Career Decision-Making Attribution and Self Efficacy: The Moderating Role of Emotional Intelligence

Abstract

It is known that gifted high-school students tend to have difficulty in choosing career due to their wide-range interests and capabilities. In order to successfully making an appropriate career choice, having a high level of career decision making self-efficacy (CDMSE) is an important precondition. CDMSE is the belief in one’s ability to successfully complete the task necessary to make career-related decisions. Of several factors known to be affecting CDMSE, previous study has shown that career decision-making attribution (CDMA) could affect students CDMSE. However, the CDMA effect on CDMSE in gifted student is seemed to be related to personal trait of students, namely emotional intelligence (EI). Therefore, this study aims to examine the moderating role of EI on the impact of gifted high-school student CDMA on CDMSE. Subjects in this study were gifted high school students (N = 165; 52.12% males; M-age = 16.20 years old) in Jakarta. The measurement tools used are CDMSE Scale Short-Form, Assessment of Attribution for Career Decision Making, and Trait Emotional Intelligence Questionnaire Short-Form (TEIQue-SF) adapted into Indonesian language. The data were analyzed using simple regression analysis with Hayes PROCESS model. It was found that there is a direct effect of CDMA on CDMSE with (F (1,163) = 10.6661, p = .0033 < .001), in which CDMA serves as a predictor of CDMSE. We also found that EI can serve as a predictor of CDMSE (F (1,163) = 10.6661, p = .0007<.001. However, EI did not moderate the CDMA-CDMSE relation. Discussion, limitations, and suggestions for further research are listed.

The Impact of Emotional Intelligence on the Professional Orientations of Secondary School Students in Jordan

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“…Emotional intelligence characterizes its owner that the greater his ability to control the emotions of others, the more his need to know about the world around him, and his aspiration for something new, the more clear his creative direction (Lee, 2019). Affective intelligence includes in its structure the appropriate cognitive, behavioral, and emotional components that provide awareness, understanding, and regulation of the emotions of the individual and the emotions of others (Carmeli, 2003), and its impact on the success of interactions and the personal development of students (Salim, & Safitri, 2020)), and it is considered a psychological characteristic that forms the basis of a group A wide range of professional competencies, the existence of which is a criterion for assessing a student as a future professional on a large scale in his profession . Developing emotional competence makes a person more professional and professionally more human (Olowookere, et, al, 2020).…”

“…Attitudes can be considered a tendency toward a topic, as the tendency is a positive trend (Walther, Miller, & Sochacka, 2017), and its existence is inferred from the behavior that is expressed verbally or in an attitude (Alandas, 2002), and professional trends include the relationship of the individual and the teaching profession. His attitudes, whether acquired, inherent, or inherited (Salim, & Safitri, 2020), allow predicting an individual's response to some social, psychological, and educational stimuli Attitude consists of cognitive, emotional, and behavioral components that affect each other, and the trend is directly related to the bias in both its positive and negative sides, i.e. preference or rejection, and what it implies The cognitive component of the trend includes the whole of the information, knowledge, and facts available to the individual on the subject of the trend, which the student is exposed to during his studies and which affects his view of the teaching profession and which in turn leads to the formation of the emotional component (Maio, Olson, Bernard, & Luke, 2006) The emotional component refers to a general emotional style that affects the response to acceptance or rejection of the direction , and refers to the emotional aspects and includes an introduction of preference.…”

The Impact of Emotional Intelligence on Career Decision-Making Difficulties and Generalized Self-Efficacy Among University Students in China

“… 1 In building a career, self-awareness is compulsory, that what the person actually wants to achieve in their lives and then accordingly making plans and working on them to achieve them. 2 The significance of this study was to understand the role of emotional intelligence and generalized self-efficacy on career decision-making difficulties among university students. The study goal was to see the impact of emotional intelligence on career decision-making difficulties, and GSE among university students in China.…”

“… 1 In building a career, self-awareness is compulsory, that is what the person actually wants to achieve in their lives and then accordingly making plans and working to achieve them. 2 As per Di Fabio and Kenny, 3 university time requires major decisions to continue the education based upon the plan of joining a particular workforce where students have high expectations for themselves, ie, about careers, etc., and they are directly influencing the social progress, sustainability, and resilience of their communities and nations. For many students, the career decision-making process is a major life task and, obviously, it can raise uncertainties that may lead to delays in making career decisions.…”