Abstract
The purpose of the current study is to examine the effects of personal inputs (gender, year in college, GPAs, and anxiety), background affordances (parents’educational level, household income, and role model), cognitive-person variables (self-efficacy and outcome expectations) and contextual influences (career barriers) on college students’career decision level in Social Cognitive Career Theory. A total of 230 participants’survey responses were analyzed. The results of hierarchical multiple regression analyses indicated year in college, role model, and outcome expectations positively predicted career decision levels and career barriers negatively predicted career decision levels. Implications for career counselors, researchers, professors, and administrators were discussed.
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