Abstract
This study investigates the effects of vocational guidance with a direct learning model on university students’ career commitment and employability skills via career learning self-efficacy. Participants (N = 214) were electrical/electronic technology education students drawn from two universities in Nigeria. A two-group quasi-experimental design with a three-wave survey was adopted. Results revealed increased career commitment making, identification with commitment, perceived future employability skills, and career learning self-efficacy among the intervention group compared to those in the control group. Increase in career learning self-efficacy mediated identification with commitment, but not career commitment making and perceived future employability skills.
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