Career Self-Determination among University Students in Moscow: A Mixed-Methods Study of Locus of Control, Professional Identity, and Career-Choice Configurations

Olga L. Sharova

doi:10.70376/jerp.v4i2.462

Authors

Olga L. Sharova Moscow International University, Russian Federation https://orcid.org/0009-0009-9003-1583

DOI:

https://doi.org/10.70376/jerp.v4i2.462

Keywords:

career self-determination, locus of control, professional identity, career choice configurations, mixed methods, university students

Abstract

Career self-determination in higher education involves students’ perceived agency and the development of a professional identity; however, the relationship between these dimensions remains unclear in Russian university contexts. This study examined the association between locus of control and professional identity and explored how both constructs were expressed in students’ accounts of their career choices. A partially explanatory sequential mixed-methods design was used. Stage 1 comprised 141 students from five Moscow higher education institutions who completed locus of control and professional identity measures. Stage 2 comprised a separately recruited sample of 64 Physical Education students who completed the same measures and participated in semi-structured narrative interviews. In Stage 1, internality was positively associated with the continuous professional identity score, r(139) = .42, p < .001, and identity coefficient, r(137) = .38, p < .001. Thematic analysis of the Stage 2 interviews identified four provisional career-choice configurations: Called (48.4%), Pragmatist (20.3%), Seeker (15.6%), and Random/Externally guided (15.6%). Participant-level integration showed that the Called configuration combined the highest mean internality with narratives of agency and commitment. The Random/externally guided configuration showed the lowest mean internality and the greatest emphasis on circumstances. The intermediate configurations indicate that external influence and uncertainty can coexist with reflection and personal engagement. The findings show that perceived control and professional identity are related but distinct dimensions of career self-determination. These configurations may help educators and career advisers develop differentiated, reflective, and context-sensitive career support systems.

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