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<p>Future Self-Continuity (FSC) is vital for nursing undergraduates’ career development, yet its developmental trajectories and dimensional heterogeneity (similarity, vividness, positivity) remain unclear. This longitudinal study aimed to explore FSC’s developmental trajectories and its three dimensions.&#xa0;A 4-year longitudinal cohort study (2021–2025) with five time points was conducted in Huzhou, Zhejiang, China. Via convenience sampling, 238 nursing undergraduates were initially recruited; 204 completed all follow-ups (14.28% dropout). The final sample included 32 males (15.69%) and 172 females (84.31%), with an average baseline age of 18.94 ± 0.49 years. Data were collected using general information questionnaires and the Future Self-Continuity Questionnaire (FSCQ). Analyses used SPSS27.0, and unconditional latent variable growth curve models were built with Mplus 8.11.&#xa0;FSC followed a U-shaped trajectory, with the highest level at T1, lowest at T3, and rebound at T5. Similarity and vividness mirrored this trend, while positivity declined continuously from T1 to T5. All dimensions showed positive correlations, with intercept–slope covariances indicating negative associations (similarity: -0.584, <i>p</i> &lt; 0.05; vividness: -0.356, <i>p</i> &lt; 0.05; positivity: -0.019, <i>p</i> &lt; 0.05; FSC: -3.236), suggesting that higher initial levels were linked to slower decline. The optimal freely estimated growth model showed all dimensions had decreasing slopes (similarity: -3.072; vividness: -1.892; positivity: -0.878; FSC: -5.822) and intercepts of 16.609, 12.297, 12.928, and 41.734 for similarity, vividness, positivity, and FSC, respectively.&#xa0;FSC exhibits dimensional heterogeneity in its developmental structure. The U-shaped trajectories of similarity and vividness reflect cognitive adaptive adjustment, while the continuous decline of positivity signals a risk of emotional depletion, particularly during the internship stage (T4–T5). These findings highlight positivity as a priority intervention target and provide a longitudinal evidence base for designing stage-specific educational strategies that support nursing undergraduates’ professional identity and long-term career stability.</p>

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Trajectories of future self-continuity among nursing undergraduates during university education

  • 期刊论文

  • 发表日期：

    2026年7月13日

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  • Qingxin Gu,
  • Yu Zhang,
  • Mengyu Yang,
  • Xinyu Yang,
  • Shuxin Zhang,
  • Lixiu Zhang,
  • Qin Liu

摘要

Future Self-Continuity (FSC) is vital for nursing undergraduates’ career development, yet its developmental trajectories and dimensional heterogeneity (similarity, vividness, positivity) remain unclear. This longitudinal study aimed to explore FSC’s developmental trajectories and its three dimensions. A 4-year longitudinal cohort study (2021–2025) with five time points was conducted in Huzhou, Zhejiang, China. Via convenience sampling, 238 nursing undergraduates were initially recruited; 204 completed all follow-ups (14.28% dropout). The final sample included 32 males (15.69%) and 172 females (84.31%), with an average baseline age of 18.94 ± 0.49 years. Data were collected using general information questionnaires and the Future Self-Continuity Questionnaire (FSCQ). Analyses used SPSS27.0, and unconditional latent variable growth curve models were built with Mplus 8.11. FSC followed a U-shaped trajectory, with the highest level at T1, lowest at T3, and rebound at T5. Similarity and vividness mirrored this trend, while positivity declined continuously from T1 to T5. All dimensions showed positive correlations, with intercept–slope covariances indicating negative associations (similarity: -0.584, p < 0.05; vividness: -0.356, p < 0.05; positivity: -0.019, p < 0.05; FSC: -3.236), suggesting that higher initial levels were linked to slower decline. The optimal freely estimated growth model showed all dimensions had decreasing slopes (similarity: -3.072; vividness: -1.892; positivity: -0.878; FSC: -5.822) and intercepts of 16.609, 12.297, 12.928, and 41.734 for similarity, vividness, positivity, and FSC, respectively. FSC exhibits dimensional heterogeneity in its developmental structure. The U-shaped trajectories of similarity and vividness reflect cognitive adaptive adjustment, while the continuous decline of positivity signals a risk of emotional depletion, particularly during the internship stage (T4–T5). These findings highlight positivity as a priority intervention target and provide a longitudinal evidence base for designing stage-specific educational strategies that support nursing undergraduates’ professional identity and long-term career stability.