Career Discrepancy, Burnout, and Well-Being in Psychology and Educational Sciences Students: A Mediation Model
Career Discrepancy, Burnout, and Well-Being in Psychology and Educational Sciences Students: A Mediation Model

Summary/Abstract: The present study examined the associations between career discrepancy, burnout, and well-being among undergraduate students in psychology and educational sciences and tested whether burnout mediates the relationship between career discrepancy and well-being. The sample included 997 students (19% men, 81% women; M age = 21.37, SD = 3.71) enrolled at the University of Bucharest and the University of Craiova. Participants completed measures of career discrepancy, burnout, and well-being. Results showed that of the four discrepancy dimensions, only ability discrepancy showed a significant direct negative association with well-being. However, burnout significantly mediated the relationship between three of the four dimensions - achievement, standards, and ability discrepancy - and well-being, indicating that perceived misalignment between career expectations and current capabilities or progress contributes to reduced well-being primarily through increased burnout. Effort discrepancy did not demonstrate a mediating effect. These findings underscore the psychological impact of career-related misalignments in students preparing for highly regulated professional fields. The results highlight burnout as a key mechanism linking career discrepancy to diminished well-being and point to the need for targeted career counseling and institutional interventions aimed at expectation management, resilience building, and support during the university-to-work transition.

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