Abstract Clinical psychology is a prominent career goal among psychology undergraduates, yet the mechanisms shaping this preference remain understudied. Guided by Social Cognitive Career Theory (SCCT), this study examined how personality traits, psychological distress, and motivational dimensions influence students’ intentions to pursue graduate studies in clinical psychology within the Turkish context. A total of 1,072 undergraduate psychology students (86.6% women; M = 21.97, SD = 3.08) completed an online survey assessing their motivations for pursuing clinical psychology, personality traits (as measured by the Big Five), and psychological distress (GHQ-12). Exploratory factor analysis (EFA) was conducted to identify motivational dimensions, followed by Pearson’s correlations to examine associations among variables. One-way multivariate analysis of variance (MANOVA) was conducted to find the prevalent motivating themes and compare students intending to specialize in clinical psychology with those preferring other subfields. EFA showed eight motivational factors (e.g., personal growth, helping others, professional prestige, becoming a psychotherapist). MANOVA indicated significant group differences in personality traits and psychological distress. Higher psychological distress among those interested in clinical psychology did not translate into a self-healing motivation but may reflect heightened empathic sensitivity. Preliminary construct validity of the newly developed Reasons for Choosing Clinical Psychology Questionnaire (RCCPQ) was supported through theoretically consistent correlations with personality traits and distress. Results underscore the interplay of personality dispositions, contextual factors, and goal-oriented motivations, consistent with SCCT. Clinical psychology appears to attract students not merely for self-oriented reasons but for culturally and socially shaped aspirations related to caregiving and professional meaning. Findings refining the wounded healer conceptualization, revealing a more complex and non-linear approach toward becoming a psychotherapist, are discussed.
Eskin et al. (Tue,) studied this question.