Success in making a professional decision and adaptation to the professional context are of great importance for every young person. The emphasis of this research is on one of the most well-known difficulties that appears during professional development, which is professional (in)decisiveness. Professional indecision is transitory and is an integral part of the professional development of every individual, but it represents a serious problem among young people who leave the school/academic system and enter the world of work. The main goal of this paper was to examine the role of perceived academic control and academic delay of gratification in explaining students professional indecision. In addition, we were also interested in the difference in the professional indecision between students with experience of working in the field during their studies and those without such experience. The research was conducted as a one-time study according to a cross-sectional design. Research participants were collected during 2 months 2023 through invitations on social networks, by publishing an invitation to participate in the research in student groups and websites, to which they voluntarily responded. From the collected results of 103 participants, the results of 99 participants (M= 13; F= 86) aged up to 25 years (M= 24.1; SD= 4.2) were analyzed. their academic education and enter the world of work. Data were collected on the participants' sociodemographic characteristics, professional work experience, academic habits, and attitudes about professional development. The collected data were processed in the statistical program IBM SPSS 20.0. Descriptive analysis, one-way analysis of variance and multiple linear regression were performed. No difference was found in the professional indecisiveness of students based on their professional work experience during their studies. Such a result can be explained by the complexity of the relationship between information and professional indecision, which is why it is necessary to include more data on the habits and characteristics of students. Also, the research results confirmed that students who report higher levels of perceived academic control and academic delay of gratification are considered less indecisive in a professional context. Such results have implications for further research into the contribution of cognitive abilities to the academic and professional development of students and the inclusion of these constructs in the model for explaining professional indecision with the aim of better understanding of this issue and professional counseling.