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. 2025 Aug;22(4):327–334. doi: 10.36131/cnfioritieditore20250407

Psychotherapeutic Training Intentions Among Psychology Students in Italy: The Role of Empathy, Personality Traits, and Psychopathology

Gianluca Santoro 1, Annarosa Cipriano 2, Mattia Pezzi 1, Stefania Cella 2, Alessio Gori 3,4, Alessandro Musetti 1
PMCID: PMC12453029  PMID: 40989039

Abstract

Objective

The decision to pursue a career as a psychotherapist may be influenced by various psychological dispositions or self-healing motivations. The current study aimed to investigate differences in empathy, personality traits, and psychopathology between psychology students who intend to pursue psychotherapy training and those who do not.

Method

The study involved 1978 psychology students (1764 women, 89.2%), aged between 18 and 30 years (M = 22.72, SD = 2.59), who were attending a Bachelor’s or a Master’s degree program at Italian universities. Each participant completed self-report instruments assessing dispositional empathy domains, personality traits, and clinical symptoms, as well as a sociodemographic questionnaire. A Multivariate Analysis of Covariance was performed to examine the significant differences on the examined variables between psychology students intending to pursue psychotherapy training (n = 1309) and those without such intentions (n = 669).

Results

Both groups of psychology students reported clinically relevant symptoms across various domains of psychopathology. However, students who expressed an intention to pursue psychotherapy training reported higher levels of empathetic concern, conscientiousness, and openness compared to their peers without such intentions.

Conclusions

These findings suggest that individuals may choose to enroll in a university psychology program for self-healing purposes, and that individual differences in empathy and personality traits may play a role in the decision to pursue a career as a psychotherapist. Universities and psychotherapy training institutes should promote psychology students’ access to psychotherapy services. Also, psychotherapy training institutes should consider individual differences in empathy and personality traits within their educational programs.

Keywords: psychotherapy, psychology students, empathy, personality traits, psychopathology

Introduction

Psychology students pursuing a Bachelor’s or Master’s degree may aim to become a psychotherapist. According to Italian law n. 56/1989 (Gazzetta Ufficiale della Repubblica Italiana, 1989), psychologists and psychotherapists are distinct professionals. Until 2022, obtaining a psychologist’s license required a Master’s degree in psychology, completion of subsequent professional training in psychology, and passing a state examination. Recent Italian legislation stipulates that a psychology license now requires a Master’s degree in psychology, which can only be obtained by individuals who have passed a preliminary examination related to psychology training (Gazzetta Ufficiale della Repubblica Italiana, 2022). Both physicians and psychologists must complete psychotherapy training at a four-year psychotherapy institute to obtain a psychotherapy license. Psychology students may aspire to become a psychotherapist for various reasons, including a desire to understand and help others, intellectual stimulation, and achieving autonomy in their profession (Farber et al., 2005). Additionally, individuals aspiring to pursue psychotherapy training may consider empathy and personality characteristics, such as openness and curiosity towards others’ inner experiences, to be particularly relevant factors in choosing a career as a psychotherapist (Hill et al., 2013; Safi et al., 2017). A recent literature review has found that the decision to become a psychotherapist may be driven by self-oriented motivations—including the desire for personal growth and the alleviation of one’s own psychological problems—and other-oriented motivations—including the desire to help others and foster their development—as well as by adverse childhood experiences (Cruciani et al., 2024).

It is noteworthy that previous research has found higher levels of empathy and of certain personality traits among psychology students compared to students in other university courses (Litten et al., 2020; Vedel, 2016). However, more studies are needed to distinguish between psychology students aiming for psychotherapy training and those with different goals. These potential differences could inform policies in university programs and psychotherapy training provided by institutes. Such programs and training might help students develop self-awareness and enhance personal characteristics important for effective psychotherapeutic interventions.

The potential role of empathy in pursuing a career as a psychotherapist

Empathy is a multifaceted ability that includes both emotional and cognitive processes: experiencing feelings perceived in others (“emotional empathy”) and making inferences about others’ mental states (“cognitive empathy”), which can potentially promote prosocial behaviors (Cuff et al., 2016; Zaki & Ochsner, 2012). Also, empathy might be understood as a multidimensional construct that encompasses various psychological dispositions. These include the tendency to spontaneously adopt others’ perspective, identify with fictitious characters and imaginatively engage in their experiences, experience sympathy and concern for individuals facing difficulties, and experience anxiety and distress during tense social interactions (Davis, 1980, 1983). Research has indicated that women generally score higher on self-report instruments assessing empathy compared to men (Löffler & Greitemeyer, 2023; Rueckert & Naybar, 2008), and that older individuals display higher levels of emotional empathy but lower levels of cognitive empathy than younger individuals (Jarvis et al., 2023; Khanjani et al., 2015; Sun et al., 2018). Empathy is essential for understanding patients’ internal states and engaging in responsive actions towards them (Hatcher, 2015). Moreover, meta-analytic findings have shown that the psychotherapists’ empathy is associated with clients’ positive outcomes in psychotherapy (Elliott et al., 2018). Undergraduate students aspiring to careers in counselling, clinical psychology, or other human services professions may exhibit higher levels of perspective-taking and empathetic concern than those without similar aspirations (Harton & Lyons, 2003).

The potential role of personality traits in pursuing a career as a psychotherapist

There is some evidence that personality traits may be related to psychotherapists’ career, including their choice of therapeutic orientation (Petronzi & Masciale, 2015; Topolinski & Hertel, 2007) and level of work involvement (Evers et al., 2019). The Big Five model (McCrae & Costa, 1985, 1987) encompasses five dimensions of personality: extraversion (characterized by activity and dynamism, assertiveness, and search for interpersonal closeness), agreeableness (characterized by trust in others and altruism), conscientiousness (characterized by sense of duty, self-discipline, and organization), neuroticism (characterized by insecurity and emotional instability), and openness (characterized by intellectual curiosity, originality, and creativity). Research has shown that women generally exhibit higher levels of extraversion, agreeableness, conscientiousness, and neuroticism but lower levels of openness than men (Marsh et al., 2013). Personality traits become more stable until young adulthood, along with increasing levels of conscientiousness and emotional stability throughout adulthood (Bleidorn et al., 2022). Notably, higher levels of agreeableness, extraversion, and openness are associated with enhanced interpersonal abilities among psychotherapists (Fletcher & Delgadillo, 2022). Additionally, psychology students may display higher levels of neuroticism, openness, and agreeableness than other university students (Vedel, 2016).

The potential role of psychopathology in pursuing a career as a psychotherapist

Impairments in mental health among undergraduate students represent a significant and growing public health concern. According to the World Health Organization World Mental Health International College Student project, 35% of first-year college and university students have experienced at least one mental disorders in their lifetime, with 31% exhibiting such experiences within the past year (Auerbach et al., 2018). Within the field of psychotherapy, the archetypal image of the “wounded healer” has been used to describe how therapists may draw upon their psychological vulnerabilities— often rooted in adverse childhood experiences—as therapeutic resources (Farber et al., 2005; Groesbeck, 1975; Zerubavel & Wright, 2012). Moreover, this archetypal image has been linked to the motivations that drive individuals to pursue a career in psychotherapy, suggesting that personal suffering may inspire a desire for self-healing through professional practice (Barnett, 2007; McBeath, 2019). From this perspective, some students may choose to enroll in psychology programs and ultimately pursue psychotherapy training as a means of addressing their own psychological and interpersonal difficulties. Supporting this view, research has shown that psychology students exhibit elevated rates of mental disorders, including social anxiety and suicidal ideation (McLafferty et al., 2022). Additionally, a recent study involving a sample of 1959 graduate students, faculty members, and other individuals affiliated with clinical, counseling, and school psychology doctoral programs and internships found that 82.20% of participants reported experiencing mental health difficulties, and 47.53% had received a formal mental health diagnosis (Victor et al., 2022).

The current study

This study aimed to examine differences in empathy, personality traits, and clinical symptoms between psychology students in Italy who intend to pursue psychotherapy training and those who do not, while accounting for the effects of gender and age. Based on prior literature, we hypothesized that psychology students intending to undergo psychotherapy training would exhibit higher levels of empathy and clinical symptoms. No specific hypotheses were formulated regarding group differences in personality traits, due to the limited attention that previous research has given to the role of personality in influencing the decision to pursue a career as a psychotherapist.

Method

Participants

The study involved 1978 psychology students (1764 females, 89.2%) at Italian universities, ranging in age from 18 to 30 years old (M = 22.72, SD = 2.59). Most participants (n = 1939, 98%) were Italian. Among the students, 1200 (60.7%) were enrolled in a Bachelor’s degree program, while 778 (39.3%) were pursuing a Master’s degree. A significant portion of participants (n = 823, 41.6%) attended universities in Northern Italy, 24.4% (n = 483) attended universities in Central Italy, 18.9% (n = 374) attended universities in Southern Italy (and Islands), and 15.1% (n = 298) attended other universities. Approximately one-fourth of the participants were working students (n = 527, 26.6%), while about one-tenth (n = 181, 9.2%) were out-of-course students.

The sample was divided into two groups based on participants’ intention to attend psychotherapy training: 1309 students (66.2%) reported an intention to undergo psychotherapy training, whereas 669 students (33.8%) reported no such intention. No significant gender differences (χ2(1) = 1.03, p = .31) were observed between students who aspire to became psychotherapists (1174 females, 89.7%) and students who do not (590 females, 88.2%). The mean age of students intending to become psychotherapists (M = 22.87, SD = 2.55) was significantly higher than of students with no such intention (M = 22.42, SD = 2.65) (t(1976) = 3.67, p < .01).

Procedures

Participants were recruited using a snowball sampling method. Advertisements were disseminated among psychology students, encouraging them to inform their peers about the study. Individuals who provided informed written consent completed self-report instruments. The inclusion criteria required participants to be enrolled in either a Bachelor’s or Master’s program in psychology at an Italian university and to be between 18 and 30 years old. The Research Ethics Board of the University of Parma provided the ethical clearance of the study (code: 0198254), and all procedures were conducted in accordance with the Declaration of Helsinki and its later amendments (World Medical Association, 2013).

Measures

The Interpersonal Reactivity Index (IRI; Davis, 1983; Italian validation by Albiero et al., 2006) is a 28-item self-report instrument that assesses four domains of dispositional empathy, including perspective taking, fantasy, empathetic concern, and personal distress. Each scale includes 7 items. Participants were asked to rate how each item described them on a 5-point Likert scale ranging from 1 (“Does not describe me well”) to 5 (“Describes very well”). The following statement is an example of an item: “I often have tender, concerned feelings for people less fortunate than me” (related to empathetic concern scale). The IRI has shown validity and test-retest reliability (Davis, 1983; Fernández et al., 2011; Gilet et al., 2013). In the current study, Cronbach’s alpha was .79 for perspective taking, .73 for fantasy, .68 for empathetic concern, and .74 for personal distress.

The Big Five Inventory (BFI; John et al., 1991; Italian validation by Fossati et al., 2011) is a 44-item self-report instrument based on the Big Five Factors of personality model that assesses five personality traits, including extraversion (8 items), agreeableness (9 items), conscientiousness (9 items), neuroticism (8 items), and openness (10 items). Participants were asked to rate the extent to which each item described their personality on a 5-point Likert ranging from 1 (“Strongly disagree”) to 5 (“Strongly agree”). An example of an item is: “I see myself as someone who is curious about many different things” (related to openness scale). The BFI has demonstrated satisfactory psychometric properties (Fossati et al., 2011; Worrell & Cross, 2004). In the current study, Cronbach’s alpha was .86 for extraversion, .67 for agreeableness, .83 for conscientiousness, .79 for neuroticism, and .81 for openness.

The Symptom Checklist-90 (SCL-90; Derogatis et al., 1973) is a 90-item self-report instrument that assesses nine primary symptom domains, including somatization (12 items), obsessive-compulsive symptoms (10 items), interpersonal sensitivity (9 items), depression (13 items), anxiety (10 items), hostility (6 items), phobic anxiety (7 items), paranoid ideation (6 items), and psychoticism (10 items). Participants were asked to rank each item on a 5-point Likert scale ranging from 0 (“Not at all”) to 4 (“Extremely”). The following statement serves as an example of an item: “Feeling weak in parts of your body” (related to somatization scale). A score of 1 or higher on each scale suggests clinically relevant symptoms. The SCL-90 has demonstrated construct and convergent validity (Derogatis et al., 1976; Derogatis & Cleary, 1977). In the current study, Cronbach’s alpha was .89 for somatization, .86 for obsessive-compulsive symptoms, .87 for interpersonal sensitivity, .92 for depression, .88 for anxiety, .82 for hostility, .82 for phobic anxiety, .82 for paranoid ideation, and .82 for psychoticism.

An ad hoc sociodemographic schedule was administered to collect information on gender, age, nationality, education and the interest in enrolling in psychotherapy training.

Statistical analysis

Descriptive statistics were computed for all variables, with further differentiation by gender and by groups based on students’ intention to pursue psychotherapy training. A Multivariate Analysis of Covariance (MANCOVA) was performed to investigate the differences in personality traits, clinical symptoms, and empathy between students who intend to attend psychotherapy training and those who do not. Group and gender were included as factors, and age was included as a covariate in the MANCOVA. Bonferroni-corrected post hoc t-test was employed to examine statistical differences. Partial correlation coefficients were computed to examine potential differences in the associations among the variables of interest between students who intend to pursue careers as psychotherapists and those who do not, while controlling for gender and age.

Results

Descriptive statistics for the full sample are presented in table 1. The mean scores on the SCL-90 scales assessing somatization, obsessive-compulsive symptoms, interpersonal sensitivity, depression, anxiety and paranoid ideation exceeded the value of 1, suggesting that participants may experience clinically relevant symptoms.

Table 1.

Descriptive statistics for the full sample

Full sample (N = 1978)
M (SD) Range
IRI – Perspective taking 3.73 (.60) 1.57-5
IRI – Fantasy 3.55 (.63) 1-5
IRI – Empathetic concern 3.85 (.55) 1.57-5
IRI – Personal distress 2.83 (.62) 1-5
BFI – Extraversion 23.98 (6.28) 8-40
BFI – Agreeableness 32.99 (5.02) 16-45
BFI – Conscientiousness 32.22 (6.18) 10-45
BFI – Neuroticism 28.11 (5.45) 11-40
BFI – Openness 38.63 (5.97) 16-50
SCL-90 – Somatization 1.13 (.79) 0-4
SCL-90 – Obsessive-compulsive symptoms 1.38 (.80) 0-4
SCL-90 – Interpersonal sensitivity 1.34 (.85) 0-4
SCL-90 – Depression 1.56 (.88) 0-4
SCL-90 – Anxiety 1.27 (.81) 0-4
SCL-90 – Hostility .77 (.70) 0-4
SCL-90 – Phobic anxiety .67 (.73) 0-4
SCL-90 – Paranoid ideation 1.18 (.83) 0-4
SCL-90 – Psychoticism .77 (.64) 0-4
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Note. IRI = Interpersonal Reactivity Index; BFI = Big Five Inventory; SCL-90 = Symptom Checklist-90.

The MANCOVA showed significant main effects for gender (Pillai’s Trace V= .11, F(18,1956) = 13.93, p < .01, partial η2 = .11) and the intention to attend psychotherapy training (Pillai’s Trace V = .03, F(18,1956) = 3.66, p < .01, partial η2 = 0.03) on the variable of interests. Univariate statistics revealed that women reported higher scores on three empathy scales, namely fantasy, empathetic concern and personal distress scales, on two personality trait scales, specifically conscientiousness and neuroticism scales, and on several clinical symptom scales, including somatization, interpersonal sensitivity, depression, anxiety and phobic anxiety scales, than men (table 2). Also, univariate statistics revealed that students who intend to attend psychotherapy training reported higher scores on the empathetic concern scale and on two personality trait scales, namely conscientiousness and openness scales, than students who do not aspire to became psychotherapists. No significant group differences were found in scores on the clinical symptom scales (table 3). There was no significant interaction effect between gender and intention to enroll in psychotherapy training on scores on personality trait, empathy, and clinical symptom scales (Pillai’s Trace V = .01, F(18,1956) = 1.36, p = .14, partial η2 = .01).

Table 2.

Gender differences in empathy, personality traits, and psychopathology

Women (n = 1764) Men = (n = 214)
M (SD) M (SD) F p
IRI – Perspective taking 3.74 (.59) 3.64 (.67) 3.29 .07
IRI – Fantasy 3.57 (.63) 3.34 (.59) 25.28 <.01
IRI – Empathetic concern 3.88 (.54) 3.54 (.57) 67.20 <.01
IRI – Personal distress 2.86 (.62) 2.57 (.59) 37.27 <.01
BFI – Extraversion 24.03 (6.31) 23.54 (6.01) 1.74 .19
BFI – Agreeableness 33.03 (5.02) 32.74 (5.06) .37 .54
BFI – Conscientiousness 32.46 (6.13) 30.22 (6.27) 28.06 <.01
BFI – Neuroticism 28.46 (5.37) 25.28 (5.30) 60.15 <.01
BFI – Openness 38.56 (5.91) 39.22 (6.38) .86 .35
SCL-90 – Somatization 1.17 (.79) .79 (.68) 41.83 <.01
SCL-90 – Obsessive-compulsive symptoms 1.38 (.80) 1.32 (.79) .47 .49
SCL-90 – Interpersonal sensitivity 1.36 (.86) 1.14 (.77) 9.60 <.01
SCL-90 – Depression 1.58 (.88) 1.40 (.84) 7.50 .01
SCL-90 – Anxiety 1.30 (.81) 1.03 (.71) 20.60 <.01
SCL-90 – Hostility .77 (.70) .79 (.66) .07 .80
SCL-90 – Phobic anxiety .69 (.74) .51 (.60) 8.83 <.01
SCL-90 – Paranoid ideation 1.20 (.83) 1.08 (.77) 3.05 .08
SCL-90 – Psychoticism .76 (.64) .80 (.63) .83 .36
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Note. IRI = Interpersonal Reactivity Index; BFI = Big Five Inventory; SCL-90 = Symptom Checklist-90.

Table 3.

Differences in empathy, personality traits, and psychopathology between students who intend to pursue psychotherapy training and those who do not

Students who intend to pursue psychotherapy training (n =1309) Students who do not intend to pursue psychotherapy training (n = 669)
M (SD) M (SD) F p
IRI – Perspective taking 3.78 (.58) 3.64 (.62) 3.14 .08
IRI – Fantasy 3.56 (.62) 3.52 (.65) 1.80 .18
IRI – Empathetic concern 3.89 (.54) 3.77 (.56) 8.04 .01
IRI – Personal distress 2.81 (.62) 2.86 (.62) .65 .42
BFI – Extraversion 23.84 (6.26) 24.25 (6.30) .87 .35
BFI – Agreeableness 33.34 (4.96) 32.32 (5.08) 3.37 .07
BFI – Conscientiousness 32.55 (6.05) 31.58 (6.38) 7.83 .01
BFI – Neuroticism 28.06 (5.43) 28.22 (5.49) .00 .97
BFI – Openness 39.07 (5.78) 37.77 (6.24) 21.28 <.01
SCL-90 – Somatization 1.12 (.79) 1.14 (.78) .03 .86
SCL-90 – Obsessive-compulsive symptoms 1.36 (.79) 1.41 (.80) .20 .66
SCL-90 – Interpersonal sensitivity 1.36 (.86) 1.30 (.84) 2.72 .10
SCL-90 – Depression 1.58 (.89) 1.53 (.87) 3.84 .05
SCL-90 – Anxiety 1.27 (.80) 1.25 (.82) 2.99 .08
SCL-90 – Hostility .74 (.66) .83 (.75) .44 .51
SCL-90 – Phobic anxiety .66 (.75) .67 (.70) .06 .82
SCL-90 – Paranoid ideation 1.16 (.82) 1.23 (.83) .18 .67
SCL-90 – Psychoticism .75 (.63) .79 (.65) .65 .42
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Note. IRI = Interpersonal Reactivity Index; BFI = Big Five Inventory; SCL-90 = Symptom Checklist-90.

Correlation analyses revealed that the patterns of associations among the examined variables were largely consistent across both groups—those intending to pursue psychotherapy training and those who do not. Specifically, negligible to fairly strong associations were found between domains of dispositional empathy, personality traits, and clinical symptoms in both groups (see Supplementary materials, tables S1 and S2).

Discussion

This study examined the differences in empathy, personality traits, and clinical symptoms between psychology students who intend to pursue a psychotherapy training and those who do not, while accounting for the potential effects of gender and age. Significant gender differences were found in the investigated variables. In line with previous research, women reported higher levels of empathetic dispositions, including fantasy, empathetic concern and personal distress (Chrysikou & Thompson, 2016; Gilet et al., 2013). Additionally, women showed higher levels of conscientiousness and neuroticism and more severe somatization, interpersonal sensitivity, depression, anxiety, and phobic anxiety than men. These findings partially align with previous studies indicating increased levels of extraversion, agreeableness, conscientiousness, and neuroticism, along with decreased levels of openness among women (Marsh et al., 2013). Furthermore, the results are consistent with evidence showing that women tend to exhibit higher levels of internalizing symptoms, including somatization, depression and anxiety, compared to men (Brambila-Tapia et al., 2023; Li et al., 2022; Midolo et al., 2020).

Results showed significant differences between students who intend to pursue psychotherapy training and those who do not. A t-test analysis revealed that students aspiring to become psychotherapists were older than peers without such aspirations. This age difference may reflect academic progression, as older students—typically enrolled in Master’s programs—are likely to have greater exposure to professional opportunities and may have developed more defined goals. Additionally, the MANCOVA and subsequent univariate analyses revealed significant group differences in the variables of interest. Students aspiring to pursue psychotherapy training reported higher levels of empathetic concern than other students. This finding suggests that psychology students with a greater tendency to show concern for individuals facing negative experiences may be more inclined to pursue a career in psychotherapy. Their professional aspirations may, in part, be driven by a desire to help others and alleviate psychological suffering (Farber et al., 2005; Messina et al., 2018). Furthermore, students aiming to undergo psychotherapy training displayed higher levels of conscientiousness and openness compared to those with alternative career aspirations. Thus, personality traits appear to be relevant in the decision to pursue a career as a psychotherapist. Higher levels of conscientiousness observed among these students may reflect their need to adhere to explicit methodological procedures that can guide their interventions, as well as their willingness to allocate the necessary time and financial resources toward pursuing such training (Safi et al., 2017). Additionally, increased levels of openness could lead students to choose a career as psychotherapists due to their curiosity about people’s histories and alternative perspectives, and their need for intellectual stimulation (Farber et al., 2005; McBeath, 2019; Safi et al., 2017).

No significant differences were observed between students intending to enroll in psychotherapy training and those without such intention regarding clinical symptoms. However, it is noteworthy that both groups reported elevated scores on somatization, obsessive-compulsive symptoms, interpersonal sensitivity, depression, anxiety, and paranoid ideation scales. These findings raise important considerations about the role of psychological vulnerabilities in the decision to enroll in a university psychology program, irrespective of whether students aspire to become psychotherapists. It is plausible that the motivation to study psychology may, in part, stem from a desire for self-understanding and self-healing—not only among students who wish to pursue psychotherapy training (Barnett, 2007; McBeath, 2019), but also among students with broader career aspirations. Individuals exhibiting clinically relevant internalizing symptoms, such as somatization, depression and anxiety, as well as heightened interpersonal sensitivity, may choose to pursue a university program in psychology as a means of gaining insight into their own psychological functioning and developing coping strategies. Similarly, individuals with tendencies toward suspiciousness and perceptions of others as malevolent may seek to improve their interpersonal skills and social functioning through psychological education. Taken together, our results suggest that psychological vulnerabilities are a critical factor in the decision to enroll in university psychology programs. Additionally, other psychological characteristics, such as empathetic concern, conscientiousness, and openness, may play a role in the choice to pursue a career as a psychotherapist.

Partial correlational analyses revealed comparable patterns of associations among domains of dispositional empathy, personality traits, and clinical symptoms in students intending to pursue psychotherapy training and those without such intentions. This suggests that, overall, the interrelationships among these psychological factors do not differ substantially among psychology students with different professional aspirations. In partial alignment with previous research on the relationships between dispositional empathy and personality traits (Guilera et al., 2019; Song & Shi, 2017), the strongest positive correlations emerged between personal distress and neuroticism, perspective taking and agreeableness, fantasy and openness, and empathic concern and agreeableness. Notably, clinical symptoms were more strongly associated with personal distress than other dimensions of empathy. These findings are consistent with research showing that personal distress is closely related to various psychological symptoms and disorders, including depression, anxiety, and schizophrenia (Bonfils et al., 2017; Nair et al., 2024; Schreiter et al., 2013). Also, results showed moderate to fairly strong positive associations between neuroticism and all clinical symptoms, further supporting the well-established role of neuroticism as a key correlate of psychopathology (Lamers et al., 2012; Kotov et al., 2010).

Limitations and future directions

The current study has relevant limitations that require thorough consideration. Although dispositional empathy domains, personality factors and clinical symptoms were assessed using well-established self-report instruments, reliance on these instruments may introduce potential bias. Future studies would benefit from a multimethod approach that integrates self-report tools with more valid and reliable measurements, such as structured and semi-structured interviews and experimental protocols. Additionally, we employed a cross-sectional design study and recruited a heterogeneous sample, comprising individuals attending Bachelor’s and Master’s degree programs. Therefore, further research should longitudinally investigate whether dispositional empathy domains, personality traits, and clinical symptoms have enduring effects on psychology students’ intention to pursue psychotherapy training. Assessing these variables across multiple time points during academic programs may also reveal how their changes contribute to the development professional aspirations. Furthermore, although differences in the variables of interest between students who aspire to become psychotherapists and those who do not were examined while accounting for gender, the sample was predominantly female. This may limit the generalizability of the findings. Accordingly, future research should adopt probability sampling techniques to ensure more balanced or representative samples regarding gender, as well as other relevant demographic and academic variables. For example, future studies should examine whether specialization within Master’s degree programs (e.g., clinical psychology, social psychology, developmental psychology, or work and organizational psychology) is related to students’ professional aspirations. Further research could also explore the role of dispositional empathy domains, personality traits and clinical symptoms by comparing students across academic levels (Bachelor’s vs Master’s degree programs) and disciplines (e.g., psychology vs medicine). Including participants from diverse geographical areas would help assess the potential role of cultural factors on the intention to pursue psychotherapy training. Finally, further research should consider additional potential influences on career aspirations, such as a past or current psychiatric diagnoses and previous or ongoing psychotherapy.

Conclusions

Its limitations notwithstanding, the current study extends previous literature on the psychological characteristics associated with the decision to pursue a career in psychotherapy in Italy. Our findings indicate that psychology students may exhibit clinically relevant symptoms, including somatization, obsessive-compulsive symptoms, interpersonal sensitivity, depression, anxiety, and paranoid ideation. Additionally, increased levels of empathetic concern, conscientiousness and openness may play a role in their decision to pursue psychotherapy training.

The current study has implications for university policies and the educational programs provided by psychotherapy training institutes in Italy. Psychology students may benefit from clinical interventions aimed at reducing internalizing symptoms, interpersonal sensitivity, and paranoid ideation. Accordingly, universities and psychotherapy training institutes are encouraged to establish dedicated psychotherapy services or facilitate access to existing mental health resources. These could include psychoeducational programs designed to help students to recognize and manage distressing experiences across various contexts—ranging from exam-related stress to interpersonal challenges encountered during academic and clinical training. Furthermore, improving access to targeted psychological support, such as individual or group psychotherapy, may be essential for reducing clinical symptoms and fostering overall well-being. Psychotherapy trainings should also incorporate lectures and training sessions that help students harness their psychological dispositions, such as tendencies to feel concern for individuals facing difficulties and openness to experience, which are likely to enhance their effectiveness in psychotherapeutic practice.

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