Career Decision Self-Efficacy Scale-Short Form Research Articles

The Effect of Paternal and Maternal Helicopter Parenting on the Career Preparation Behavior of High-School Students: Sequential Mediation Effects of Academic Achievement Attribution and Career Decision-Making Self-Efficacy

This study examined the sequential mediation effects of academic achievement attribution and career decision-making self-efficacy on the effect of paternal and maternal helicopter parenting on high-school students' career preparation behavior. A total of 285 (119 male and 166 female) Korean high-school students in the second grade participated in the study. Research variables were measured using the Career Preparation Behavior Scale (Kim, 1997), Helicopter Parenting Scale (LeMoyne & Buchanan, 2011), Attribution Questionnaire (Weiner, 1979), and Career Decision-Making Self-Efficacy Scale-Short Form (Betz et al., 1996). To examine the sequential mediating effect, data analysis was performed using SPSS 29.0 and PROCESS MACRO (v4.2) Model 6. The results revealed no correlations between helicopter parenting and academic failure attribution. However, higher paternal and maternal helicopter parenting were found to indirectly reduce high-school students' career preparation behavior through lower internal academic success attribution (effort and ability) and higher external academic success attribution (task difficulty and luck), which reduced career decision-making self-efficacy. These findings can be employed to develop more effective intervention programs comprising career guidance for adolescents, which emphasizes the negative effect of helicopter parenting. This study expands the research field, as previous findings on helicopter parenting mostly focus on college students.

Career decision self-efficacy: the influence of film and television business coursework on young film/TV professionals

ABSTRACT Previous research in film and television (film/TV) has shown that the field has grown considerably in the past century, though most college programs lack substantial content on the business side of the industry. Literature regarding career decision self-efficacy (CDSE) noted that various forms of academic support could lead to increased CDSE. Despite the knowledge accumulated in both fields, no prior researchers had tackled whether completing film/TV business coursework resulted in a statistically significant difference in CDSE. By giving 267 young film/TV professionals the Career Decision Self-Efficacy Scale-Short Form (CDSES-SF), the authors measured the CDSE of subjects who had either taken or not taken film/TV business coursework, finding that there was not a significant difference in CDSE between the two groups. This result may indicate the need for collegiate programs to re-examine their offerings, curricula, and instructional practices for film/TV students in an effort to bolster the career confidence of graduates as they enter the industry.

The effect of networking on the career decision self-efficacy of young film and television professionals

A review of the literature regarding contacts in the film and television (film/TV) industry revealed that the strength of one’s network is important for young film/TV professionals in their careers. In addition, career decision self-efficacy (CDSE) research displayed that social support impacted career confidence. However, no work gauged whether number of contacts in the film/TV industry had a statistically significant relationship with overall CDSE. In turn, this study addressed this issue by surveying 267 young film/TV professionals. The Career Decision Self-Efficacy Scale-Short Form (CDSES-SF) quantified overall CDSE, while an additional question measured number of contacts in the film/TV industry. The findings indicated a statistically significant, positive correlation between number of contacts in the film/TV industry and overall CDSE. The significance of this work is that the film/TV industry’s CDSE has been measured for the first time, and the CDSES-SF has been shown to be a useful instrument for young professionals.

The Effect of the Career Psychoeducation Program on the Career Decision Self-Efficacy and Educational Outcome Expectations of Eleventh-Grade Students

This study aimed to examine the effectiveness of a career psychoeducation program developed based on the social cognitive career theory in career decision self-efficacy and educational outcome expectations of eleventh grade students. The study used a quasi-experimental model with a pretest-posttest control group design. The experimental process of the study was designed according to a 2x3 mixed (split-plot) design with a control group including pretest, posttest, and follow-up measurements. This process was carried out with 36 eleventh greleventh grade students, including 18 in experimental and 18 in control groups. The study data were collected using the Career Decision Self-Efficacy Scale–Short Form and the Educational Outcome Expectations Scale. During the experimental process, an eleven-week career psychoeducation program was carried out in the experimental group, and no intervention was conducted in the control group. As a result of the study, it was found that there was a significant difference in favor of the experimental group students in terms of the mean scores obtained from the career decision self-efficacy and educational outcome expectations and that this difference between the mean scores was also maintained in the follow-up measurements. The findings of the effectiveness of the career psychoeducation program on the career decision self-efficacy and educational outcome expectations of eleventh grade students were discussed in the light of the related literature.

The Relationship between Personality and Career Decision Making Self Efficacy Among Pra-University Student at Machang, Kelantan.

This study was conducted to explore the differences in personality and level of career decision-making self-efficacy (CDMSE) by gender among pre-university students. Besides, this study also conducted to identify the relationship between personality and CDMSE among pre-university students. This study uses a mixed method design in determining the relationship between personality and self-efficacy in career decision making. The respondent be selected by using simple random sampling method, as 175 student Pre-University and 5 respondents were selected to interview in obtaining qualitative findings. Data was collected by using Big Five Inventory-2 (BFI-2) and Career Decision Making Self-efficacy Scale Short Form (CDMSE-SF). Data analyzed using Statistical Package Social Science 25.0 (SPSS). The results showed no difference between conscientiousness (t(173)=0.280,p<0.05), openness (t(173)=0.613,p<0.05), neuroticism (t(173)=1.434,p<0.05), agreeableness (t(173)=0.857, p<0.05, extraversion (t(173)=-0.559, p<0.05) and level of CDMSE (t(173)=1.558, p<0.05). The finding also revealed that conscientiousness, (r=0.505**, n=175, p<0.05) openness, (r=0.212**, n=175, p<0.05) neuroticism, (r=0.366**, n = 175, p<0.05) and extraversion (r=0.486**, n=175, p<0.05) had a significant relationship with CDMSE among Pre-University students. However, there is no significant relationship between agreeableness and CDMSE (r=0.128, n=175, p<0.05). The result was supported by qualitative findings, which show the relationship between personality and CDMSE. This study is significant for students, counselor, and educators in helping students related to their careers.

Pengaruh Friend Attachment Terhadap Kematangan Karir dengan Self Efficacy Sebagai Mediator

The study aims to obtain empirical data and ensure the significance between friend attachment and analyze self efficacy as a mediation variable on career maturity. The research design used is correalational research design with a sample of 323 students selected by using sample random sampling technique. Data collection using the Inventory of Parent and Peer Attachment (IPPA) instruments, Career Decision Self Efficacy Scale Short Form (CDSE-SF), and Career Maturity Scale. The mediator analysis technique uses corrected bootstrap method (N=5000) with 95% confidential interval in PROCESS software. The results showed that friend attachment throught self efficacy has an influence on career maturity. The conclusion is that friend attachment has a significant indirect effect on career maturity.

Perceived parenting styles, thinking styles, and gender on the career decision self-efficacy of adolescents: how & why?

Career decision self-efficacy (CDSE), i.e., the ability to successfully make important career-related decisions, is influenced by perceived parenting styles, thinking styles, and gender. Thus, this non-experimental study examined the effects of these factors on the CDSE of 617 high school students in Jakarta, Indonesia. According to the measuring instruments (CDSE Scale-Short Form, Parental Authority Questionnaire, and Thinking and Styles Inventory-Revised II), the adolescents' CDSE was influenced by the authoritative and permissive parenting styles, and three types of thinking styles. Moreover, the thinking styles mediated the relationship between the perceived parenting styles and CDSE, while gender acted as a homologizer.

AFTER EARTHQUAKE IN SIGI: CAN SOCIAL SUPPORT AFFECT CAREER DECISION SELF-EFFICACY?

An earthquake struck Central Sulawesi Province, Indonesia in 2019, and Sigi Regency was one of the most affected areas. Based on a psychological perspective, studies were significant to understand how earthquakes impacted Post-Traumatic Stress Disorder. This study aimed to examine the effect of social support on CDSE (Career Decision Self-Efficacy). As many as 141 high school students as the earthquake victims in Sigi filled out the Career Decision-Making Self-Efficacy Scale Short-Form (CDMSES-SF) and Adolescent Social Support Scale (ASSS). The data were analyzed using the multiple regression approach in IBM SPSS Software Version 23.00. The findings showed that teachers’ social support successfully enhanced CDSE. Also, CDSE was significantly affected by social support received from peers. On the other hand, this study confirmed that there was no significant effect of parents’ social support on CDSE. The results contributed to the career counseling program for high school students by taking into account teachers’ and peers’ social support.

How Proactive Personality Mediates the Relationship between Parental Involvement and Career Decision Self-Efficacy

In this study, the role of a proactive personality as a mediator in the relationship between parental involvement and self-efficacy in high school students’ career decisions was examined. The participants included 758 grade 11 students in Jakarta, Bogor, Depok, Tangerang, and Bekasi (Jabodetabek). The instrument that used in this study are Career Decision Self-Efficacy Scale Short Form (CDSES-SF), Parent Career Behavior Checklist (PCBC), and Proactive Personality Scale (PPS). The results revealed that a proactive personality partially mediates the relationship between parental support and parental action with self-efficacy in career decisions. Furthermore, parental support and parental action directly influence self-efficacy in career decisions.

An application of Career Decision Self-Efficacy Scale – Short Form among Vietnamese medical students

BACKGROUND:Choosing the right career can be one of the most crucial decisions in one's life. Nevertheless, career decisions are filled with uncertainty and daunting challenges. Therefore, finding ways to assist students to better understand and cope with these difficult career decisions is a worthy topic of research. This research was aimed to examine the career decision-making self-efficacy of medical students’ using a version of the Career Decision Self–Efficacy Scale–Short Form (CDSES-SF) that was translated and adapted with permission to the Vietnamese context.MATERIALS AND METHODS:A descriptive study was carried out at Can Tho University of Medicine and Pharmacy with a total number of 326 questionnaires distributed to freshmen students and 314 questionnaires collected back. Exploratory factor analysis (EFA) was used to finalize the structure of the Vietnamese Career Decision Self-Efficacy Scale– Short Form (VCDSES-SF).RESULTS:EFA resulted in the five named factors or subscales of the VCDSES-SF with 23 items: Occupational Information and Planning (7 items), Self-Assessment and Career Readiness (6 items), Confidence to Change Careers (3 items), Fit My Lifestyle and Interests (4 items), and Goal Selection (3 items).CONCLUSIONS:A number of empirical studies undertaken in various cultural contexts have found different models of career decision-making self-efficacy measurement. The present study found that although the VCDSES-SF is somewhat different than the original CDSES-SF, the resultant measure is a reliable and effective tool that can be used within the Vietnamese context.

Thinking Styles and Career Decision-making Self-efficacy among Deaf or Hard of Hearing, and Hearing Students

ABSTRACT This study explores how students’ thinking styles are related to their career decision-making self-efficacy, by administering the Thinking Styles Inventory-Revised II and the Career Decision-Making Self-Efficacy Scale–Short Form to 484 deaf or hard-of-hearing (DHH) and 449 hearing university students in mainland China. Results show that, among all participants, those with Type I styles (i.e., more creativity-generating, less structured, and cognitively more complex) had higher levels of career decision-making self-efficacy, while those with Type II styles (i.e., more norm-favoring, more structured, and cognitively more simplistic) had lower levels. The contributions, limitations, and implications of the present research are discussed.

Psikolojik Danışman Adaylarının Kariyer Kararı Yetkinlik ve Mesleki Sonuç Beklentilerinin Geliştirilmesi

Bu araştırmada, Sosyal Bilişsel Kariyer Kuramı temelinde geliştirilen psikoeğitim programının psikolojik danışman adaylarının kariyer kararı yetkinlik ve mesleki sonuç beklentileri üzerindeki etkisi incelenmiştir. Araştırma, yarı deneysel desende gerçekleştirilmiş olup, çalışma grubunu rehberlik ve psikolojik danışmanlık anabilim dalında öğrenim gören 54 üniversite öğrencisi (27 deney, 27 kontrol grubu) oluşturmuştur. Deney grubuna araştırma kapsamında geliştirilen psikoeğitim programı uygulanırken, kontrol grubuna yönelik herhangi bir uygulama yapılmamıştır. Deney gruplarında psikoeğitim programı iki ayrı grup halinde araştırmacılar tarafından uygulanmış, uygulamanın etkililiğini belirlemeye yönelik veriler Kariyer Kararı Yetkinlik Beklentisi Ölçeği Kısa Formu ve Mesleki Sonuç Beklentisi Ölçeği aracılığı ile elde edilmiştir. Elde edilen verilerin analizinde ilişkisiz gruplar t-testi, kovaryans analizi, çok değişkenli varyans analizi ve çok değişkenli kovaryans analizi kullanılmıştır. Analiz sonucunda kariyer kararı yetkinlik beklentisi ve mesleki sonuç beklentisinin ön-test puanlarına göre düzeltilmiş son test puanlarının deney grubu lehine farklılaştığı bulunmuştur. Bu bulgular psikoeğitim programının psikolojik danışman adaylarının kariyer kararı yetkinlik beklentisi ve mesleki sonuç beklentisini artırmada etkili olduğunu göstermiştir.

Pengaruh Thinking Style Tipe II terhadap Efikasi Diri Keputusan Karier yang Dimediasi oleh Planned Happenstance Skills pada Remaja

The aim of this study is to examine the impact of type II thinking style on career decision self-efficacy through planned happenstance skills through mediation of planned happenstance skills in adolescence. There was 720 students from three excellence schools who were participated in this quantitative study. The data were collected by using three scales: Career Decision Self-Efficacy Scale-Short Form, Thinking Style Inventory – Revised II, and Planned Happenstance Career Inventory, that have been adapted to Indonesian version by the researcher and previous researchers. The researchers were used macro PROCESS to analyzed the data. The result showed type II thinking style can affect career decision self-efficacy partially ( c = .3280, p = .0000; c’ = .1917, p = .0000). Based on the result of this study, we concluded when adolescents have good quality of planned happenstance skills, it can help adolescence who have type II thinking style have a good career decision self-efficacy.

Parenting style, proactive personality, and career decision self-efficacy among senior high school students

Making a career decision is one of the most complex development tasks faced by high school students who will graduate from school. Students need to believe that they would succeed in their effort to do the necessary tasks during the process of career decision-making. This belief is referred to as a career decision self-efficacy. This study examined the influence of parenting style on career decision self-efficacy through the mediation of proactive personality in senior high school students. A total of 949 participants were involved in this study. Data were collected using Career Decision Self-Efficacy Scale-Short Form, Parental Authority Questionnaire, and Proactive Personality Scale. Data were analyzed using the regression technique with the Macro Process from Hayes. The regression results show that fathers’ and mothers’ authoritative parenting directly affect career decision self-efficacy; fathers’ and mothers’ authoritarian parenting, as well as mother's permissive parenting, affect the career decision self-efficacy only through the mediation of proactive personality. Also, fathers’ permissive parenting did not have a significant effect on career decisions self-efficacy either directly or indirectly through a proactive personality. Therefore parents – both father and mother – need to involve in developing career decision self efficacy of their children through parenting process, especially authoritative parenting.

Parental attachment bonds, dysfunctional career thoughts and career exploration as predictors of career decision-making self-efficacy of Grade 11 students

ABSTRACT This study investigates the relationship between career decision-making self-efficacy (CDMSE) and parental attachment, dysfunctional career thoughts, and career exploration in a sample of 170 Lebanese Grade 11 students drawn from 10 private schools that provide career guidance services. The following tools were used to assess the variables: Career Decision-Making Self-Efficacy Scale – short form (CDMSE-SF), the Parent and Peer Attachment Bonds (IPPA), the Career Thoughts Inventory (CTI), and the Career Exploration survey (CES). Data were analysed using Pearson correlation and stepwise multiple regression. Regression results showed a significant association between parental attachment, dysfunctional career thoughts, career exploration and CDMSE. Career exploration accounted for the largest variance in CDMSE, followed by dysfunctional career thoughts and parental attachment. Theoretical and practical implications for career counselling are discussed.

The Contribution of Students Psychological Assesment in Career Decision-Making Self-Efficacy (CDSE-SF)

This quantitative comparative research study examines Career Decision-Making Self-Efficacy Scale — Short Form (CDSE-SF-SF) between students who have taken psychologicalassessmenttestsandwhohavenevertakenapsychologicalassessment test, in junior high school students in Central Java Province. This study also measured the difference in Career Decision-Making Self-Efficacy based on gender and the origin of the residency area. Bandura’s Self-Efficacy Theory functions as a theoretical framework, while sampling uses cluster random sampling to obtain students who have taken psychological assessment tests (N = 167), and those who have never followed (N = 186) students. Data collection was carried out through a direct survey consisting of 25-questions Career Decision-Making Self-Efficacy Scale-Short Form (CDSE-SF-SF). T-test data analysis showed that there were significant differences between students who had taken IQ test, aptitude test and interests test with those who had never followed. The results is IQ test (t (353) = 2.744, p>0.05), aptitude test (t (353) = 4.327, p>0.05) and, interest test (t (353) = 4.991, p>0.05). This implies that the factors of individualparticipationinpsychologicalassessmenttestscontributesignificantlytothe Career Decision-Making Self-Efficacy relationship. On the basis of these findings, it is recommended that career decision making must be improved in schools using career guidance and counseling strategies by involving other parties, one of which is the use of psychological assessment tests.

College Students’ Career Decision-making and Career Decision-making Self-efficacy: a Case Study in Formative Assessment and Course Design

College career courses are increasingly offered at colleges and universities due to economic changes as a result of performance-based funding initiatives nationwide, and in an attempt to ensure more job placements of students graduating with baccalaureate degrees (Devlin The Journal of College Placement, 34(4), 62–68, 1974; Studley 2004; Fouad et al. Journal of Career Assessment, 17(3), 338–347, 2009; Hansen and Pedersen Journal of the First Year Experience & Students in Transition, 24(2), 33–61, 2012). This case study expands on the seminal work of Gallo (2017) and assessed the effectiveness of a new interdisciplinary career exploration course at a comprehensive university that is open to all students, not just students who were undecided in their college major. The course design followed a constructivism curriculum, with opportunities for formative assessment, which resulted in a culminating final course project. Students’ career decision-making and career decision-making self-efficacy were measured utilizing a pre-test/post-test model, the Career Decision Scale (CDS), and the Career Decision Self-Efficacy Scale Short Form (CDSE-SF). The results indicated that the interdisciplinary career course curriculum had a positive effect on students’ level of career decision-making and career decision-making self-efficacy.

Factor structure and reliability of the Career Decision Self-Efficacy Scale-Short Form in Slovak adolescent sample

The Career Decision Self-Efficacy Scale is a scale for measuring self-efficacy in the career decision-making process, and as such focuses on the process, rather than the content, of career decision-making. The aim of the study was to verify reliability and validity of the Slovak translation of the shortened version of the CDSE scale on a sample of 400 students finishing their primary education (13.86 years old on average). The reliability coefficient of the entire scale was sufficiently high (ωt = .92). Neither of the three a priori formulated models (one major factor, five correlated factors and five correlated factors forming one second-order factor) showed sufficient model fit. However, an exploratory analysis showed that the most plausible factor structure appears to be the one with 18 items loaded on one major factor. The convergent validity of the single-factor model was proved by the moderate relationship with general self-efficacy as a related construct. The results thus suggest that sparser 18-items Slovak translation may be suitable for measuring self-efficacy in the career decision-making process in the local environment.

Expression of Career Self-Efficacy of Students Enrolled In University Physical Education and Sports Study Programmes

Research background and hypothesis. An assumption that the fourth-year students of university physical education and sports study programmes have greater career self-efficacy than the first-year students is made in the article.Research aim was to reveal peculiarities of the expression of the career self-efficacy of the students enrolled in university physical education and sports study programmes.Research methods. The random sample size consisted of 278 first and fourth-year full time students of physical education and sports study programmes from Lithuanian Sports University and Šiauliai University. Two methods were used to carry out the survey: Career Self-Efficacy Sources Scale (CSESS) and Career Decision-Making Self-Efficacy Scale-Short Form (CDMSE-SF).Research results. The research showed that there was a statistically significant difference (t (276) = –1.96; p < 0.05) between the first and fourth-year students of university physical education and sports study programmes in respect of the level of career self-efficacy. The fourth-year students were able to make a better use of occupational information (4.08 ± 0.54) than the first-year students (3.95 ± 0.56). It was determined that indicators of goal selection and career planning were higher (p < 0.05) in the case of the fourth-year students than in the case of the first-year students.Discussion and conclusions. It was determined that, in comparison with the first-year students, the career self-efficacy of the fourth-year students of university physical education and sports study programmes was more based (p < 0.05) on the following sources: vicarious experience, verbal persuasion and performance accomplishments. Comparison of the levels of career self-efficacy of the first and fourth-year students of university physical education and sports study programmes revealed that the fourth-year students had greater career self-efficacy (p < 0.05) and that indicators of the components of their career self-efficacy – occupational information, goal selection and career planning were higher (p < 0.05) than those of the first-year students.Keywords: career education, self-efficacy, career self-efficacy, university studies, physical education and sports.

The role of thinking styles in career decision-making self-efficacy among university students

Intellectual style refers to people’s preferred ways of processing information and dealing with tasks. A major controversial issue in the field of styles is whether or not styles are value-laden. Anchored in Sternberg (1997) theory of thinking styles (one model of intellectual styles), this study addressed this issue by examining the role of thinking styles in career decision-making self-efficacy. Nine hundred and twenty-six university students responded to a questionnaire consisting of the Thinking Style Inventory-Revised II, the Career Decision-making Self-efficacy Scale-Short Form, and a demographic sheet. Results indicated that creativity-generating (Type I) thinking styles played a positive role in students’ career decision-making self-efficacy. Furthermore, no significant relationship was found between norm-conforming (Type II) thinking styles and career decision-making self-efficacy. The findings contribute to the discussion of the issue over style value and have implications for facilitating students’ career maturity in higher education.