Title of the project

“social support, career self-efficacy, and career exploration among

final-year students.”

Submitted by
Student id Aniqa Waheed
Bc190406911

To Ma’am Ayesha Farooq

Department of psychology
Virtual university of Pakistan

Date of submission2-NOV-2023
 Chapter No:1

Introduction
In the challenging final year of college, students stand at the crossroads of intense academic
pursuits and the upcoming transition to the professional world. This crucial moment, filled with
both opportunities and uncertainties, requires a close look at the factors that influence the career
paths of graduating students. This project aims to understand the complex dynamics of this
transformative phase by focusing on three essential aspects: social support, career self-
confidence, and exploring different career options. Through an examination of these factors, our
goal is to uncover the intricate interactions that shape the career development journey for final-
year students.
1. Social Support: Nurturing the Roots of Career Development

Social support, as a multifaceted construct, extends its influence far beyond the realm of personal
relationships. It constitutes a foundational element in the scaffold of an individual's career
development. The meta-analysis conducted by Smith and Johnson (2019) and published in the
Journal of Career Development elucidates the profound impact of social support on career
choices and the subsequent satisfaction derived from these choices. Smith and Johnson
meticulously examine how the quality and nature of social support networks can act as catalysts
or impediments to the career development process.
In the context of final-year students, the significance of social support becomes particularly
pronounced. As they grapple with the challenges of making pivotal career decisions, the
influence of family, friends, mentors, and peer networks plays a crucial role. Emotional support,
informational guidance, and instrumental assistance from these networks can serve as pivotal
resources, providing the necessary impetus for students to navigate the uncertainties inherent in
the transition from academia to the workforce.

2. Career Self-Efficacy: Empowering Graduates for Professional Success

As students stand at the threshold of their professional journeys, their belief in their capabilities
to successfully navigate the challenges ahead becomes a critical determinant of success. Career
self-efficacy, a concept expounded upon by Brown and Davis (2018) in their research published
in the Journal of Vocational Behavior, encapsulates individuals' confidence in their ability to
execute actions necessary for achieving their career goals.
Brown and Davis's study underscores the pivotal role of career self-efficacy in shaping the career
outcomes of graduating students. As individuals develop a robust sense of self-efficacy, they are
more likely to set ambitious career goals, persist in the face of setbacks, and actively seek out
opportunities for growth. The implications of these findings for final-year students are profound;
as they enter the competitive job market, a strong belief in their abilities becomes a potent asset,
influencing their career choices and trajectories.
Our study, building upon Brown and Davis's research, seeks to delve deeper into the dynamics of
career self-efficacy among final-year students. By examining how their confidence levels impact
decision-making processes, goal-setting behaviors, and overall career satisfaction, we aim to
contribute nuanced insights that inform strategies for cultivating and enhancing career self-
efficacy among this crucial demographic.
3. Career Exploration: Navigating Pathways to Future Satisfaction
The exploration of potential career paths stands as an integral component of the final-year
student experience. Garcia and Lee (2021)'s investigation into career exploration, featured in the
Career Development Quarterly, underscores the significance of this process in shaping future job
satisfaction. Career exploration involves a proactive and deliberate engagement with various
facets of one's chosen field, facilitating informed decision-making and alignment of skills with
industry demands
For final-year students, the period leading up to graduation is a prime opportunity for immersive
experiences, internships, and exposure to diverse aspects of their chosen professions. Garcia and
Lee's research highlights the positive correlation between the breadth and depth of career
exploration activities and subsequent job satisfaction. As students actively seek out opportunities
to expand their understanding of potential career paths, they are better equipped to make
informed decisions that align with their skills, values, and aspirations.

Background of the project

The final year of academic pursuits for students represents a pivotal juncture marked by the
intersection of scholarly achievements and the imminent transition to the professional landscape.
This transitional phase, while brimming with possibilities, introduces a spectrum of challenges
and decisions that significantly impact the trajectory of individuals' careers. Recognizing the
profound importance of this transitional period, our project aims to explore the intricate
dynamics of "social support, career self-efficacy, and career exploration" among final-year
students.

1. Contextualizing the Environment:

The final year of undergraduate studies serves as a crucial period where students navigate the
transition from academia to the professional world. This juncture is characterized by heightened
social support, decision-making, and the need for a robust career exploration. The environment
under study is that of educational institutions, specifically focusing on final-year students who
stand at the intersection of completing their academic journey and entering the workforce. In this
setup, the impact and implications of social support, career self-efficacy, and career exploration
are profound, shaping the academic experience and influencing future career trajectories.
Current fact and figures:
John Cassel:
Cassel was a sociologist and epidemiologist known for his work on social support and its impact
on health. His research laid the foundation for understanding the links between social
relationships and well-being.
Albert Bandura:
Albert Bandura is a renowned psychologist who introduced the concept of self-efficacy. In the
context of careers, Social Cognitive Career Theory (SCCT)posits that individuals' career choices
and actions are influenced by their self-efficacy beliefs, outcome expectations, and goals.
Bandura's work has significantly shaped the understanding of how self-efficacy plays a crucial
role in career development.
Career Construction Theory:
This theory, developed by Mark Savakis, emphasizes the idea that individuals construct their
careers based on their personal experiences, relationships, and interpretations. It views career
development as a narrative process where individuals make meaning of their experiences to
create a coherent career story.
In summary, the concepts of social support, career self-efficacy, and career construction, as
derived from the works of John Cassel, Albert Bandura, and Mark Savakis, respectively, provide
valuable frameworks for understanding and enhancing the career development experiences of
individuals, especially final-year students. These theories underscore the importance of
interpersonal relationships, self-belief, and the narrative construction of one's career path.

Theoretical Framework:
Our study draws upon Social Cognitive Career Theory (SCCT), posited by Bandura (1986), to
understand the dynamic interaction between social support, career self-efficacy, and career
exploration. SCCT emphasizes the role of observational learning, social influence, and self-
efficacy beliefs in career development. Additionally, Super's Career Development Theory
provides a lens to explore the stages of career development, including exploration, establishment,
and maintenance.
In conclusion, this research delves into a multifaceted exploration of social support, career self-
efficacy, and career exploration among final-year students. By combining current data, insights
from seminal researchers, and established theoretical frameworks, our study seeks to contribute a
comprehensive understanding that informs practical strategies for academic institutions, career
counselors, and support networks to foster a conducive environment for successful student
transitions into the professional sphere.
1.1. variable 1 (Social Support):
Definition: Social support refers to the assistance, encouragement, and resources that individuals
receive from their social networks, including friends, family, peers, and mentors. It encompasses
emotional, instrumental, informational, and appraisal support.
Background: Social support plays a crucial role in individuals' overall well-being and resilience.
In the context of final-year students, social support can influence various aspects of their lives,
including academic success, stress management, and career decision-making. Studies have
shown that strong social support networks contribute to higher levels of satisfaction, reduced
stress, and increased ability to navigate challenging situations.
1.2. variable (Career Self-Efficacy)
Definition: Career self-efficacy is the belief in one's ability to successfully perform tasks and
make decisions related to career development. It involves confidence in one's skills,
competencies, and capacity to achieve career-related goals.
Background: The concept of career self-efficacy, rooted in Albert Bandura's social cognitive
theory, suggests that individuals with high career self-efficacy are more likely to set ambitious
career goals, persist in the face of challenges, and actively pursue career opportunities. In the
final year of students' academic journey, career self-efficacy becomes a crucial factor in shaping
their confidence and preparedness for entering the professional realm.
1.3. variable (Career Exploration among Final-Year Students)
Definition: Career exploration refers to the process of actively investigating, assessing, and
gathering information about various career options. In the context of final-year students, career
exploration involves engaging in activities such as internships, networking, informational
interviews, and self-assessment to make informed decisions about future career paths.
Background: Final-year students stand at a critical juncture where they need to transition from
academia to the professional world. Career exploration during this phase is essential for making
informed decisions about job opportunities, aligning career choices with personal values, and
developing a sense of direction in the early stages of their professional journey. Effective career
exploration is associated with greater career satisfaction and a smoother transition into the
workforce.

Chapter No:2
Literature review
Introduction:
The transitional phase from university life to the professional world marks a critical juncture for
final-year students, a period filled with both challenges and opportunities. This extensive
literature review delves into the intricate dynamics of social support, career self-efficacy, and
career exploration among final-year students, aiming to provide a comprehensive understanding
of the multifaceted influences that shape their career development during this pivotal stage.

Social Support and Career Development:

The significance of social support in an individual's overall well-being has been widely
acknowledged, extending its relevance to the realm of career development. The seminal work of
Thoits (2011) emphasizes the multifaceted nature of social support networks, encompassing
emotional, informational, and instrumental aspects. This literature review posits that a robust
social support system positively influences final-year students' career exploration and self-
efficacy. As researchers delve into the nuances of the interplay between social support and career
development, the intricate ways in which external networks impact decision-making and goal
attainment become apparent (Blustein, 2011).
Career Self-Efficacy and Its Impact:
Central to the discussion of career development is the concept of career self-efficacy, drawing
from Bandura's (1997) seminal work on self-efficacy beliefs. Career self-efficacy represents an
individual's confidence in their ability to successfully perform tasks and make decisions related
to their career trajectory. The assertion made by Bandura (1997) that self-efficacy beliefs
significantly influence career choices finds resonance in the exploration of final-year students'
career development. The confidence instilled by a strong sense of career self-efficacy becomes a
critical factor in navigating the complexities of career exploration and decision-making (Lent,
Brown, & Hackett, 2002). The intricate relationship between social support and career self-
efficacy demands a nuanced examination to unveil the mechanisms through which external
influences shape students' confidence in their career pursuits.
Career Exploration During the Final Year:
Final-year students stand at the crossroads of making crucial career decisions and exploring
diverse paths. Career exploration, as conceptualized by Super (1990), involves a dynamic
process of information gathering, alternative consideration, and informed decision-making. The
interaction between social support and career self-efficacy emerges as a crucial factor
influencing the extent to which final-year students engage in proactive career exploration
behaviors. Lent et al. (2003) suggest that individuals with higher levels of career self-efficacy are
more likely to embark on meaningful career exploration activities, indicating the interconnected
nature of these constructs.

Conclusion:
This comprehensive literature review underscores the intricate interplay between social support,
career self-efficacy, and career exploration among final-year students. Recognizing the profound
impact of these factors is pivotal for designing effective interventions and support systems aimed
at enhancing students' career development during this critical juncture. As the research landscape
evolves, further investigations should delve deeper into the specific mechanisms through which
social support influences career self-efficacy and exploration. Such insights will undoubtedly
contribute to the development of targeted interventions tailored to the unique needs of final-year
students as they navigate the challenging transition from academia to the professional sphere.
References:

Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.

Blustein, D. L. (2011). A relational theory of working. Journal of Vocational Behavior,
79(1), 1-17.
Lent, R. W., Brown, S. D., & Hackett, G. (2002). Social cognitive career theory. In D.
Brown & Associates (Eds.), Career choice and development (4th ed., pp. 255-311). Jossey-
Bass.
Lent, R. W., Brown, S. D., & Hackett, G. (2003). Contextual supports and barriers to
career choice: A social cognitive analysis. Journal of Counseling Psychology, 50(4), 458-
465.
Super, D. E. (1990). A life-span, life-space approach to career development. In D. Brown &
L. Brooks (Eds.), Career choice and development (2nd ed., pp. 197-261). Jossey-Bass.
Thoits, P. A. (2011). Mechanisms linking social ties and support to physical and mental
health. Journal of Health and Social Behavior, 52(2), 145-161.

2.1 Rationale of the Study

Thoits, P. A. (2011). Mechanisms linking social ties and support to physical and mental health.
Journal of Health and The rationale of this study lies in the recognition of the critical juncture
faced by final-year students as they navigate the transition from university life to the professional
realm. This phase is characterized by a myriad of challenges and opportunities, making it
imperative to explore and understand the factors that significantly influence career development
during this pivotal stage. The primary aim of this research is to unravel the intricate dynamics
between social support, career self-efficacy, and career exploration among final-year students.

Addressing a Gap in Existing Literature:

 The existing body of literature acknowledges the importance of social support, career self-
efficacy, and career exploration in various contexts. However, there is a noticeable gap in
understanding how these factors interact specifically among final-year students. By focusing on
this specific cohort, the research seeks to contribute to the existing knowledge base and provide
insights that can inform targeted interventions for this crucial phase of career development.

Relevance to Practical Applications:

Recognizing the need for practical applications, this study aims to provide insights that can be
directly applied in educational and career counseling settings. Understanding the interplay
between social support, career self-efficacy, and career exploration among final-year students
can guide the development of tailored support programs to enhance their career decision-making
processes and overall well-being.

Enhancing Career Development Strategies:

Final-year students often face the challenge of making significant career decisions without a
comprehensive understanding of how various factors influence their choices. By investigating
the relationship between social support, career self-efficacy, and career exploration, this research
aims to contribute valuable knowledge that can enhance career development strategies, ensuring
that students are well-equipped to make informed and confident decisions about their
professional trajectories.

Understanding of Career Development:

While individual factors such as social support and self-efficacy have been studied
independently, there is a need for a holistic understanding of how these elements converge to
shape career development. This study seeks to bridge this gap by examining the interconnected
nature of social support, career self-efficacy, and career exploration, offering a nuanced
perspective that accounts for the complexity of the final-year student experience.

Long-Term Impact on Individual and Societal Well-being:

Effective career development during the final year can have long-term implications for the
individual's well-being and societal contributions. A successful transition from university to the
professional world contributes to personal fulfillment and professional success, ultimately
benefiting the broader community. By elucidating the factors that influence this transition, the
research aims to contribute to the overall well-being of individuals and society at large.
In summary, the rationale for this study lies in the recognition of the unique challenges faced by
final-year students and the need to comprehensively understand the role of social support, career
self-efficacy, and career exploration in shaping their career development.

2.2objeactive of the study

1. Assessing Perceived Level of Social Support among Final-Year Students:
Rationale: Social support is recognized as a significant factor influencing various aspects of
individuals' lives, including their well-being and decision-making processes. In the context of
final-year students, understanding their perceived level of social support is crucial. This objective
seeks to gauge the extent to which final-year students feel supported by their social networks,
encompassing emotional, informational, and instrumental support.
2. Measuring Career Self-Efficacy Beliefs of Final-Year Students:
Rationale: Career self-efficacy plays a pivotal role in shaping individuals' confidence and
motivation in making career-related decisions. This objective aims to quantitatively measure the
level of career self-efficacy beliefs among final-year students, exploring their confidence in their
ability to perform tasks and make decisions related to their future careers.
3. Evaluating the Extent of Career Exploration Activities among Final-Year Students:
Rationale: Career exploration is a proactive process involving the gathering of information,
consideration of alternatives, and informed decision-making. This objective seeks to evaluate the
extent to which final-year students engage in activities related to exploring different career paths.
Understanding their level of career exploration can provide insights into their readiness for the
transition from academia to the professional world.

2.3 Hypotheses
Social Support (Variable 1):
Hypothesis 1 (H1): Rationale: This hypothesis posits that there is a positive association
between perceived social support and career self-efficacy among final-year students. The
rationale is grounded in the belief that individuals who feel supported by their social networks
are more likely to possess the confidence and belief in their abilities to navigate the complexities
of career-related tasks.
Potential Implications: If supported by the data, this hypothesis suggests that interventions
aimed at enhancing social support networks could positively impact students' career self-
efficacy. Educational institutions and counseling services may consider implementing programs
that foster a supportive environment to boost students' confidence in their career-related
capabilities.
Hypothesis 2 (H2): Rationale: This hypothesis suggests a positive relationship between social
support and career exploration activities. The premise is that students who perceive higher levels
of social support will be more inclined to actively explore different career paths, leveraging the
encouragement and guidance received from their social networks.
Potential Implications: Confirmation of this hypothesis would underscore the importance of
social support in promoting proactive career exploration behaviors. It implies that efforts to
enhance social support structures could have a cascading effect on students' engagement in
various career exploration activities.
Career Self-Efficacy (Variable 2):
Hypothesis 3 (H3): Rationale: This hypothesis proposes a positive association between career
self-efficacy beliefs and the level of career exploration among final-year students. The
underlying assumption is that individuals who believe in their ability to navigate career-related
tasks are more likely to actively explore different career options.
Potential Implications: Supporting this hypothesis would emphasize the importance of
nurturing students' career self-efficacy as a means to encourage and facilitate their involvement
in career exploration. It suggests that interventions targeting the enhancement of self-efficacy
beliefs could positively impact students' proactive career engagement.
Hypothesis 4 (H4): Rationale: This hypothesis suggests an interaction effect, proposing that the
positive relationship between social support and career exploration will be more pronounced for
students with higher career self-efficacy. The idea is that self-efficacious individuals may be
more inclined to act on the support received, translating it into meaningful career exploration
activities.
Potential Implications: Confirming this hypothesis would highlight the nuanced nature of the
relationship between social support and career exploration. It suggests that tailoring interventions
based on students' varying levels of career self-efficacy could optimize the impact of social
support on their career exploration efforts.
Career Exploration (Variable 3):

Hypothesis 5 (H5): Rationale: This hypothesis proposes a positive relationship between career
self-efficacy and career exploration among final-year students. The underlying assumption is that
individuals who have higher confidence in their abilities to navigate career-related tasks are more
likely to actively engage in exploration activities.
Potential Implications: If supported, this hypothesis would underscore the significance of
cultivating career self-efficacy as a means to encourage and facilitate students' involvement in
diverse career exploration activities. It suggests that interventions targeting the enhancement of
self-efficacy beliefs could positively influence the depth and breadth of students' exploration
efforts.
Hypothesis 6 (H6): Rationale: This hypothesis posits that social support, career self-efficacy,
and career exploration collectively contribute to the overall well-being of final-year students.
The idea is that a synergistic relationship among these variables enhances not only career-related
outcomes but also the broader well-being of individuals.
Potential Implications: Confirming this hypothesis would emphasize the interconnected nature
of social support, career self-efficacy, and career exploration in contributing to students' overall
well-being. It suggests that holistic interventions addressing these interconnected aspects could
have a positive impact on students' overall quality of life during this transitional phase.

Chapter NO:3
3.1Nature of the study
Purposive hypothesis: These hypotheses can be measured quantitatively. For instance, social
support, career self-efficacy, and career exploration are all concepts that can be operationalized
into measurable indicators.
3.2Research Design:
Cross-Sectional:
Explanation: A cross-sectional design involves the collection of data from participants at a
single point in time.
3.3Research/Sampling Strategy
1. Convenience Sampling:
Rationale: Convenience sampling is chosen due to its practicality and feasibility. Final-year
students are a specific and often time-constrained population. Convenience sampling allows for
easy access to participants who are readily available and willing to participate.
Efficiency: Given the constraints of time and resources, convenience sampling provides an
efficient means of data collection. It allows the researcher to collect data from participants who
are easily accessible, such as students within a particular university or specific academic
programs.
2. Target Population:
Final-Year Students: The study focuses on final-year students, a distinct and time-sensitive
group experiencing a critical phase in their academic and career development. This targeted
population enhances the relevance of the study to the specific context under investigation.
3.4Sample:
The data will be collected from 100 colleges students. In which 50 male students and 50 female
students will be included.
Sample Size: 100 college students (50males, 50 females)

3.5 Assessment
3.5.1 Demographic Information Questions
 Work Experience: As these are college students, work experience is not
applicable.

 Nature of the Institute: Students from a mix of both government and private
universities/colleges.

 Academic Year: Include students from different academic years (e.g., freshmen,
sophomores, juniors, seniors).

3.5.2. Data collection tools

1. Social Support:
 Measure: Social Support Questionnaire (SSQ) by Sarason, Levine, Basham, &
Sarason (1983).
 Description: This scale assesses perceived social support across various domains,
such as emotional, informational, and instrumental support.
2. Career Self-Efficacy:
 Measure: Career Decision Self-Efficacy Scale (CDSE) by Betz and Taylor
(1983).
 Description: This scale assesses an individual's belief in their ability to make
informed and effective career decisions.
3. Career Exploration:
Measure: Career Exploration Survey (CES) by Stumpf, Colarelli, and Hartman (1983).

3.6 Procedure

3.7 Ethical Considerations

Formal Permissions:
Formal permissions will be sought from the authors or copyright holders of any scales or
instruments used in the study.
Transparent Reporting:
Findings will be reported transparently and accurately.
Confidentiality:
Ensuring the confidentiality of participants is crucial. All collected data will be anonymized and
stored securely. Personal identifiers will be replaced with unique codes, and only authorized
researchers will have access to the data.

Appendix 1:
The Social Support Questionnaire (SSQ) developed by Sarason, Levine, Basham, &
Sarason in 1983 consists of 27 items

Very Untrue: Indicates that the statement does not accurately describe the participant's situation.
Moderately Untrue: Suggests that the statement is not entirely true but has some degree of
accuracy.
Moderately True: Implies that the statement is reasonably accurate but may not fully capture
the participant's situation.
Very True: Indicates that the statement accurately describes the participant's current situation.

Instructions:
Participants are instructed to carefully read each statement and choose the response option that
best reflects their own feelings and experiences regarding social support. The aim is to capture
the individual's perception of the support available to them in various aspects of their life.
Scoring:
Reverse Coding:
Some items may require reverse coding. Be sure to follow the instructions provided in the
questionnaire for any statements that are phrased negatively or require reverse scoring.
Total Score:
The total score is calculated by summing the scores across all items. Higher total scores
indicate a higher perceived level of social support.
STATEMENT Very Moderately Moderately Very
Untru Untrue: True True:
e
1. Whom can you really count on to listen to
you when you need to talk?
2. Whom could you really count on to help
you if a person whom you thought was a good
friend insulted you and told you that he/she
didn’t want to see you again?
3. Whose Lives do you feel that you are an
important part of?
4.Whom do you feel would help you if you
were married and had just separated from
your spouse?
5. Whom could you really count on to help
you out in a crisis situation‚ even though they
would have to go out of their way to do so?
6. Whom can you talk with frankly‚ without
having to watch what you say?
7.Who helps you feel that you truly have
something positive to contribute to others?
8. Whom can you really count on to distract
you from your worries when you feel under
stress?
9. Whom can you really count on to be
dependable when you need help?
10.Whom could you really count on to help
you out if you had just been fired from your
job or expelled from school?
11.With whom can you totally be yourself?
12.Whom do you feel really appreciates you as
a person?
13.Whom can you really count on to give you
useful suggestions that help you to avoid
making mistakes?
14.Whom can you count on to listen openly
and uncritically to your innermost feelings?
15.Who will comfort you when you need it by
holding you in their arms?
16.Whom do you feel would help if a good
friend of yours had been in a car accident and
was hospitalized in serious condition?
17.Whom can you really count on to help you
feel more relaxed when you are under
pressure or tense?
18.Whom do you feel would help if a family
member very close to you died?
19.Who accepts you totally‚ including both
your worse and your best points?
20.Whom can you really count on to care
about you‚ regardless of what is happening to
you?
21.Whom can you really count on to listen to
you when you are very angry at someone else?
22.Whom can you really count on to tell
you‚ in a thoughtful manner‚ when you need
to improve in some way?
23.Whom can you really count on to help you
feel better when you are feeling generally
down-in-the-dumps?
24.Whom do you feel truly loves you deeply?
25.Whom can you count on to console you
when you are very upset?
26.Whom can you really count on to support
you in major decisions you make?
27.Whom can you really count on to help you
feel better when you are very irritable‚ ready
to get angry at almost anything?

Appendix 2
The Career Decision Self-Efficacy Scale (CDSE) developed by Betz and Taylor (1983) is
designed to measure an individual's self-efficacy in making career decisions.
The original CDSE by Betz and Taylor (1983) consists of 25 items. The scale consists of items
that assess a person's confidence in their ability to perform various tasks related to career
decision-making. Below is an overview of the CDSE:
statement Not at all Slightly Moderately Very
confident confident confident confident

1.How confident are you that you can

choose a specific career goal or
occupational objective?
2.How confident are you that you can
determine what it takes to reach a career goal
or occupational objective?
3.How confident are you that you can identify
the steps needed to carry out a career choice or
goal?
4.How confident are you that you can solve
problems that might arise in implementing a
career choice or goal?
5.How confident are you that you can
handle the stress and uncertainties
associated with making a career choice or
goal?
6.How confident are you that you can
make decisions about what you want to do
in your career?
7.How confident are you that you can stick
with a decision you have made even if
others criticize you for it?
8.How confident are you that you can
resist doing what others want you to do so
that you can do what you want in your
career?
9.How confident are you that you can
develop an effective strategy for making a
career choice?
10.How confident are you that you can
implement the strategy you have
developed for making a career choice?
11. How confident are you that you can
revise your career choice if you find you
made a mistake?
12.How confident are you that you can
decide on a major or program of study that
best fits your career goals?
13. How confident are you that you can
determine what kind of training or
education you need to reach your career
goals?
14.How confident are you that you can
choose a specific job or field that is best
for you?
15. How confident are you that you can
determine how much you would enjoy
working in a specific job or field?
16.How confident are you that you can
find enough information to make a
decision about a specific job or field?
17. How confident are you that you can
choose a job or field that matches your
interests and values?
18.How confident are you that you can
find out if you have the abilities needed to
be successful in a specific job or field?
19. How confident are you that you can
 find out if there are job opportunities in a
specific job or field?
20. How confident are you that you can
find out if you would enjoy the lifestyle
associated with a specific job or field?
21. How confident are you that you can
handle the problems and setbacks you
might face in reaching your career goals?
22. How confident are you that you can
develop a network of contacts to help you
make a career choice?
23. How confident are you that you can
cope with the disappointment if you do not
get the job you want?
24. How confident are you that you can get
a job that will provide you with the
lifestyle you want?
25. How confident are you that you can
achieve your long-range career goals?

Appendix :3
Career Exploration Survey (CES) by Stumpf, Colarelli, and Hartman (1983)
The Career Decision-Making Self-Efficacy Scale is a 50-item measure of university students' confidence in
their ability to make decisions regarding their careers.

Items pertain to 5 sub-scales: Goal Selection, Occupational Information, Problem Solving, Planning and
Self-Appraisal.