on techniques that encourage teachers to adopt autonomy-supportive behaviors, such as providing choices to students and offering rationales for tasks, which have been shown to enhance student motivation and satisfaction (
Carroll et al., 2022). Additionally, integrating mindfulness practices into the curriculum can help students cultivate self-awareness and resilience, further supporting their psychological needs (
Xu et al., 2025).
The findings of this study can inform educational policies and programs aimed at supporting students’ career development. It also gives a framework for creating focused interventions that advance students’ CC by improving their self-efficacy and vocational adaptability. However, self-reported data may introduce response biases, which may affect the participants’ responses. To limit this, we applied the common method bias (CMB) using Harman’s single-factor solution, VIF/tolerance, and reported reliable findings, but the use of a self-report measure and a single data source increases the potential for single method bias. While Harman’s test and others have been employed to address common method bias, it is essential to acknowledge the limitations of self-report measures in assessing psychological constructs. To further mitigate these limitations, we recommend adopting a multi-informant data approach. This involves collecting information from various sources, such as peer assessments, instructor evaluations, and objective performance metrics. By triangulating data from multiple informants, universities can obtain a more comprehensive and accurate understanding of students’ psychological needs and experiences. This approach not only reduces the potential bias inherent in self-reports but also enriches the data, providing deeper insights into the effectiveness of mindfulness interventions and teaching practices.
In addition, research indicates that different parenting styles (e.g., authoritative, authoritarian, or autonomy-supportive approaches) significantly affect students’ psychological well-being and academic success. For instance, authoritative parenting, characterized by high support and high expectations, is associated with better academic performance and psychological health compared to authoritarian or permissive styles and these parenting styles directly and indirectly influence their career choices (
Zahed Zahedani et al., 2016). However, due to the scope of our research design and focus on intra-individual psychological constructs (CA, CSE, BPNS, mindfulness, and CC), we could not explicitly measure these parenting influences. Future studies could employ these parenting styles as mediators or moderators in the relations of these psychological constructs. Moreover, this study design prioritized examining the overall mediating role of mindfulness rather than its different subcomponents. We recommend for future research to investigate whether these subcomponents (e.g., non-judgment, non-activity, etc.) uniquely contribute to career adaptability or interact with other variables. To address these longitudinal meta-analytic and experimental studies, many universities are needed. Despite these limitations, we believe that this study offers a trustworthy and crucial view of CC and the factors affecting it.