Psychological, Learning, and Behavioral Factors Associated with Career Adaptability Among Students and Emerging Professionals: A Systematic Literature Review

Abstract

Rapid technological change, organizational transformation, and labor market uncertainty have increased the importance of career adaptability for students and emerging professionals preparing to enter dynamic work environments. This study aims to identify, evaluate, and synthesize empirical evidence on psychological, learning-related, and behavioral factors associated with career adaptability. A systematic literature review was conducted using the PRISMA 2020 framework. Sixteen peer-reviewed empirical studies published between 2022 and 2026 were selected based on predetermined eligibility criteria and analyzed through narrative synthesis across three domains: psychological factors, learning-related factors, and behavioral factors. The findings indicate that psychological resources are the most consistently examined determinants of career adaptability, particularly psychological capital, self-efficacy, resilience, mindfulness, basic psychological needs, and career decision-making self-efficacy. Career decision-making self-efficacy frequently functions as a mediating mechanism linking individual or contextual resources to adaptive career outcomes. Learning agility, career exploration, career coping, and readiness for change also contribute to adaptive development, although direct empirical evidence remains comparatively limited. The review concludes that career adaptability is shaped by interconnected psychological, learning-related, and behavioral resources. Future research should examine these factors simultaneously within integrated empirical models to strengthen career development interventions for individuals transitioning into changing professional environments characterized by increasingly complex and competitive labor markets.