Enhancing Career Decision-Making Self-Efficacy through School-Based Career Guidance
Evidence from South African Grade 10 Learners.
DOI:
https://doi.org/10.32674/z5jm4y71Keywords:
career decision making-self- efficacy; Social Cognitive Career Theory; career guidance intervention; Career Pathfinder Programme; Grade 10 learners; South Africa.Abstract
Career decision-making self-efficacy (CDMSE) is fundamental to adolescents’ educational and career development, yet many South African learners have limited access to structured career guidance. Guided by Social Cognitive Career Theory (SCCT), this study examined the effectiveness of the Career Pathfinder Programme (CPP) in enhancing CDMSE among Grade 10 learners in Gauteng, South Africa. Using a quasi-experimental pre-test–post-test design, 240 learners from three secondary schools completed the Career Decision-Making Self-Efficacy Scale–Short Form (CDMSE-SF) before and after a 16-week intervention. Learners who participated in the CPP demonstrated significantly greater improvements in CDMSE than those in the control group. The findings provide empirical evidence that structured, school-based career guidance strengthens learners' confidence in making career decisions and supports educational transitions, while extending evidence for SCCT-informed interventions in the African context.
