Career Guidance Learning Experiences as Predictors of Career Self-Efficacy and Career Decision-Making Styles among Guidance and Counseling University Students
DOI:
https://doi.org/10.22460/quanta.v10i2.7322Keywords:
Career Guidance Learning Experience, Career Self-Efficacy, Career Decision-Making Styles, Social Cognitive Career TheoryAbstract
This study examined the role of Career Guidance course learning experiences in predicting career self-efficacy and describing career decision-making style profiles among Guidance and Counselling students. A quantitative, predictive-correlational design was employed. The results showed that Career Guidance learning experiences had a very strong and significant relationship with career self-efficacy (R ≈ 0.95; R² ≈ 0.90; p < 0.001). A descriptive analysis of career decision-making styles indicated that students predominantly used a rational style (M = 3.28), followed by a dependent (M = 2.90) and an intuitive (M = 2.80) style. These findings suggest that meaningful learning experiences in the Career Guidance course are associated with stronger career self-efficacy and a tendency toward more rational career decision-making. However, the rational style remained moderate. This study highlights the importance of reflective, contextual, and student-centred Career Guidance learning experiences in strengthening students’ career self-efficacy and supporting more adaptive career decision-making.
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