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 Submission: 2-November-2023
Chapter No: I

Introduction

This project aims to understand the complex feature and essential feature of social support,

career self-confidence, and exploring different career options. Through an examination of these

factors, our goal is to uncover the interactions that shape the career development journey for

final-year students. Social support, work like construct, to shape the life achievements and

personal relationships. Examine how the quality and nature of social support networks can act as

catalysts or impediments to the career development process. Brown and Davis's study

underscores the crucial 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 different strategies. 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. 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

My project aims to explore the energetic values of "social support, career self-efficacy, and
career exploration" among final-year students. The final year of undergraduate studies serves as
a crucial period where students move on from academia to the professional world. In final year
student face career choosing problem in her/his particular field. How students of final year
explore her career in right profession and according to study program or technical skill.

1.1. variable I (Social Support):

Social support refers to the assistance, encouragement, and resources that individuals receive
from their social networks, including friends, family, peers, and mentors. 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. It encompasses emotional, instrumental,
informational, and appraisal support. The following types of social support is important.
Emotional support becomes crucial during this time to provide comfort, empathy, and
understanding. Friends, family, expressing understanding about the pressures of final exams, and
providing emotional reassurance can significantly help final-year students cope with stress.
Instrumental Support: As students approach the end of their academic journey, they may
encounter practical challenges related to completing assignments, preparing for exams, or
managing other responsibilities. Instrumental support can address these tangible needs.
Classmates or friends offering assistance with study materials, providing feedback on drafts, or
helping with time management can be invaluable. Additionally, practical support like assistance
with job applications or interview preparation can be instrumental for those entering the
workforce. Informational Support: The final year often involves decision-making about future
career paths, further education, or other life choices. Informational support becomes crucial for
navigating these decisions and challenges. Faculty members, career counselors, or experienced
professionals providing advice on career options, guidance on developing a compelling resume,
or insights into specific industries can be highly beneficial. Peers may also share information
about job opportunities, networking events, or postgraduate programs.

1.2. variable II (Career Self-Efficacy)

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. 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 (Donald super-1957) to explore the stages of career development,
including exploration, establishment, maintenance, growth and decline. In conclusion, this
research delves into a multifaceted exploration of social support, career self-efficacy, and career
exploration among final-year students.

1.3. variable III (Career Exploration among Final-Year Students)

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. Holland’s RIASEC model,
also known as the Holland Codes or the Holland Hexagon, is a widely used framework in career
development that categorizes individuals into six personality types based on their preferences for
certain types of work environments. The six types are Realistic (R), Investigative (I), Artistic
(A), Social (S), Enterprising (E), and Conventional (C). Understanding this model can be
particularly relevant for final-year students as they explore and make decisions about their future
careers.

Chapter No: II
 Literature Review

This extensive literature review investigates into the complex feature 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. 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).

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 complex relationship between social support and career self-
efficacy demands an examination to unveil the mechanisms through which external influences
shape students' confidence in their career pursuits. 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.

2.1 Rational of the study

This study aims to dissect the extent and nature of career exploration activities undertaken by
final-year students like1: 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. 2: Understanding of 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.3: 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.

2.2 objective of the study

 To explore the relationship between social support, career self-efficacy, and career
exploration among final-year students.

 To explore the mediating role of career self-efficacy between social support and career
exploration.

2.3 Hypothesis

 H1: Social support is positively related to career self-efficacy and career exploration

 H2: career self-efficacy is positively related to career exploration.

 H3: career self-efficacy is likely to mediate between social support and career exploration.

Hypothesized model
 Career self-efficacy

Career exploration

Social support
Chapter No: III

Method

3.1Nature of the research

This study will be quantitative.

3.2 Research Design

A cross -sectional design will be used.

3.3 Research sampling strategy

Non probability purposive sampling technique will be used.

3.4 sample

The data will be collected from 100 final years (7th & 8th semester) students from different
universities. In which 50 male students and 50 female students full time students will be
included.

3.5 Assessment Measure

3.5.1 demographic detail: Age (20-25), gender (male, female), CGPA (Every student
mention her/his CGPA), semester(7th-8th), study program (Every student mention study
program), family system (joint /Nuclear) will be asked.

3.5. Multidimensional scale of perceived social support Questionnaires:

The MSPSS was developed by Zimet, Dahlem, Zimet, & Farley (1988) [9] and aims to
measure perceived social support. It includes 12 items which cover three dimensions; Family,
Friends and Significant others.

3.5.2 Career self-efficacy

Career Decision Self-Efficacy Scale (CDSE) by Betz and Taylor (1983). This scale consists of
25 items.

3.5.2 Career Exploration: Career Exploration Survey (CES) by Stumpf, Colarelli, and
Hartman (1983).
3.6Procedure:

The university's last-semester students will be approached to participate in the research endeavor.
Participants will be presented with a comprehensive informed consent form, explicitly outlining
the purpose, procedures, and potential outcomes of the study.

3.7 Ethical Considerations

Formal permissions will be sought from the authors or copyright holders of any scales or
instruments used in the study. Findings will be reported transparently and accurately. 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.

3.8 proposed analysis

 Pearson product moment correlation analysis will be used to explore relationship between
variables

 Regression analysis will be used to see mediation and prediction.

 Appendix 1

Multidimensional scale of perceived social support Questionnaires:

Instruction: Circle the “1” if you Very Strongly Disagree

Circle the “2” if you Strongly Disagree
Circle the “3” if you Mildly Disagree
Circle the “4” if you are Neutral
Circle the “5” if you Mildly Agree
Circle the “6” if you Strongly Agree
Circle the “7” if you Very Strongly Agree

Very Mild Very

strongly Strongly strongly neutral Mild Strong strong
DisStrongl Disagree Disagree agree agree agree
y agree

1.There is a special 1 2 3 4 5 6 7
person who is around
when I am in need.

2. There is a special
person with whom I 1 2 3 4 5 6 7
can share joys and
sorrows.
 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.

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 C

When you explore careers, to what extent do you agree with the following statements?

Right now I am… Agree

Strongly Strongly
Disagree and Agree
disagree agree
disagree

1. identifying my strongest talents as □ □ □ □ □

I think about careers.
1 2 3 4 5
2. learning what I can do to improve □
□ □ □ □
my chances of getting into my chosen
5
1 2 3 4
career.

3. learning as much as I can about □

the particular educational □ □ □ □
5
requirements of the career that 1 2 3 4
interests me the most.

4. trying to find people that share my □ □ □ □ □

career interests.
1 2 3 4 5

5.Thinking about all the aspects of □

□ □ □ □
working that are most important to
5
1 2 3 4
me.
 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.