Kariyer Stresinin Yordayıcısı Olarak Çözüm Odaklı Düşünme: Olumlu Gelecek Beklentisinin Aracı Rolü

Year 2025, Volume: 54 Issue: 3, 1526 - 1549, 31.12.2025

Sezen Güleç , Osman Gönültaş

Abstract

Kariyer stresi, yaygınlığı ve yol açtığı derin sonuçlar nedeniyle kariyer psikolojik danışmanlığı alanında önemli bir olgu olarak kabul edilmektedir. Kariyer stresini etkileyen faktörlerin belirlenmesi, bu alanda hem teorik anlayışı hem de pratik uygulamaları geliştirebilir. Bu bağlamda, bu çalışmanın temel amacı üniversite öğrencilerinde çözüm odaklı düşünmenin kariyer stresi üzerindeki yordayıcı rolünü incelemek ve olumlu gelecek beklentisinin bu ilişkide aracı bir rolü olup olmadığını araştırmaktır. Araştırmanın örneklemi 250'si kadın, 98'i erkek olmak üzere toplam 348 üniversite öğrencisinden oluşmaktadır. Bu çalışmada kullanılan veri toplama araçları Kariyer Stresi Ölçeği, Çözüm Odaklı Envanter ve Olumlu Gelecek Beklentisi Ölçeğidir. Veriler, yüz yüze ve Google Forms aracılığıyla çevrim içi yöntemler kullanılarak toplanmıştır. Analiz, kariyer stresinin hem çözüm odaklı düşünme hem de olumlu gelecek beklentisi ile anlamlı şekilde negatif ilişkili olduğunu, çözüm odaklı düşünmenin ise olumlu gelecek beklentisi ile pozitif korelasyon gösterdiğini ortaya koymuştur. Ayrıca, sonuçlar olumlu gelecek beklentisinin çözüm odaklı düşünme ve kariyer stresi arasındaki ilişkiye kısmen aracılık ettiğini göstermiştir. Bu bulgular mevcut literatür ışığında tartışılmış ve gelecekteki araştırma ve uygulamalar için ilgili öneriler sunulmuştur.

Keywords

Kariyer Stresi , Çözüm Odaklı Düşünme , Olumlu Gelecek Beklentisi , Üniversite Öğrencileri

Ethical Statement

“Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesinde’ yer alan tüm kurallara uyulmuş ve yönergenin ikinci bölümünde yer alan “Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemlerden ” hiçbirisi gerçekleştirilmemiştir.

Solution-Focused Thinking as a Predictor of Career Stress: The Mediating Role of Positive Future Expectation

Abstract

Career stress is recognized as a significant phenomenon in the field of career counseling due to its widespread prevalence and the profound consequences it causes. Therefore, identifying the factors that influence career stress can enhance both theoretical understanding and practical applications within this domain. In this regard, the primary objective of the present study is to examine the predictive role of solution-focused thinking on career stress among university students, and to investigate whether positive future expectation mediates this relationship. The study sample consisted of 348 university students, including 250 females and 98 males. The data collection instruments employed in this study included the Korean Career Stress Inventory, the Solution-Focused Inventory and the Positive Future Expectations Scale. Data was collected both face-to-face and online via Google Forms. The analysis revealed that career stress was significantly and negatively correlated with both solution-focused thinking and positive future expectation, while solution-focused thinking exhibited a positive correlation with positive future expectation. Moreover, the results indicated that positive future expectation partially mediated the relationship between solution-focused thinking and career stress. These findings are discussed in light of existing literature and relevant recommendations for future research and practice are provided

Keywords

Career Stress , Solution Focused Thinking , Positive Future Expectancy , University Students

References

• Acar, S. (2022). The association of career talent self-efficacy, positive future expectations and personal growth initiative. Psycho-Educational Research Reviews, 11(1), 246–253. https://doi.org/10.52963/PERR_Biruni_V11.N1.15
• Akyol, E. Y., & Bacanlı, F. (2019). Building a solution-focused career counselling strategy for career indecision. Australian Journal of Career Development, 28(1), 73–79. https://doi.org/10.1177/1038416218779623
• Arslan, Ü., Okur, S., & Smock-Jordan, S. (2021) The validation of solution building inventory in the Turkish population. Journal of Solution Focused Practices, 5(1), 1–12.
• Aşık, G. & Akgül, H. (2022). Üniversite öğrencilerinin kariyer stresleri, kariyer kararında ailenin etkisi ve kariyer kararı verme yetkinlik algıları arasındaki ilişkinin incelenmesi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 192–212. https://doi.org/10.33711/yyuefd.1083796
• Bennett, D. A. (2001). How can I deal with missing data in my study?. Australian and New Zealand journal of public health, 25(5), 464–469. https://doi.org/10.1111/j.1467-842X.2001.tb00294.x
• Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238–246. https://doi.org/10.1037/0033-2909.107.2.238
• Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588–606. https://doi.org/10.1037/0033-2909.88.3.588
• Bullock‐Yowell, E., Peterson, G. W., Reardon, R. C., Leierer, S. J., & Reed, C. A. (2011). Relationships among career and life stress, negative career thoughts, and career decision state: A cognitive information processing perspective. The Career Development Quarterly, 59(4), 302–314. https://doi.org/10.1002/j.2161-0045.2011.tb00071.x
• Burwell, R., & Chen, C. P. (2006). Applying the principles and techniques of solution focused therapy to career counseling. Counseling Psychology Quarterly, 19(2), 189–203. https://doi.org/10.1080/0951507060 0917761
• Choi, B. Y., Park, H., Nam, S. K., Lee, J., Cho, D., & Lee, S. M. (2011). The development and initial psychometric evaluation of the Korean Career Stress Inventory for college students. The Career Development Quarterly, 59, 559–572. https://doi.org/10.1002/j.2161-0045.2011.tb00976.x
• Çalışkan, S., & Dilmaç, B. (2021). Ergenlerin sahip olduğu gelecek beklentisi, umut ve psikolojik iyi oluş arasındaki yordayıcı ilişkiler. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 3(2), 131–143.
• de Shazer, S., Dolan, Y., Korman, H., Trepper, T., McCollum, E., & Berg, I. K. (2021). More than miracles: The state of the art of solution-focused brief therapy. Routledge.
• Dietrich, J., Parker, P., & Salmela-Aro, K. (2012). Phase-adequate engagement at the post-school transition. Developmental Psychology, 48(6), 1575–1593. https://doi.org/10.1037/a0030188
• Doğan, M. N., Kıyak, S., Traş, Z. & Avşaroğlu, S. (2025) Genç yetişkinlerde kariyer stresi, psikolojik katılık ve ruminasyon arasındaki ilişkinin incelenmesi. Ereğli Eğitim Fakültesi Dergisi, 7(1), 73–92. https://doi.org/10.51119/ereegf.2025.122
• Doğan, S. (1999). Çözüm-odaklı kısa süreli terapi: Kuramsal bir inceleme. Türk Psikolojik Danışma ve Rehberlik Dergisi, 2(12), 28–38.
• Erdoğan, E., & İşözen, H. (2022). Üniversite öğrencilerinin kariyer kararı verme yetkinlik düzeyleri ile öz yeterlikleri ve kariyer stresleri arasındaki ilişki. In 4th International Congress on Multidisciplinary Social Sciences Full Papers (pp. 65–72).
• Eryılmaz, A. (2011). Ergen öznel iyi oluşu ile olumlu gelecek beklentisi arasındaki ilişkinin incelenmesi. Düşünen Adam: Journal of Psychiatry & Neurological Sciences, 24(3), 209–215. https://doi.org/10.5350/DAJPN2011240306
• Fouad, N. A., Guillen, A., Harris-Hodge, E., Henry, C., Novakovic, A., Terry, S., & Kantamneni, N. (2006). Need, awareness, and use of career services for college students. Journal of Career Assessment, 14(4), 407–420. https://doi.org/10.1177/1069072706288928
• Fraser, A. M., Bryce, C. I., Cahill, K. M., & Jenkins, D. L. (2024). Social support and positive future expectations, hope, and achievement among Latinx students: Implications by gender and special education. Journal of Social and Personal Relationships, 41(3), 543–568. https://doi.org/10.1177/02654075221110626
• Gingerich, W. J., & Wabeke, T. (2001). A solution-focused approach to mental health intervention in school settings. Children & Schools, 23(1), 33–47. https://doi.org/10.1093/cs/23.1.33
• Gizir, C. A. (2005). Orta Doğu Teknik Üniversitesi son sınıf öğrencilerinin problemleri üzerine bir çalışma. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 196–213.
• Grant, A. M. (2012). Making positive change: A randomized study comparing solution-focused vs. problem-focused coaching questions. Journal of Systemic Therapies, 31(2), 21–35. https://doi.org/10.1521/jsyt.2012.31.2.21
• Grant, A. M., Cavanagh, M. J., Kleitman, S., Spence, G., Lakota, M., & Yu, N. (2012). Development and validation of the solution-focused inventory. The Journal of Positive Psychology, 7(4), 334–348. https://doi.org/10.1080/17439760.2012.697184
• Güldü, Ö., & Kart, M. E. (2017). Kariyer planlama sürecinde kariyer engelleri ve kariyer geleceği algılarının rolü. Ankara Üniversitesi SBF Dergisi, 72(2), 377–400. https://doi.org/10.1501/SBFder_0000002450
• Günay, A., & Çelik, R. (2019). Kariyer stresinin psikolojik iyi oluş ve iyimserlik değişkenleriyle yordanması. Süleyman Demirel Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2(33), 205–217.
• Gündoğdu, R. (2020). Psikolojik danışman adaylarıyla çözüm odaklı grupla psikolojik danışmanın çözüm odaklı eğilim ve otomatik düşüncelere etkisi. OPUS International Journal of Society Researches, 15(1), 5149–5196. https://doi.org/10.26466/opus.693205
• Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55.
• Hu, S., Hood, M., & Creed, P. A. (2018). Career goal importance as a moderator in the relationship between career feedback and career-related stress. Journal of Career Development, 45(1), 3–18. https://doi.org/10.1177/08948453166678
• Iveson, C., George, E., & Ratner, H. (2012). Brief coaching: A solution focused approach. Routledge. İmamoğlu, E. O. (2001). Need for cognition versus recognition: Self and family related correlates. Unpublished manuscript, Middle East Technical University, Ankara.
• İmamoğlu, E. O., & Güler-Edwards, A. (2007). Geleceğe ilişkin yönelimlerde benlik tipine bağlı farklılıklar. Türk Psikoloji Dergisi, 22(60), 115–132.
• Jöreskog, K. G., & Sörbom, D. (1981). LISREL V: Analysis of linear structural relationships by the method of maximum likelihood. University of Uppsala.
• Karahan, F. Ş., & Hamarta, E. (2015). Çözüm odaklı envanter: Güvenirlik ve geçerlik çalışması. İlköğretim Online, 14(2), 1–13.
• Kaya, N., & Guler, H. (2023). Examining the solution-focused thinking and hope levels of Turkish midwifery students during distance education: A cross-sectional study. Modern Care Journal, 20, e131139. https://doi.org/10.5812/modernc-131139
• Kim, K. O. (2018). Influence of solution-focused thinking on the role adjustment and life satisfaction of middle-aged married women: The mediating effects of positive emotions. Journal of Family Relations, 23(1), 139–156. https://doi.org/10.21321/jfr.23.1.139
• Kim, M. (2021). A study on the major satisfaction and career identity among college students. Asiapacific Journal of Convergent Research Interchange, 7(5), 195–204. http://dx.doi.org/10.47116/apjcri.2021.05.18
• Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). Guilford Press.
• Koca, O. (2020). The relationship between solution focused thinking, emotion regulation, hopelessness and happiness level in adolescents, according to the state of belief that school success carries the future goals. Revista Argentina de Clínica Psicológica, 29(5), 1864-1874. https://doi.org/10.24205/03276716.2020.1182
• Kondrat, D., & Teater, B. (2010). Solution-focused therapy in an emergency room setting: Increasing hope in persons presenting with suicidal ideation. Journal of Social Work, 12(1), 3–15. https://doi.org/10.1177/1468017310379756
• Krieg, D. (2013). High expectations for higher education? Perceptions of college and experiences of stress prior to and through the college career. College Student Journal, 47(4), 635-643.
• Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer.
• Lee, S., & Yu, J. (2009). A causal model among self-determination, career stress, career barriers, and career decision level of female college students in Korea. Journal of Asian Women, 48, 35–64.
• Lent, R. W., & Brown, S. D. (2013). Social cognitive model of career self-management: Toward a unifying view of adaptive career behavior across the life span. Journal of Counseling Psychology, 60(4), 557–568. https://doi.org/10.1037/a0033446
• MacLeod, A. K., & Byrne, A. (1996). Anxiety, depression, and the anticipation of future positive and negative experiences. Journal of Abnormal Psychology, 105(2), 286–289 https://doi.org/10.1037/0021-843X.105.2.286
• Malekiha, M. (2022). The effectiveness of solution-focused narrative therapy in increasing career adaptability of graduate students. Psychological Researches in Management, 8(2), 35–50.
• McMahon, M., Adams, M., & Lim, R. (2002). Transition in career counselling practice: what can solution-oriented counselling offer? Australian Journal of Career Development, 11(1), 22–26. https://doi.org/10.1177/10384162020110010
• McWhirter, E. H., & McWhirter, B. T. (2008). Adolescent future expectations of work, education, family, and community development of a new measure. Youth & Society, 40(2), 182–202. https://doi.org/10.1177/0044118X08314257
• Miller, J. H. (2004a). Extending the use of constructivist approaches in career guidance and counselling: Solution focused strategies. Australian Journal of Career Development, 13(1), 50–59. https://doi.org/10.1177/103841620401300108
• Miller, J. H. (2004b). Building a solution focused strategy into career counseling. New Zealand Journal of Counseling, 25(1), 18–30.
• Nota, L., Ginevra, M. C., & Soresi, S. (2012). The Career and Work Adaptability Questionnaire (CWAQ): A first contribution to its validation. Journal of Adolescence, 35(6), 1557–1569. https://doi.org/10.1016/j.adolescence.2012.06.004
• Nurmi, J. E. (1991). How do adolescents see their future? A review of the development of future orientation and planning. Developmental Review, 11(1), 1–59. https://doi.org/10.1016/0273-2297(91)90002-6
• Nurmi, J. E. (2005). Thinking about and acting upon the future: Development of future orientation across the life span. In A. Strathman, & J. Joireman (Eds.), Understanding behavior in the context of time: Theory, research, and application (pp. 31–57). Lawrence Erlbaum Associates.
• Oettingen, G., & Mayer, D. (2002). The motivating function of thinking about the future: Expectations versus fantasies. Journal of Personality and Social Psychology, 83(5), 1198–1212. https://doi.org/10.1037/0022-3514.83.5.1198
• Oliver, C., & Charles, G. (2015) Which strengths-based practice? Reconciling strengths-based practice and mandated authority in child protection work. Social Work, 60(2), 135–143. https://doi.org/10.1093/sw/swu058
• Özden, K., & Sertel-Berk, Ö. (2017). Kariyer Stresi Ölçeği’nin (KSÖ) Türkçe’ye uyarlanması ve psikometrik özelliklerinin sınanması. Psikoloji Çalışmaları, 37(1), 35–51.
• Paivandy, S., Bullock, E. E., Reardon, R. C., & Kelly, F. D. (2008). The effects of decision-making style and cognitive thought patterns on negative career thoughts. Journal of Career Assessment, 16(4), 474–488. https://doi.org/10.1177/1069072708318904
• Park, I. S., & Han, Y. J. (2017). A study on the difference in career attitude maturity, career identity, stress management, and satisfaction for major classes of nursing students according to demographic characteristics. The Journal of Employment and Career, 7(1), 145–167. https://doi.org/10.35273/jec.2017.7.1.007
• Patton, W., & Creed, P. A. (2001). Developmental issues in career maturity and career decision status. The Career Development Quarterly, 49(4), 336–351. https://doi.org/10.1002/j.2161-0045.2001.tb00961.x
• Polat, F. B. (2022). Kariyer stresinin ve kariyer kararlılığının psikolojik iyi oluş üzerindeki etkisi. Anadolu Üniversitesi İktisadi ve İdari Bilimler Fakültesi, 23(2), 62–80. https://doi.org/10.53443/anadoluibfd.1112084
• Praskova, A., & Johnston, L. (2021). The role of future orientation and negative career feedback in career agency and career success in Australian adults. Journal of Career Assessment, 29(3), 463–485. https://doi.org/10.1177/106907272098017
• Ringle, P. M., & Savickas, M. L. (1983). Administrative leadership: Planning and time perspective. Journal of Higher Education, 54(6), 649–661. https://doi.org/10.2307/1981935
• Rotter, J. B. (1975). Some problems and misconceptions related to the construct of internal versus external control of reinforcement. Journal of Consulting and Clinical Psychology, 43(1), 56–67. http://dx.doi.org/10.1037/h0076301
• Savickas, M. L. (2002). Career construction: A developmental theory of vocational behavior. In D. Brown (Ed.), Career choice and development (pp. 149–206). Jossey-Bass.
• Savickas, M., & Porfeli, E. (2012). Career Adapt-Abilities Scale: Construction, reliability, and measurement equivalence across 13 countries. Journal of Vocational Behavior, 80(3), 661–673. https://doi.org/10.1016/j.jvb.2012.01.011
• Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066X.55.1.5
• Selwyn, J., & Grant, A. M. (2019). Self-regulation and solution-focused thinking mediate the relationship between self-insight and subjective well-being within a goal-focused context: An exploratory study. Cogent Psychology, 6(1), 1695413. https://doi.org/10.1080/23311908.2019.1695413
• Setyorini, D. W., Rajbina, F. Z. W., Muslihati, M., Jannah, F. N. I., & Hanafi, H. (2024). Implementing solution-focused brief model of group career counseling: Elevating students' career aspirations. Proceedings Series of Educational Studies, 5, 607–613.
• Schafer. J. L. & Graham, J. W. (2002). Missing data: Our view of the state of the art. Psychological Methods, 7(2), 147–177.
• Sheldon, K. M., & King, L. (2001). Why positive psychology is necessary. American Psychologist, 56(3), 216–217. https://doi.org/10.1037/0003-066X.56.3.216
• Smith, H. M., & Betz, N. E. (2002). An examination of efficacy and esteem pathways to depression in young adulthood. Journal of Counseling Psychology, 49(4), 438–448. https://doi.org/10.1037/0022-0167.49.4.438
• Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13(4), 249–275. https://doi.org/10.1207/S15327965PLI1304_01
• Stoddard, S. A., & Pierce, J. (2015). Promoting positive future expectations during adolescence: The role of assets. American journal of community psychology, 56, 332–341. https://doi.org/10.1007/s10464-015-9754-7
• Sulimani-Aidan, Y. (2017). Future expectations as a source of resilience among young people leaving care. British Journal of Social Work, 47(4), 1111–1127.
• Şeker, G., & Dilmen, H. (2025). Ailenin finansal desteği ve belirsizliğe tahammülsüzlüğün beliren yetişkinlerin kariyer stresi üzerindeki rolü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 268–279. https://doi.org/10.17860/mersinefd.1581630
• Şensoy, G., & Siyez, D. M. (2019). The career distress scale: structure, concurrent and discriminant validity, and internal reliability in a Turkish sample. International Journal for Educational and Vocational Guidance, 19(2), 203–216.
• Takagi, G., Wakashima, K., Kozuka, T., Yu, K. R., & Sato, K. (2019). The development of the revised version of solution building inventory japanese version. International Journal of Brief Therapy and Family Science, 9(1), 1–7. https://doi.org/10.35783/ijbf.9.1_1
• Tanaka, J. S., & Huba, G. J. (1985). A fit index for covariance structure models under arbitrary GLS estimation. British Journal of Mathematical and Statistical Psychology, 38(2), 197–201. https://doi.org/10.1111/j.2044-8317.1985.tb00834.x
• Ulaş-Kılıç, Ö. (2020). Beliren yetişkinlik döneminde kariyer gelişimi. D. M. Siyez (Ed.), Yaşam boyu kariyer gelişimi içinde (ss. 203–227). Pegem Akademi.
• Walter, J. L., & Peller, J. E. (1992). Becoming solution-focused in brief therapy. Brunner/Mazel.
• Wyman, P. A., Cowen, E. L., Work, W. C., & Kerley, J. H. (1993). The role of children's future expectations in self-system functioning and adjustment to life stress: A prospective study of urban at-risk children. Development and Psychopathology, 5(4), 649–661. https://doi.org/10.1017/S0954579400006210
• Yanardag, M., & Özmete, E. (2020). The effect of solutıon focused socıal work interventıon on college students' hopelessness and stress levels. Journal of Mehmet Akif Ersoy University Economics and Administrative Sciences Faculty, 7(1), 42–66. https://doi.org/10.30798/makuiibf.568273
• Yasar, O. M., & Turgut, M. (2019). Sport science college students and career stress. Cypriot Journal of Educational Sciences, 14(4), 580–589. https://doi.org/10.18844/cjes.v11i4.4383
• Zhang, Z., Yu, X., & Liu, X. (2022). Do I decide my career? Linking career stress, career exploration, and future work self to career planning or indecision. Frontiers in Psychology, 13, 997984. https://doi.org/10.3389/fpsyg.2022.997984