Career Planning and Self-Efficacy as Predictors of Students’ Career-Related Worry: Direct and Mediated Pathways

Kleine, Anne-Kathrin; Schmitt, Antje; Keller, Anita C.

doi:10.1177/08948453221078950

Cited by 3 publications

(2 citation statements)

References 53 publications

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“…The findings of this study also support previous research conducted by Istriyanti & Simarmata (2014) on 135 respondents with criteria of adolescents aged 15-20 years, in a study on the relationship between self-regulation and career planning in adolescent girls from Bali, showing a positive and significant correlation between the two variables, meaning that if selfregulation increases, career planning also increases. Lauren et al (2019) in their research on self-regulation and career planning among religious school students found that higher selfregulation also correlates with higher career planning.…”

Section: Discussionsupporting

confidence: 90%

The Relationship of Self-Regulation and Career Planning: A Study of Senior High School Students

Abdi,

Sulistiasih,

Wibowo

et al. 2023

bull. couns. psy.

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This research aims to determine whether there is a relationship between self-regulation and career planning among twelfth-grade students at SMAN 100 East Jakarta. This study was conducted using a quantitative approach, specifically a correlational research design. The population of this study consisted of all twelfth-grade students at SMAN 100 East Jakarta, totaling 235 students. Sample calculation using the Slovin formula resulted in a sample of 148 students using simple random sampling technique. Data collection employed psychological scales for self-efficacy, self-regulation, and career planning. Data analysis technique involved simple linear regression analysis, followed by classical assumption tests including normality test, multicollinearity test, and heteroskedasticity test. The research instruments utilized psychological scales for self-regulation and career planning. The results of the study indicate a positive and significant relationship between self-regulation and career planning, with a significant value of 0.000 and an F value of 99.409. Therefore, since the significance value is less than 0.05 and the F value is greater than the F table value (3.06), the null hypothesis (H0) is rejected, and the alternative hypothesis (H1) is accepted. Based on the coefficient of determination, the obtained R Square value of 0.578 indicates that self-regulation influences career planning by 57.8%, while the remaining 42.2% is influenced by other factors.

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Section: Discussionsupporting

confidence: 90%

The Relationship of Self-Regulation and Career Planning: A Study of Senior High School Students

Abdi,

Sulistiasih,

Wibowo

et al. 2023

bull. couns. psy.

View full text Add to dashboard Cite

show abstract

“…It is also possible that some subscales of CDSE are more malleable than others for career interventions (Berger et al., 2019) and that career exploration interventions improve CDSE planning (Blair, 2012). Career‐related self‐efficacy is a malleable social cognitive resource that affects career‐related outcomes (Kleine et al., 2023). JSSE is a source of positive outcome expectations for job search behaviors (Kim et al., 2019).…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of a career intervention for improving career‐related outcomes in higher education students with disabilities

Ip,

Hui

2023

Journal of Employment Couns

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Young people with disabilities (YPWDs) in higher education require tailored career support in finding employment. Seventy‐five YPWDs in Hong Kong participated in a quantitative program effectiveness study using a three‐group comparison design (experimental, other intern, and control) to improve career‐related outcomes. Generalized estimating equations revealed that the experimental group showed significant improvements in career‐related outcomes such as career decision self‐efficacy and focused job search strategy while increasing disability‐related outcomes and work cynicism. This study reveals the impact of disability on work experience and its benefits for YPWDs. Important policy implications for future school–work transition programs for YPWDs are discussed.

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Motivation is not enough: how career planning and effort regulation predict academic achievement

et al. 2023

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Italy is among the EU countries with the lowest rates of college graduates. Preventing dropout rates, promoting better educational achievement and improving adult population well-being can all be accomplished by discovering factors that promote higher academic success. Thus, the current study’s goal is to investigate personal factors that may have an impact on academic achievement (in terms of grade point average [GPA] and number of exams passed). We assume that identified academic motivation will indirectly affect academic achievement via students’ perceived competence in career planning and through their capacity to regulate effort in learning. The present study was conducted at the Department of Agri-Alimentar Science and Technology of a huge university in northern Italy. A sample of 348 students (40.5% male; Mage=21.13 years; SDage= 2.14) voluntarily filled an online questionnaire. Analysis on collected data were performed using structural equation modelling using the Mplus software. The obtained results provided support to the hypothesized association between identified motivation and GPA, via the serial mediation of confidence in career planning and significant learning effort regulation (β = 0.10, SE = 0.03, p = .006), and between identified motivation and exams passed through the serial mediation of confidence in career planning and learning effort regulation (β = 0.10, SE = 0.02, p = .009). Our study extended the body of research on the association between identified academic motivation and academic achievement, by investigating the presence of some elements that mediate this relationship. The findings have several practical implications: in particular, they may be used to design specific actions to promote the educational success of university students – for example, the provision of specific training regarding learning effort management, without neglecting the importance of students’ looking toward their own professional future.

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Career Planning and Self-Efficacy as Predictors of Students’ Career-Related Worry: Direct and Mediated Pathways

Cited by 3 publications

References 53 publications

The Relationship of Self-Regulation and Career Planning: A Study of Senior High School Students

The Relationship of Self-Regulation and Career Planning: A Study of Senior High School Students

Effectiveness of a career intervention for improving career‐related outcomes in higher education students with disabilities

Motivation is not enough: how career planning and effort regulation predict academic achievement

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