Academic Self-Efficacy and Career Decision-Making Efficacy of Senior High School Students
DOI:
https://doi.org/10.5281/zenodo.20111239Keywords:
academic self-efficacy, career decision-making efficacy, senior high school students, career readiness, mixed-methods research, Camarines NorteAbstract
Aligned with the Department of Education’s vision of producing nationally relevant and globally competitive learners, this study examined the influence of academic self-efficacy (ASE) on the career decision-making efficacy (CDME) of senior high school students in the Schools Division of Camarines Norte for School Year 2025-2026. Using a mixed-methods design, the study combined descriptive-correlational-evaluative survey procedures with qualitative accounts to determine students’ ASE and CDME levels, test their relationship, identify contributory factors in career choice, and develop an action plan for career readiness. Findings revealed high levels of ASE (M=3.03) and CDME (M=2.95). Pearson correlation analysis showed a very highly significant positive relationship between ASE and CDME (r=0.585, p=0.001), with ASE explaining 34.22% of the variance in CDME. Significant differences were also found among the aspects of ASE and CDME, indicating uneven strengths across academic and career-related competencies. Thematic findings identified parental advice, financial and economic dependency, peer-driven conformity, teachers as career igniters, institutional accessibility of local courses, and social media as key influences on students’ career decisions. The study concludes that academic confidence is a crucial determinant of career decision-making efficacy and recommends targeted interventions to strengthen time management, planning, problem-solving, occupational information-seeking, and contextual career support among senior high school students.
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