Career Decision Self-efficacy Mediates the Relationship Between General Self-efficacy and Career Decision-making of Undergraduate Students

Eugene Yaw Milledzi; Lebbaeus Asamani; Abigail  Opoku Mensah; Victoria Naamwanuru

doi:10.53379/cjcd.2024.389

Authors

Eugene Yaw Milledzi University of Cape Coast
Lebbaeus Asamani University of Cape Coast
Abigail Opoku Mensah University of Professional Studies
Victoria Naamwanuru University of Cape Coast

DOI:

https://doi.org/10.53379/cjcd.2024.389

Keywords:

career decision selfefficacy, general self-efficacy, career decision-making, self-determination, context specific self-efficacy

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.

Author Biographies

Lebbaeus Asamani, University of Cape Coast

Department of Education and Psychology

Victoria Naamwanuru, University of Cape Coast

Chief Administrative Assistance, Department of Water and Sanitation, Faculty of Physical Science, Agricultural and Natural Sciences

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