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The current study hypothesized that undergraduates enrolled in a career explorations course would report significant gains in career decision-making selfefficacy and vocational identity during a semester. A repeated measures MANOVA was used to assess 88 students' precourse and postcourse selfefficacy for five tasks related to career decision making. Results revealed that students reported significantly more adaptive self-efficacy beliefs following the career course. Furthermore, a time by gender interaction indicated the course was especially effective for increasing women's judgments of efficacy for career planning and problem solving. Subsequent analyses indicated that students also reported a stronger sense of vocational identity following the course. Results from this study contribute to current research and practice by revealing how interventions may affect undergraduates' career-related beliefs.

Data provide a promising integration of SDT and achievement goal theory, posing a host of potentially fruitful future research questions regarding goal adoption and trajectories.

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