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Knowledge regarding the process of academic decision making in high school is limited. The current study focuses on self-efficacy in selecting a high school major, outcome expectations from this decision, and their correlation with future study plans. Participants were 680 Israeli Jewish adolescents (M = 16.1, SD = 0.43). Findings suggest that adolescents have higher crystallization regarding their academic choices in high school compared to their future academic choices. Higher self-efficacy beliefs in selecting a high school major are associated with a higher degree of crystallization of current and future academic decisions. Furthermore, high self-efficacy beliefs strengthen academic success motivation and the belief in the probability of achieving the desired outcomes from the selected major. Theoretical and practical implications are discussed.

The current study focuses on the contribution of five personality traits to the development of self-efficacy and outcome expectations regarding selecting a high school major among adolescents with learning disabilities (LD). Social cognitive career theory and the Big Five personality traits model served as the theoretical framework. Participants were 312 adolescents with LD ( Mage = 16.15; SD = 0.46). Positive correlations were found between self-efficacy to select a high school major and outcome expectations from this decision. Structural equation analyses showed that high levels of Extraversion and low levels of Openness to Experience contributed to higher outcome expectations from the chosen major. Theoretical and practical implications are discussed.

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