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The purpose of this study is to examine the role of mastery goal orientation, support for career development, career decision-making self-efficacy and engineering interest in career adaptability for engineering students.

Data were collected from 307 Korean engineering students from two universities. Structural equation modeling was used to analyze data and examine the relationships among the variables.

The results indicated that the level of mastery of goal orientation and support for career development significantly affected career decision-making self-efficacy. Engineering students’ career decision-making self-efficacy also positively influenced their engineering interests and career adaptability. Finally, the students’ engineering interest positively affected their career adaptability.

This study demonstrated that important factors for career planning and development need to be successively considered during the career choice process by linking it to career decision-making self-efficacy, engineering interest and career adaptability (career choice action), in consecutive order.

This study aims to explore how career self-efficacy shapes an individual’s career decisions and how learning and development interventions, including participation in education abroad, might play a role in career choice.

The authors used the following databases to review the literature on career self-efficacy: Academic Search Premier, Education Resources Information Center and ProQuest. The following key search terms were used in the search: career self-efficacy, career choice and education abroad. The titles of the identified articles were first reviewed for relevance, followed by the abstract, before further review for inclusion suitability.

Findings suggest career self-efficacy plays a vital role in career decision-making, generating interests and deciding career goals. By improving career self-efficacy among college students, career interests can be reshaped. Findings evidence a relationship between education abroad and career competencies and career development.

The review offers an invaluable pathway to breed ideas and thoughts about research in the career self-efficacy domain. While education abroad itself may be a useful intervention in the development of a student’s career self-efficacy, among other characteristics and skills, a further empirical study is necessary to determine the extent to which this is true. Using or creating an accurate scale for the measurement of career self-efficacy among undergraduate students is critical to determine a reliable and valid measure, as is controlling for potential differences in self-efficacy between students who self-select for high impact endeavors such as education abroad and those who do not.

Noting that practices in international education support collaboration between career services offices and study abroad offices, the authors point to the importance of interventions that intentionally and explicitly incorporate the career self-efficacy construct.

Findings evidence a relationship between education abroad and career competencies and career development, through research examining connections to career self-efficacy and education abroad is noticeably scarce. The paper explores the above relationship.

The purpose of this paper is to investigate the direct and indirect relationship between self-leadership strategies and career success, using self-efficacy as a mediator.

A quantitative methods approach was used to gather the data, using a sample of 418 registered individuals in sports organizations.

The results revealed that there is a significant relationship between self-leadership strategies and self-efficacy, and between self-efficacy and career success. Further, self-efficacy was found to fully mediate the relationship between the self-leadership and career success.

The paper provides an insight into the direct and indirect relationships between self-leadership and career success. In addition, this paper suggests future directions that researchers can undertake to advance self-leadership in the field of leadership research and the area of sport leadership.

Self-leadership has become an essential need today for most leadership roles in sport settings. The present study also advances self-leadership research in sport settings.

The purpose of this paper is to expand the literature on career success by examining the moderating role of self‐efficacy on the relationship between career commitment and career success.

Managers and non‐manager employees and surveyed in Lebanon regarding their career commitment, self‐efficacy and career success. Regression analyses are used to test the hypotheses.

The results showed that career commitment predicted both objective (i.e. salary level) and subjective (i.e. career satisfaction) career success only for employees with average to high self‐efficacy but not for those with low self‐efficacy.

The specific nature of the cross‐sectional sample consisting of employees working in private banking organisations may limit the generalisability of results.

Employees and employers may benefit from a close examination of the motivational and cognitive dimensions that are important in career‐decision making process. Highly‐committed and efficacious employees would seek challenging tasks to master their own performance accomplishments when engaging in career goals with which they see more opportunities for personal development or career growth. Organisations too will benefit from highly committed and efficacious employees if they prepare them for long‐term engagement in activities and career opportunities that contribute to career success.

This paper makes a valuable contribution to both career commitment and career success literatures by being one of the first to examine the moderating effect of self‐efficacy on the relationships between these important career concepts.

This study explores the extent of undergraduate students' engagement in interdisciplinary learning experiences across their academic journey and its potential correlation with elevated levels of self-efficacy in learning. Furthermore, the research investigates how the clarity of career decisions and future goals contributes to the perception of relevance, value and alignment of interdisciplinary learning experiences among undergraduate students.

Data were collected using a self-report questionnaire in a longitudinal survey administered annually to undergraduate students at a university in northern Taiwan over four waves from 2018 to 2021. The sample analyzed for this study consisted of 123 undergraduate students who willingly and continuously participated in the research throughout the specified period.

The results showed that self-efficacy within interdisciplinary learning experiences could be classified into three clusters: high efficacy, moderate efficacy and fluctuating efficacy. The determinants influencing these clusters include career decisions and years spent in university. Undergraduate students who have determined their career decisions and are in their latter two years of undergraduate studies demonstrate higher self-efficacy in interdisciplinary learning. Conversely, students who have yet to determine their career decisions exhibit a fluctuating pattern of self-efficacy across the three interdisciplinary learning categories.

Two key limitations of this research include a small sample size and a confined university-specific context, potentially constraining the applicability of the results to a broader population.

This study contributes to the interdisciplinary learning experience in higher education by explaining the significance of undergraduates' self-efficacy and career-related factors. Whereas most research has focused on the effects of self-efficacy, this study investigated the factors that influence undergraduates' self-efficacy.

This study aims to explore the relationships between career competencies and job search self-efficacy via the serial multiple mediation effect of career adaptability and self-perceived employability within multiple theoretical frameworks.

This study adopts a cross-sectional design to collect data at a specific point in time and employs self-report questionnaires to collect data from participants. In total, 302 students from the “management and organization department” in a vocational school of a public university completed the survey forms. To test the hypothesized model, a serial multiple mediation analysis was performed using structural equation modeling (SEM) via SPSS (Statistical Package for Social Sciences) AMOS (Analysis of Moment Structures).

The results indicated that career competencies, career adaptability, job search self-efficacy and self-perceived employability all had significant and positive relationships. Additionally, the relationship between career competencies and job search self-efficacy was serially mediated by career adaptability and self-perceived employability as anticipated.

Considering the growing importance of the subject of how universities might better prepare their graduates for the job market, the study's findings have important policy implications. University students should also be provided with career management resources, specifically adaptation resources, to help them navigate their individual characteristics and transfer more successfully into the existing job market. This is the cause of the need for constant planning, adaptation, assessment and evaluation of career competencies in current labor markets.

The study contributes to international career development and vocational education research by filling a gap in the literature by demonstrating that job search self-efficacy, which is a predictor of job search behavior, can be promoted by career competencies, career adaptability and self-perceived employability. These findings are particularly significant because they highlight the importance of career-related knowledge, skills and abilities in engaging university students seeking employment in a developing country with a highly competitive labor market.

The under-representation of women working in Science, Technology, Engineering and Mathematics (STEM) careers is a persistent problem worldwide. This dilemma is exacerbated by the fact that an insufficient number of women enroll in STEM studies, and a significant proportion of those who do join then opt out of their STEM careers at different points in their lives. The protean attitude emphasizes agentic individual control over one’s career, and thus offers women substantial potential for developing and enhancing career outcomes. Therefore, this study aims to investigate coping self-efficacy as an antecedent and career identity as a consequent of a protean attitude for women working in STEM.

Using a questionnaire survey, data were collected from 482 women working in STEM in the Middle East region. Multiple regression and bootstrapping methods were used in the analysis of the data.

The findings indicate that coping self-efficacy positively affects both protean attitude and career identity. The results also show that a protean attitude mediates the relationship between coping self-efficacy and career identity.

This research presents organizational management and government policy recommendations aimed at increasing the recruitment and retention of women in STEM careers.

The study addresses some of the main challenges related to identifying antecedents and outcomes of protean attitude.

The purpose of this paper is to examine how leadership aspiration mediates the effect of career self-efficacy on employees' engagement in career self-management (CSM; i.e. deployment of career advancement strategies concerning access to power, psychological boundaryless and self-promotion), whether self-efficacy directly influences CSM, and whether these relations are conditional upon nationality (which is a proxy for domestic and international careers in Kuwait).

A questionnaire was completed by 615 highly educated young Kuwaitis and self-initiated expatriates (SIEs; Arab and South Asian nationals) working in Kuwait.

The results demonstrate that self-efficacy, directly and indirectly (mediated by leadership aspiration), influences the three types of career advancement strategies. Moderated-mediation analyses suggest that SIEs and Kuwaitis engage in similar CSM behaviors when it is motivated by self-efficacy, which is mediated by leadership aspiration. Also, self-efficacy has greater direct effect on SIEs' CSM than Kuwaitis', but Kuwaitis have higher tendency for CSM behavior.

Interventions aiming to improve employees' engagement in CSM may focus on enhancing their psychological capital and contexts, while minding the differential effects of nationality and self-efficacy on CSM of Kuwaitis and SIEs.

The study provides unique information about CSM utilizing understudied populations namely, Middle-Eastern and self-initiated expatriate employees. It confirms the effects of self-efficacy and leadership aspiration on CSM and reveals different effects of nationality depending on the motivators at play.

While women perform as well as their male counterparts at work, women are drastically underrepresented in the onboarding process to senior leadership. The link between occupational self-efficacy and the role it may play in how men and women make decisions about work has not been done. The purpose of this study is to examine potential differences of occupational self-efficacy, career aspirations and work engagement between women and men.

Online surveys were created and sent out as emails and on social network sites including Facebook, Twitter and LinkedIn.

Findings indicate that occupational self-efficacy has positive effect on career aspirations of women in the workplace. Further, there was no statistically significant difference between occupational self-efficacy and work engagement between men and women. However, men were found to have statistically significantly higher career aspirations than women do.

While men and women do not differ in occupational self-efficacy or work engagement, men do have higher career aspirations than women do. Although women may believe they can accomplish challenging tasks in the workplace, it does not mean this belief is acted upon.

The study highlights the importance of occupational self-efficacy and its relation to career aspirations. Individuals who are high in occupational self-efficacy may set their own path in advancing within their career. However, individuals who are low or moderate in occupational self-efficacy may require further encouragement and development using additional resources as a catalyst for advancement guidance. While no differences were found between men and women in occupational self-efficacy, human resource practitioners should develop those individuals who are low or moderate in occupational self-efficacy with coaching, training and/or mentoring to build leadership capacity, increase self-efficacy and career-planning acumen.

Men and women behave differently when seeking career advancement and in their career aspirations. For men, advancement is linked to performance whereas women use a multi-pronged approach focusing on preparing for career success and building role competency. Differences in strategy for advancement mean men will actively engage in behaviors to advance even when they do not have the knowledge or experience to perform in the new role. Conversely, women seek to feel competent in a work role prior to seeking it out. Finding ways to mentor women toward higher self-efficacy for their next career advancement will benefit organizations overall.

Research examining the role of occupational self-efficacy and its relation to career aspirations does not exist in comparing men and women.

The purpose of this paper is to examine how the levels of athletic identity influenced the relationships among college experiences, career self-efficacy, and the career barriers faced by semi-professional student-athletes in Taiwan.

Survey data of athletic identity, college experiences (involvement in social, academic, career orientation activities, etc.), career self-efficacy, and career barriers (inherent difficulties in career exploration in a dual student-professional role) were collected from 345 varsity student-athletes in Taiwan sport universities. The conditional process analysis was conducted to test whether the mediating role of career self-efficacy in the association between college experiences and career barriers was dependent on athletic identity levels.

The results indicated that enriching college experiences contributed to fewer barriers regarding career exploration post graduation through high levels of career self-efficacy. Particularly for assorted and social experiences, the indirect effect reduced as the levels of athletic identity increased.

These findings may be applied to athletes who pursue early specialization and students who engage heavily in a specific sport or other co-curricular activities while neglecting the importance of scholastic learning and career exploration. Career counseling practitioners and sport psychologists are advised to take account of athletic identity and contextual specificity while providing career interventions to student-athletes.

This study extends the understanding of the impacts of athletic identity on college student-athletes’ career explorations within a specific sport context.