Surabaya – Mental toughness and self-confidence play a crucial role in helping vocational high school students overcome anxiety about entering the workforce. Students who are able to manage pressure, recover from setbacks, and believe in their own abilities are more likely to face recruitment processes and career transitions with confidence. This finding was reported by Munika Yuni Ariska, I Gusti Ayu Agung Noviekayati, and Suhadianto from the Faculty of Psychology at the University of 17 Agustus 1945 Surabaya in a study published in 2026 in the International Journal of Scientific Multidisciplinary Research (IJSMR). Through a systematic literature review, the researchers concluded that psychological readiness should be developed as early as the eleventh grade to prevent career anxiety from evolving into career avoidance.
Vocational high schools are specifically designed to prepare students for immediate employment after graduation. Unlike students in general education, vocational students begin facing career-related challenges during the eleventh grade, including industrial internships, competency certification, portfolio preparation, job interviews, and planning their future careers. These experiences often create uncertainty and anxiety, particularly when students feel that their skills are insufficient or remain unsure about their career paths.
Career anxiety is influenced by more than the competitive job market. Family expectations, technological changes, uncertainty about employment opportunities, and students' own perceptions of their abilities all contribute to psychological pressure. As a result, students may experience fear, difficulty concentrating, declining motivation, procrastination in career preparation, and even avoidance of opportunities that could improve their professional competencies.
To investigate factors that help reduce career anxiety, the researchers conducted a Systematic Literature Review (SLR) involving 20 peer-reviewed journal articles published between 2021 and 2025. The studies were collected from major academic databases, including Google Scholar, Crossref, DOAJ, PubMed, Frontiers, SAGE Journals, and university journal portals. The selected literature was analyzed thematically to identify recurring relationships among mental toughness, self-confidence, career self-efficacy, resilience, social support, and career anxiety among students transitioning from education to employment.
The review found that mental toughness reduces career anxiety through four primary mechanisms: attentional control, emotional regulation, persistence under pressure, and the ability to reinterpret failure as an opportunity for growth. Students with strong mental toughness tend to view job interviews, competency examinations, and internships as manageable challenges rather than overwhelming threats. Instead of dwelling on the possibility of failure, they focus on practical actions such as improving their portfolios, practicing interview skills, and strengthening occupational competencies.
The study also highlights the significant role of self-confidence in reducing career anxiety. Students who trust their abilities are more willing to seek career information, participate in recruitment activities, express their ideas during interviews, and embrace new learning opportunities. Conversely, students with low self-confidence often perceive career-related situations as threats to their self-worth, making them more vulnerable to anxiety. However, the researchers emphasize that healthy self-confidence should be built through genuine mastery of skills and real-life experiences rather than through motivational messages alone.
One of the review's most important findings is that mental toughness and self-confidence reinforce one another. Self-confidence motivates students to take the first step, while mental toughness enables them to persevere when confronted with criticism, rejection, or failure. Together, these psychological strengths create a positive cycle in which students continue learning, improving their competencies, and becoming increasingly prepared for future career challenges.
The researchers also identified the importance of family, school, and social support. Parents who communicate openly, teachers who provide constructive feedback, and positive internship experiences all contribute to stronger psychological resilience and greater confidence. In contrast, excessive family pressure, negative workplace experiences, and inadequate career information may intensify students' fears about entering the workforce.
Based on the review findings, the researchers proposed an eight-session psychological strengthening program for eleventh-grade vocational students. The program includes career anxiety assessment, identification of personal strengths, structured career planning, emotional regulation training, job recruitment simulations, learning from failure, strengthening social support, and presenting individual career action plans. These activities are designed to complement vocational education and workplace internships so that students develop not only technical expertise but also the psychological readiness required for successful career transitions.
According to Munika Yuni Ariska and colleagues, vocational education should not focus solely on producing technically competent graduates. Schools should also cultivate students who are mentally resilient, confident in their abilities, and capable of responding constructively to uncertainty and workplace challenges. Integrating psychological development into career guidance from the eleventh grade onward is therefore considered essential for preparing students for the realities of modern employment.
Overall, the study concludes that career anxiety is a natural challenge faced by many vocational students. Nevertheless, by strengthening mental toughness, building self-confidence, fostering supportive social environments, and implementing structured career guidance programs, schools can help students enter the workforce with greater confidence, resilience, and long-term career readiness.
Author Profile
Munika Yuni Ariska – Faculty of Psychology, University of 17 Agustus 1945 Surabaya, Indonesia.
I Gusti Ayu Agung Noviekayati – Faculty of Psychology, University of 17 Agustus 1945 Surabaya, Indonesia.
Suhadianto – Faculty of Psychology, University of 17 Agustus 1945 Surabaya, Indonesia.
Research Source
Article Title: The Role of Mental Toughness and Self-Confidence in Reducing Career Anxiety among Eleventh-Grade Vocational High School Students: A Systematic Literature Review.
Journal: International Journal of Scientific Multidisciplinary Research (IJSMR), Vol. 4, No. 7, 2026.
DOI: https://doi.org/10.55927/ijsmr.v4i7.107
Journal Website: https://journalijsmr.my.id/index.php/ijsmr
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