The transition of secondary students to higher education is a process that entails effective career decision-making skills (Krass & Hughey, 1999). Career decision making self-efficacy, or an individual‟ belief about his ability to perform tasks related to the career decision-making process (Taylor & Betz, 1983), is a sort of perceived self-efficacy which is itself a contributor to one‟s cognitive development and functioning (Bandura, 1993). An overview of previous empirical research on career decision making self-efficacy in secondary students shows that the latter is linked to career exploration, dysfunctional career
thoughts and parental attachment bonds.
Studies in the Lebanese context have demonstrated narrow career knowledge in secondary students (Oweini &Abdo, 1999; Vlaardingerbroek, Dallal, Rizkallah, & Rabah, 2007) and high parental influence on their career decision making process and career indecision levels (Mugharbil, 2012; Vlaardingerbroek et.al, 2007). Students‟ limited career maturity (Fleihan, 2011; Theodory, 1982) is highly influenced by the shortage in career education services offered to them (Abdel Latif, 2012). However, previous research did not attempt to study the effect of the combination of the cognitive, psychological and behavioral profiles on career decision making self-efficacy levels in university bound students.
The present research study investigates the relationship between career decision making self-efficacy and each of dysfunctional career thoughts, career exploration and parental attachment, and determines the relative weight of each of the factors in predicting career decision making self-efficacy, in a representative sample of Lebanese grade 11 students drawn from ten English speaking private schools that provide career guidance to secondary students. The four variables were assessed with the following tools: Career Decision Making Self-Efficacy Scale – short form (CDMSE-SF), the Career Exploration survey (CES), the Career Thoughts Inventory (CTI) and the Parent and Peer Attachment Bonds (IPPA). Data was analyzed using Pearson correlation and stepwise multiple regression. Subsequently, the theoretical significance of the study and practical implications for career counselors are discussed.
| First name | Last name | Gender | Rank | Affiliated Institution | Country |
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| Karma | Hassan | Female | Assistant Professor | American University of Beirut | Lebanon |
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Bio: Associate Professor of Educational Psychology Measurement and Evaluation at the American University of Beirut, Lebanon, and Director of the Office of Institutional Research & Assessment (OIRA) at the University. Has extensive experience in teaching, undergraduate and graduate courses, training, and research in area of expertise. Has conducted and supervised research in test development/adaptation, validation, and use. As Director of OIRA, engaged in institutional assessment, development of annual assessment plans, and preparations for accreditation, program, and peer review in higher education. Participated and presented in local, regional, and international conferences on modern assessment, assessment in higher education, criterion of quality, conditions for student success, quality of student life, and language policies. Has published in international and regional journals and books in areas of expertise. A member of local, regional, and international organizations involved with educational research, assessment, and quality, as well as the Basic Education Strategic Planning Committee, the National Task Force for Governance in Higher Education in Lebanon. and the R4R Research Project. As UNESCO Consultant since 2007, has prepared several country and regional reports and conducted assessment studies. |
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| Nada | Ghalayini | Female | American University of Beirut | Lebanon | |
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Bio: N/A |
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Scientific field
Education
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Start Year2013
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End Year 2014
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