Effect of Career-related Learning on Career Decision-making Self-efficacy of Middle School Students

Abstract

In response to changing workplace competencies and demands, there have been increasing calls for career interventions providing a firm theoretical basis to engage with the career decisionmaking processes of individuals at an early age. The aim of this study was to adapt a career intervention based on latest research and theory for the Pakistani context and to determine the effect of this intervention on the career decision-making self-efficacy (CDMSE) and career decision difficulties (CDD) of 8th grade students in Pakistan. A career intervention framework designed by Miles and Naidoo (2017) based on Social Cognitive Career Theory (SCCT; Lent, Brown & Hackett, 1994) was adapted to fit the Pakistani educational context using Herbartian lesson plan format of teaching (Kumar, 2015). Using a quasi-experimental design, measurements were taken from intervention and comparison groups at a pre-test, post-test and a follow-up occasion 3 months after the completion of the intervention in a sample of 74 students. Career Choice Self-efficacy Scale (CCSES) and Career Decision Difficulties Questionnaire (CDDQr) were used for data collection. Participant characteristics i.e., socio-economic status, self-esteem and academic motivation were also measured. Results of independent samples t-test indicated that upon completion of the intervention, participants in the intervention group experienced significantly increased career decision-making self-efficacy and reduced career decision difficulties. Results of ANOVA revealed a significantly large interaction effect of the intervention on participants’ CDMSE. An overall decrease in career decision-making difficulties was also observed but further ANOVA tests revealed that the decrease was not significant in only one of 10 subcategories of difficulties. Results remained significant even after controlling for participant characteristics in the analysis of covariance (ANCOVA). The results of paired samples t-tests across time series indicated that the intervention effects were significant 3 months vii after its completion. Findings from this study have valuable implication for career practitioners working with school students. Such interventions can be utilized as a guidance framework to help reduce career decision difficulties of students and can be implemented in schools as a part of curriculum to enhance students’ career exploration behavior.