Career Decision Self-efficacy Mediates the Relationship Between General Self-efficacy and Career Decision-making of Undergraduate Students
Why this work is in the frame
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Bibliographic record
Abstract
Career decision-making has remained a constant challenge for students due to a lack of appropriate policy aimed at assisting students in making informed career decisions. This paper examined whether general self-efficacy of undergraduate students would predict their career decision-making through career decision self-efficacy. We obtained data from a convenient sample of 453 undergraduate students in a Ghanaian public university in a cross-sectional survey. The sample comprised 261 (57.6%) males and 192 (42.4%) females, with ages ranging from 18 to 33, and an average of 21.32 (SD = 2.25) years. Data were analysed using Hayes PROCESS for mediation (model 4). General self-efficacy significantly predicted both career decision self-efficacy and career decision-making. Also, career decision self-efficacy was a better predictor of students’ career decision-making than general self-efficacy was. Furthermore, career decision self-efficacy significantly mediated the relationship between general self-efficacy, and career decision-making. We concluded that even though both general self-efficacy and career decision self-efficacy were relevant predictors of career decision-making, context specific self-efficacy is more relevant than general self-efficacy. Implications of the findings for interventions and policy have been discussed within the social cognitive career and the self-determination theories.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it