Advancing in the career decision-making process: the role of coping strategies and career decision-making profiles Maya Perez 1 • Itamar Gati 1 Received: 8 November 2015 / Accepted: 20 October 2016 Ó Springer Science+Business Media Dordrecht 2016 Abstract We tested the associations among the career decision-making difficulties, the career decision status, and either (a) the career decision-making profiles of 575 young adults, or (b) the coping strategies of 379 young adults. As hypothesized, a more advanced decision status was negatively associated with both career decision- making difficulties (g 2 = .24) and the use of non-productive coping strategies (g 2 = .10), and positively associated with an adaptive career decision-making profile (g 2 = .05) and the use of support-seeking coping strategies (g 2 = .06). Productive coping strategies were not found to be associated with decision status (g 2 = .01). The results and their implications are discussed. Re ´sume ´. L’avancement dans le processus de de ´cision de carrie `re : Le ro ˆle des strate ´gies de coping et des profils de de ´cision de carrie `re. Nous avons teste ´ les associations entre les difficulte ´s au choix professionnel, le statut du choix profes- sionnel et, d’une part, (a) les profils de de ´cision de carrie `re de 575 jeunes adultes, et, d’autre part, (b) les strate ´gies de coping de 379 jeunes adultes. Comme notre hypothe `se l’indiquait, un statut de choix plus avance ´e ´tait associe ´ ne ´gativement aux difficulte ´s lie ´es aux choix de carrie `re (g 2 = .24) ainsi qu’a ` l’utilisation non-pro- ductive de strate ´gies de coping (g 2 = .10). Celui-ci e ´tait cependant associe ´ posi- tivement avec un profil de de ´cision de carrie `re adaptatif (g 2 = .05) et l’utilisation de strate ´gies de coping efficaces (g 2 = .06). Les strate ´gies de coping efficaces n’e ´taient pas associe ´es avec le statut du choix (g 2 = .01). Les re ´sultats et leurs implications sont discute ´s. & Itamar Gati itamar.gati@huji.ac.il Maya Perez mayaper@gmail.com 1 Department of Psychology, The Hebrew University of Jerusalem, Jerusalem 91905, Israel 123 Int J Educ Vocat Guidance (2017) 17:285–309 DOI 10.1007/s10775-016-9334-x