CAREER DECISION MAKING AMONG SENIOR

SECONDARY SCHOOL STUDENTS IN RELATION TO

SELF EFFICACY

A Dissertation Submitted to
The School of Education
In Partial Fulfilment of the requirement for the award of the degree
of
Master of Education

Sandeep Kaur
11512560

Guide
Dr. Navdeep Singh Raji

Faculty of Education and Humanities

Lovely Professional University
Phagwara, Punjab (India)
2017

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 CHAPTER- I
INTRODUCTION OF THE PROBLEM

1.1 THEORETICAL ORIENTATION OF THE PROBLEM

Career may be defined as the progress and actions taken by a person throughout a
lifetime, specially related to that person „s occupations. A career is often composed of the jobs
held, titles earned and work accomplished over a long period of time, rather than just referring to
one „s position. Dictionary com defines career as an occupation or profession, especially one
requiring special training, followed as one „s lifework. It also defines career as a person „s
progress or general course of action through a phase of life, as in some profession or
undertaking. Career could also be defined as the sum total of life experiences including paid and
unpaid work, community, volunteer and family activities. Microsoft Encarta defines career as
somebody „s progress in a chosen profession or during that person „s working life, or the general
path of progress taken by somebody (Brand, Jennie, E. 2006).

Career Development, a major aspect of human development, is the process through which
an individual‟s work identity is formed. It spans one‟s entire lifetime. Which career an individual
chooses depends upon lot many factors and is not an easy task. These factors include family
environment, economic, social and psychological factors.

Learning is affected by so many aspects like family environment, heredity, school and
college environment and family back ground etc. one of the most crucial in this self-efficacy
where high level of career decision making can be attained. Positive career decision making
always leads to high level of decidedness among individuals whereas adverse carrier decision
making will have adverse effect on indecision. Individuals self-efficacy can be judged from his
carrier decision making. More the opportunities provided increase the self-efficacy level among
individual after successful accomplishment of task. Whereas a series of failure in accomplishing
the tasks tends to lower life the self-efficacy of individual therefore while giving task to an
individual it is important to have knowledge about individual interest. Education is providing
through a set of instructions to attend predefined with help of various tools. It dispels ignorance

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 and boosts moral values of the individuals. It is only wealth which cannot be robbed. It builds
character, provides strength of mind and increases knowledge.

1.2 CAREER DECISION MAKING

The term career decision making has been defined as the process by which a parson
chooses his/her career. Career decision -making is a complicated procedure by which the
decision maker is required to process information about themselves and information about the
world of work (Jepsen, 1984). Career decision making is the process by which an individual's
actual education and career alternative are chosen.

Career decision-making is a forceful and continuing procedure where information of

self, ethics, interest, personality, economic needs, bodily work requirement or limits as well as
the effect of earlier period experience, innovative information in life condition and surroundings
occur and cooperate important part.

Choose one‟s career choice depends on what he/she wants to do. It involves not
individual judgment, but a big numeral of decisions more than extensive period of time. It is not
an simple mission outstanding difficult and solution quality of the humanity of job. Therefore, a
person existence could be seen as a series of career decision brilliant individual alignment an
model well among personality and employment (Bordin, 1984).

Scientific studies show that there are four essential steps an individual follows while
choosing a career. They are abbreviated as ACIP, like “a Sip” of tea.

„A‟ stands for alternatives. When making an important decision look at all the available
choices.

„ C‟ stands for consequences. Once you have narrowed down your choices to those that
look best, weigh the pros and cons of each.

„I‟ stands for Information. Search for new information about each option you are considering.

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 „P‟ means Plan. Make detailed plans for

a. How will carry out your decision

b. What you will do if one of the negative consequences that you thought of under
'C‟ occurs.

In making decisions the person must way alternatives, many of which involve future
events that are difficult to predict. Decision making situations are frequently categorized in a
continuous ranging from certainty so the three conditions are:-

1. Certainty
2. Risk
3. Uncertainty

Certainly: - Under conditions of certainty, we know our objective and have accurate,
measurable, reliable information about the outcome of each alternative we are considering.

Risk: - Risk occurs wherever we cannot predict an alternatives outcome with certainty
but we do have enough information to predict probability it will lead to the desired state
.
Uncertainty: - Under conditions of uncertainty, little is known about the alternatives or
their outcomes. Uncertainty arises from two possible sources. First person may face external
conditions that are partially or entirely beyond their control and second equally important, the
person may not have access to key information.

Many decisions involve some element of risk where it is necessary to compare possible
benefits with potential costs and then decides on the best course of action. Decision provides a
direction for the things to happen instead of just letting them happen. It refers to the process of
selecting one course of action from a number of possible alternatives in meeting a particular
situation.

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 To choose a right career in accordance with his/her abilities, potentialities, skills,
cognitive structuring, interest patterns, values system and personality dispositions. Therefore,
one should be serious while planning and selecting a career because this provides the base of
individual's life long career and his social recognition. Career planning is very essential for the
peaceful living and quality of life.

1.2.1 DECISION MAKING PROCESS

You can see different types of this process in reality, but generally they all have the same
purpose – effective and efficient decision that will bring results to your business.

The most common used approaching in decision making process is according the
following steps:

1. Discover the problem - distraction. The process of decision making starts with a
problem or some type of distraction between what the individual desire and what
is the current situation.
2. Analyze the problem. When the individual finds the possible problem for which
solution is required then he/she can start with the analysis of already defined
problems.
3. Define possible solutions. In this step the individual brainstorming all the
possible solutions for a given problem, or problem he/she want to solve with that
solutions.
4. Analyze all possible solutions. Analyze brainstorming session the individual is
left with many possible solutions to solve the problem so here the individual will
need to analyze all the possible solution order to rang them to make a decision
what will be implement
5. Select the best solution for application. Here the individual will take a decision
by selection the best solution for many proposed options for a given problem.
6. Implement the decision. We can‟t talk about decision making process without
the implementation sub-process within it. The job is not finished until you don‟t
implement what you have decided

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1.2.2 FACTORS AFFECTING CAREER CHOICE

Many factors play a pivotal role in career choice of an individual. Some of these factors
which affect one's career choice are given

below

Figure 1.1 Factors affecting career choice

Kaur (2016) significant relationship was found between career decision making and peer
group influence of the adolescents. No significant gender difference was found on career
decision making and peer group influence of adolescents.

Gushue et al. (2016) indicated that higher levels of career decision-making are related to
both check differentiated vocational self-concept and to greater engagement with career
exploration activities.

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 Crisan and Turda (2015) found that there is an insignificant negative correlation between
gender and career indecision, however, between self-efficacy on making career decisions and
gender of participants there is a significant positive correlation.

Galliott, Graham and Sweller (2015) reveled that there was no significant differences in
students who were „uncertain‟ about their future career aspirations with respect to their age and
gender.

Monteiro (2015) showed that there were differences seen across genders and streams of
education on their responses with respect to decisional status and confidence, nature of
difficulties. while on important aspects that go into career decision making process, changes
incorporated in career decision making saw gender differences, the responses mostly overlapped
for streams of education. several suggestions for programs and interventional purposes were put
forth by the participants.

Tagay (2015) aims to compare high-school students in Turkey and the U.S., in terms of
career-decision making difficulties. The results revealed that there were significant differences in
gender and class variables in the career decision-making difficulties experienced by high-school
students in Turkey and the U.S.

Sharma (2014) showed boys and girls differed significantly only on career decidedness
dimension of career decision-making. Also, significant stream differences were observed on the
variables of academic frustration (dimension of academic stress) and career decision-making.
Corelational analysis showed that academic stress and its dimensions were found to be
negatively correlated with career decidedness and positively correlated with career indecision
dimension of career decision-making. The results of the study indicated that career related
decisions affect the academic environment of adolescents. High level of career decidedness
decreases the level of academic stress but high level of career indecision increases the level of
academic stress.

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 Nazet et al. (2014) revealed that however parents and other family members mainly
transformed the behavior of the children in multiple ways, but peer influence plays an cardinal
role in developing career opportunities and decision making among youth.

Yowell, Schedin ,McConnel (2014) examined the career concern differences between
undecided and decided college students. results revealed that undecided college students have
lower career decision-making self-efficacy, higher incidences of negative career thoughts, and
more career decision-making difficulties than their decided peers.

Fabio and Palazzeschi, et.al. (2012) found that emotional intelligence compared with
personality traits and core self-evaluation adds significant incremental variance in predicting
career decision-making difficulties. The results draw attention to the unique role of emotional
intelligence in career decision-making difficulties.

Edwards and Quinter (2011) found that availability of advancement opportunities and
learning experiences are the most prominent factors which affect the career choices among
students. however, for males learning experiences and career flexibility as the most influential
factors, and for females‟ availability of advancement opportunity and opportunity to apply skills
as the most cardinal factors. However, gender has no variance in career choice.

Obiunu and Jude (2008) indicated that for enhancing the career decision making process
of secondary school adolescents the reciprocal peer tutoring is an effective intervention strategy.
It also recommended that reciprocal peer tutoring should be introduced in the school because of
its numerous benefits.

Pecjak and Kosir (2007) indicated that there is differences between career decided and
undecided students in most of the personality variables. Career decided students more self-
confident in making their decisions and are less panic-stricken as compared to undecided
students. They are higher in extraversion, emotional stability, openness and conscientiousness,
and have fewer career decision-making difficulties.

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 Ferry (2006) explored factors that play key roles in rural high school seniors and young
adults career choice process. The cultural and social context of family and community were
found to be instrumental in how youth learn about careers and influential in the choice process.
Extension strategies that target parents and community to increase their involvement in youth
career selection can promote sound career decisions.

Rowland, K D (2004) found that Bahamian adolescents level of confidence in career

decision-making in influenced by the type of school, the grade level, and number of times the
school guidance of visit to the school.

1.3 SELF-EFFICACY

Self-efficacy is considered as the power of confidence in one's ability to accomplish the

work and to achieve the desired goals. In other words, persons with strong efficacy beliefs are
more confident in their capacity to execute behavior.

Self-efficacy refers to the certainty of community have about their capability to fruitfully
complete the stairs needed for a specified assignment. These principles repeatedly altered base
on communications with other natives, surroundings and one's own actions. Outcome
expectations are beliefs related to the outcomes of exacting specific actions. Extrinsic support,
self-governing outcomes and essential task understandings can be attached to product
anticipations. These anticipations are frequently persuaded by self-efficacy, more than ever when
conclusions are based on the quality of an individual act. In easy language self-efficacy plays an
important role to set high goals to achieve. An individual with greater self-efficacy can set high
goals. Such an individual has no fear of failure.

'Self-efficacy is the belief that one can successfully perform in a given situation'
(Bandura, 1986; Gist, 1987). Higher self-efficacy means higher persistence. Individuals creat and
develop self-perceptions of capability that income instrumental to the goals they persue and to
the control they are able to exercise over the environment. These perceptions affect their
motivation and performance; 'people with high self-efficacy attribute failure to effort and with

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low self-efficacy attribute failure to ability, "(Pethe and Dhar, 1999, Bandura 1986). These
mechanism include self-observation, self-evaluation and self-reaction. Self-evaluation involves
the sub-processes of self-concept, self-esteem and values.

Individuals are likely to engage themselves in tasks in which they feel competent and
confident and avoid those in which they do not. A reliable assessment of the relationship among

self-efficacy, outcome expectation and knowledge and skill is important. An outcome

expectation is the extent to which people believe their action will lead to certain outcome. 'An
efficacy expectations is the extent to which they believe they can bring about the particular
outcome. It is difference between believing that something can happen and believing that one
can make it happen,' (Bandure, 1977).

Self-efficacy is a powerful determiner of the choices that individual make than either
anticipated outcomes or the actual skills and knowledge relevant to the behavior in question. 'The
knowledge and skills and even the outcomes that people have experienced and expected may be
precursors to and creators of their self-efficacy beliefs, but the filtering effect of the created
belief ultimately screens, redefines, distorts, or reshapes subsequent efforts and new information
(Pajaras, 2000).

Secondly, self-beliefs help determine how much efforts people will expand on an activity
and how long they will persevere. the higher the sense of efficacy, the greater is the effort
expenditure and persistence. This creates a type of self-fulfilling prophecy, as the perseverance
associated with high efficacy is likely to lead to increased performance, which in turn raises the
sense of efficacy. Whereas the giving in associated with efficacy limits the potential for
improving self perceptions. The effects of efficacy differ for individuals learning a task and for
those performing established skills.

Self-beliefs affect human agency is by influencing an individual's thought pattern and

emotional reactions, 'People with low efficacy may believe that things are tuff or than they really
are, a thing, which leads the stress and narrowed vision of how best to go about a problem. High

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 efficacy, on the other hand, may instill the feelings of confidence and serenity in approaching of
difficult tasks.' Nisbett and Ross (1980), argued that human beings take deeply held beliefs very
seriously and even fuse them with their own identity, so that it could be very difficult to separate
self from belief. The last way in which self-belief effect behavior by recognizing humans as
producers rather than simply foretellers of behavior. In brief, self-confidence breeds success that
in turns breeds more challenging performance; self-doubt breeds hesitancy, defect and failure to
try.

According to psychologist Alder Bandura, "Self-efficacy as one's belief in one's ability

to be successful in specific situations. One's sense of self-efficacy can play a major role in how
one approaches goals, tasks and challenges". There following four types of interventions that is
used by people to evaluator their self-efficacy ( Bandura 1977 & Mitchell and Gist , 1922; as
cited in Redmond 2010)

 Performance accomplishment
 Emotional arousal
 Vicarious experience
 Verbal persuasion

These components are very helpful for individuals to determine if they believe they 'are the
potential to complete a specific task. Based on research of these four types of performance
accomplishment is the most helpful component which influences the self-efficacy. These
components are also known as the principles to improve self-efficacy. These principles are
required and play an important role to improve or increase the self-efficacy among the
individuals. Some brief ideas of these four components are as follow:-

1. Performance accomplishment: Positive and negative understanding persuade the capability

of a person to do a given work. If there is positive experience influence the individual in
previously task, they like to feel knowledgeable and execute related to task. (Redmond 2010).
Past experience is the significant contributor to increase or decrease the confidence of an
individual. If an individual succeed in particular ability in the precedent, he / she will also be

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acknowledged skills in the expectations. It has been rightly said that "nothing breeds success like
success" when it's concerned with the developing self-efficacy. An individual have a wide
variety of past experiences, some experiences can be positive and some can be negative. Their
past experiences enable them to work hard. They will do work in which they faced failure and
they will do that work with an ease which are easy for them and according to their capabilities.

2. Vicarious experience: - People can promote high or low self-efficacy vicariously through
watching the performance of other people. By watching the performance of other people
individuals can compare their competency with other's competence it can increase the self-
efficacy of an individual. When an individual sees another person to accomplish or completing a
task the vicarious experience of observing person to accomplish or completing a task the
vicarious experience of observing a model can also have an effect on self-efficacy. Self-efficacy
is described as an individual's confidence about their talent to systematize and carry outcoures.

3. Verbal persuasion: - According to (Redmond 2010) Encouragement and discouragement also

influence the self-efficacy. Encouragement plays an important role to increase the self-efficacy
among individuals and on the other hand discouragement affects or decreases the level of self-
efficacy. Verbalism used for encouragement can increase the self-efficacy and prepare the
individual to do a specific task. Similarly, verbalism used for discouragement decrease the self-
efficacy. Telling the individual/ students "you can do this" help to enhance the self-confidence to
perform a work in an effective manner. It's less important than vicarious experiences and past
outcomes. credit given by teacher is an essential feature for verbal persuasion student / individual
will achieve or feel high self-efficacy will be told that they are able to do the things.

4. Emotional arousal: - People experience sensation through their body. Their perceptions
arouse their emotions which influences the self-efficacy Redmond ( 2010) this cause is most
important but the role of this source can't be ignored. If an individual feel ease with the task it
will help to increase the self-efficacy. It's the final source upon which the self-efficacy is based.
These cues have the weakest/ lesser effect than the above four components.

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 Self-efficacy can be considered as the judgment of an individual will be amenable to
execute a particular action. It's a belief of student of I CAN or I CANNOT. Self-efficacy reflects
that how much students are confident that they will be succeeded. Self-efficacy points out that
how strongly students believe they've skills to do well. They can trust other factors will keep
them from succeeding. Individuals having low self-efficacy towards a task are more likely to
ignore it, while people having high self-efficacy towards a task are more likely to ignore it, while
people having high self-efficacy the delicacy only likely to attempt the task, but these people will
harder and face the difficulties with patience and dare.

Physiological factors such as stress, arousal, fear reaction fatigue and aches and pains also
provide information about efficacy beliefs (Wagners and Hollenbeck, 1992). If one is felling
anxious that he may expense lower self-efficacy beliefs than when he is felling relaxed, because
we may attribute our anxiety state as deriving from a possible expectation of failure.

1.3.1 FEATURES OF AN INDIVIDUAL WITH HIGH SELF-EFFICACY

1. Self-confident- An individual with high self-efficacy is confident. He / she has the

confidence to do the specific or given task properly. The feature of having self
confidence among these individuals promotes them to participate in the different
activities by which they can prove their capabilities.

2. Accurate self-assessment-Such an individual has the capability to evaluate him/her in an

accurate manner. These kinds of individuals have the good quality of self-evaluation.
They evaluate themselves before the evaluation done by others. It means they are known
to their strengths and weaknesses.

3. Willingness to take risk-A person with high self-efficacy is always willing to risk on
his/her life because of self-confidence. They don't afraid to take the risk. they are the
initiative ones. They have the ability to face new situations which can be risky in their
life. They learn from their experiences by taking part into risk taking activities which
further make them confident ones.

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4. Sense of accomplishment- Such an individual has the sense of accomplishment which
inspires him/her to accomplish the give task in an appropriate manner. They do the
assigned work with the great sense of loyalty, accomplishment, and from their heart.

5. Constructive in nature- Individuals having high self-efficacy are the followers of

constructive approach. They are constructing their own knowledge by relating the new
knowledge with their past experiences. These individuals are always ready to learn the
new things and experiences.

6. Novel and flexible- These kinds of individuals are novel and flexible in their thoughts
and ideas. They don't follow the as it is they enquire and then decide to follow the things.

7. Independent- These individuals are independent in their life. They are not depending
upon certain persons, things or objects. They have the confidence an d capability to do
things independently.

8. Emotionally intelligent- These individuals are balanced in their emotions. They have
control on their emotions. They are having with good emotional intelligence.

9. Highly active- These kinds of individuals are highly active. They participate in the
different kinds of activities. Their self-confidence, motivation, independent nature, and
curiosity lead towards success in their life.

10. Friendly in nature- Individuals having high self-efficacy are friendly in their nature.
They are the personalities having friendly nature. They don't hesitate to meet their queries
which can be considered as the cause of the success in their life.

11. Socialized ones- Individuals with high self-efficacy are socialized in their nature. They
have the quality to accept the social changes and adjust according to that social change.
They have social feelings and qualities which make them socialized ones.

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 12. Motivated- These kinds of individuals are highly motivated. They are motivated in both
the ways such as intrinsic and extrinsic. Their motivation leads to success in their life

13. Source of motivation for others- These individuals are as the source of motivation for
others. They are as the inspirational examples for others because they are highly
motivated and also can motivate another individual.

1.3.2 FEATURES OF AN INDIVIDUAL WITH LOW SELF-EFFICACY

1. Fear of failure- Such an individual have the fear of failure which creates obstacles in the
way of their work. They become afraid from their failure. They considered the failure as
black scare in their life. They are not ready to learn from their failure. They took the
failure as full stop in the path of their work. So they don't do the work just because of the
fear of failure which further makes them coward in their life
2. Lack of self-confidence- People of low self-efficacy have low self-confidence. They are
not aware to their capabilities so they don't utilize their abilities in the appropriate
manner. They are not able to perform the activities in an apt manner which makes them
the personalities of low self-confidence that's why they are not able to take risks in their
life. Because of low self-confidence they are not able to experience the new situation in
their life and they are deprived of new knowledge.
3. Procrastination- Such individuals have the factor of procrastination that is the tendency
of making excuses while working. They used to make excuses for not to do the work.
They avoid doing the tasks because they don't have curiosity to do things in general or
specific manner.
4. Not motivated- These individuals are not motivated. They don't have intrinsic as well as
extrinsic motivation. Because of this they are not interested in doing the things in an
appropriate manner.
5. Emotional imbalance-These kind of individuals are not balanced in their emotions. they
don't have control on their emotions. There is great lack of emotional intelligence.

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 6. Fear of risk- Individuals with low self-efficacy have the fear of risk. They don't take risk
in their life because of low confidence. Fear of failure is also one of the important causes
of their fear of taking risks. They are not initiatives peoples. They don't have the curiosity
to take risk for performing or discover the new ones in their life.
7. Shy and hesitation- These individuals are shy and reserved in their nature. They feel
hesitation in front of the crowd. They are not extrovert in their nature. Because of this
nature they are not able to ask about their queries which further become the cause of
failure in their life.

Ahuja (2016) found out that girls had statistically significant higher scores in self-
efficacy, educational aspiration and academic achievement than boys. A statistically significant
positive correlation was found between self-efficacy & educational aspiration, self-efficacy &
academic achievement and educational aspiration & academic achievement of secondary school
students.

Bhagat and Baliya (2016) revealed that there is no significant difference is found in the
self-efficacy of secondary school students in relation to their gender and academic achievement

Baanu, Oyelekan, and Olorundare (2016) indicated that there was no significance
difference between self-efficacy and academic achievement of the students studying chemistry.
The students‟ self-efficacy needs to be compliment with a mass of the extra factors to attain high
academic achievement in Chemistry.

Sharma and Garg (2015) studied the relationship between self-efficacy and attrition
intent. A sample of 782 employees from Indian pharmaceutical industry are selected as sample
to collect the responses. Result indicated that self-efficacy is a significant predictor of employee
attrition.

Gera and Singh (2015) Revealed that there is significant difference between female and
male prospective teachers with regards to their self-efficacy. Prospective teachers which possess
higher self-efficacy have high and average academic achievement. Significant interaction was

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found between the academic achievement and gender of prospective teachers with regard to their
self-efficacy.

Bhaker and Pasricha (2015) revealed that there was no significance difference between
males and females on academic self-efficacy. A significance relationship was found between
the students' academic self-efficacy and academic achievement. Also, a significance difference
was found between high and low academic self-efficacy.

Singh and Shukla (2015) shows that a significant difference was found between the
mean scores of boys and girls of senior secondary on the various dimensions of career
maturity, i.e., self-appraisal, occupational information, goal selection, goal planning, and
problem solving, respectively and lastly overall career maturity. The difference between self -
efficacy of boys and girls at the senior secondary level was also found to be significant.

Raja (2014) investigator compares the self-efficacy and emotional intelligence of high
school students in relation to their academic achievement. Results revealed that students possess
high self-efficacy exhibits low anger and low stress level. These students follow cooperative
learning and participate more in programs. So, there is interrelation between emotional
intelligence and self-efficacy and this plays a cardinal role in students‟ academic achievement.

Sharma and Rani (2014) revealed that university postgraduates were not found to differ
significantly by age-groups but significant differences was observed among university
postgraduates by gender, locality and faculty in self-efficacy but insignificant difference was
found by age group in self-efficacy of university post-graduation.

Nejad and Khani (2014) noted that self-efficacy acts as a facilitator or mediating role in
connection with the cognitive engagement. Improvement of self-efficacy leads to higher
cognitive and meta-cognitive strategies and finally increased academic performance. Further in
significant differences between girls and boys was found in science lessons. Also a significant
difference was found between students with high and students with low self-efficacy in science.
Students with high self-efficacy had better performance in science.

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 Landry (2013) found that students‟ self-efficacy beliefs and positive outcome
expectations, make the cardinal contribution to students‟ intentions to remain enrolled in college
and to persist in obtaining a college degree

Tenaw (2013) indicated that students possess average level of self-efficacy and there is
no significant difference between male and female with regards to their self-efficacy, but there is
a statistically significant between male and female with regards to their achievement and also
significant relationship exists between self-efficacy and achievement of chemistry students.

Brown (2010) found that self-efficacy of the adolescent and motivation significantly
predicted the academic achievement. There was significant relationship between motivation and
self-efficacy. The results revealed that higher extrinsic motivation was associated with higher
intrinsic motivation. Results also depicted that higher self-efficacy was associated with lower
extrinsic motivation and higher intrinsic motivation and vice versa.

Nora and Zhang (2010) indicated that learners with low self-efficacy will be extra
possible to con that individuals who supposed themselves as effectual. They are promoting
initiate that peer play a considerable position in hopeless cheat by express displeasure and notify
educator of untruthful behavior.

Kizilgunes et al. (2009). Students with high levels of self-efficacy are likely to set
challenging goals and draw on different strategies to accomplish the goals.

Walker and Greene (2009) examined the relationship between student perception of
classroom achievement goals, self-efficacy, perceived instrumentality of classroom, and sense of
belonging within a classroom. Results indicate that the use of mastery goals was predicted by
perceived instrumentality, self-efficacy, and belonging. The researchers found that perceived
instrumentality and sense of belonging made a statistically significant contribution to the
prediction of cognitive engagement, but self-efficacy did not.

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 Stephen (2008) indicated significant gender differences in academic performance, self-
efficacy and interests in various academic subjects. The female students depict higher confidence
and better performance than their male counterparts. Significant differences between academic
tracks in self-efficacy, interests and academic performance were also observed.

Perry and Teresa (2008) showed that participants who participated in the experiment of
improving writing strategies has surge in their self-efficacy beliefs. This study contributed that
positive collegial support from colleagues helps in improving their teacher self-efficacy beliefs
about teaching, writing and reduce teacher isolation within their building.

Greene, and Mansell (2006) found a positive significant relationship between students‟
self-efficacy and cognitive engagement.

Anthony and Jenson (2005) studied the effects of an afterschool program on students‟
academic self-efficacy and educational attainment. The researchers found that self-efficacy of the
students did not improved, who participated in the afterschool program.

1.4 SIGNIFICANCE OF THE STUDY

Decisions pertaining to choice of one‟s career have a vital influence on the wellbeing of
student, social acceptance, health and bear lifelong consequences. At the same time as some
individual decide their career decision without difficulty on the other hand, various others
individual faces complexity before incoming the actual decision-making procedure or during
it. These complexity can sometime results in attempt to move the accountability for creation
the decision to somebody as well, postponing the decision or refraining from making it, in
other cases complexity may lead to a less-than most select decision-making procedure and
accordingly to a less-than-optimal choice. The negative consequences may particularly affect
students.

Self-efficacy is important for making right career decision. An individual should have
belief in his/her capabilities to make career decision, the one who have higher levels of self-
efficacy is likely to have lesser difficulties in career decision making. Typically, student's

19
with highest levels of self-efficacy tend to engage extra gladly in educational task's utilize
extra deep level and regulatory strategy, complete and persist longer highest grade than
student's who are less sure of their capability to be successful (Bandura). So if sufficient
levels of inspiration and capability existed, self-efficacy would affect really a person career
decision making whereas weak efficacy beliefs could contribute to difficulties in career
decision making.

Self-efficacy in career decision making is an integral variable in the process of career

development among students. Self-efficacy reflects the strength of an individual to feel
confident about one‟s capability to fruitfully get involved into tasks which are connected
with making a good career choice and finally, a practical dedication to a career. In the
general sense, it has also been observed that career-related self-efficacy could verify to be an
main factor in formulating a model for career development. A research conducted by Bores
and Rangel (1990) in substantiates the link between career self-efficacy and career interests.

The previous studies related to career decision making have been conducted in relation to
locus of control, personality, self-esteem, academic stress etc. But the present study explored
connection among career decision-making and self-efficacy. Therefore, the present study is
an attempt on the part of investigator to fill the existing research gap. A part of the
significance of this study is that the finding of this research is assumed to ensure that self-
efficacy is very important for making career decision, it is necessary to pay attention to the
number of factors that affect career decision making.

Previous research studies confirm that self-efficacy leads to enhancement of career

decision making (Reese and Miller, 2006). Keeping all the points in mind the investigator
resolved to undertake the present study.

1.5 STATEMENT OF THE PROBLEM

The present study was an effort on the part of investigator to find the relationship of
career decision making in relation to self-efficacy. Therefore, the present study is entitled as

20
 “Career Decision Making Among Senior Secondary School Students in Relation to Their Self
Efficacy".

1.6 OPERATIONAL DEFINITION OF THE VARIABLES

Career Decision Making- Career decision making as the process by which

individuals make career and educational decisions. It examines how people make
career decisions, the factors that may influence or impede career decision making
(career indecision) and individual‟s beliefs that they can successfully accomplish
behaviors that will lead to desired outcome

Self-efficacy- Self-efficacy may be an individual belief that he/she able to accomplish a

specific task. It is the mind's self-regulatory.

1.7 OBJECTIVES
The objectives of the study are:
1. To assess the career decision making and self-efficacy of senior secondary school
students.
2. To study the relationship between career decision making and self-efficacy among senior
secondary school students.
3. To find out the significant difference among senior secondary school students in career
decision making and self-efficacy with respect to gender.

1.8 HYPOTHESIS
The following hypotheses were framed to achieve the objectives of the present study.

21
 1. There exists no significant relationship between career decision making and self-efficacy
among senior secondary school students.
2. There exists no significant difference in career decision making among male and female
of senior secondary school students.
3. There exists no significant difference in self-efficacy among male and female of senior
secondary school students.

1.9 DELIMITATION
The study under investigation was limited to the following:
1. The area of the study is limited to variables of career decision making and self-efficacy
only.
2. The study was delimited to 10th class students of senior secondary school students only.
3. The study was delimited to government schools of Ludhiana district only.

CHAPTER-II
METHODOLOGY

Research methodology is a path to scientifically explain the investigate crisis. It may be

understand as a science of studying how research is done. It is required for the research
methodology is wider then research methods. It considers the logic behind the methods used in
the context of our research study. It is the way which is to be followed by the research to attain
the aim. In an easy word research plan is declared as a design of act, a design of collecting and
analyzing records is a well-organized and relative manner.

A research method is an important in research process. A report should be based on

objectivity, reliability and validity upon methods. The selection of proper method, tool and
techniques adopted in research problem. Such as manner the definitions, validation of data
gathering tools, collection, analysis and interpretation of data.

2.1 SAMPLE

22
 In the present study random sampling technique is employed to choose the sample. The
population for the present study is Ludhiana district of Punjab state. List of government schools
prepared. All the schools could not have formed the subjects of the study by a single researcher.
Hence, it is decided to select a representative sample of ten schools on the basis of simple
random sampling method (lottery method). 40 students (20 males and 20 female) is selected
from each school. Finally, a sample of 400 students studying in different senior secondary
schools constituted the sample for the study. Out of which 200 were female students and 200
were male students.

Table 2.1: School wise distribution of the sample

Sr.No Name of school Girls Boys Total

1. Govt. Senior Sec School, Basti Jodhwal 20 20 40

2. Govt High School, Jamalpur, Awana 20 20 40

3. Govt High School, Salem Tabri 20 20 40

4. Govt.Sr. Sec. School, Mangat 20 20 40

5. Sarkari Senior Secondary School, Ladhowal 20 20 40

6. Govt. Sr. sec. school, Bija 20 20 40

7. Govt.Sr. Sec. School, Sakhewal 20 20 40

8. Govt. High School, Indira puri, 20 20 40

9. Govt. High School, Bhrampuri 20 20 40

10. Govt. High School, Jawaddi 20 20 40

TOTAL 200 200 400

2.2 DESIGN

23
 Following design was employed in the study:

Ludhiana District

Total sample 400

200 Girls 200 Boys

2.3 TOOLS USED

Following tools were used in the study:

1. The Career Decision Making Inventory (CDM; Singh, 1999).

2. Self Efficacy Scale (SES; Dr. G. P. Mathur & Dr. Raj KumariBhathagar, 2012).

2.4 DESCRIPTION OF CAREER DECISION MAKING INVENTORY

The Career Decision Making Inventory (CDMI) is an 18 items self-report measure to
assess the career decidedness and career indecision. It consists of career decidedness scale (5
items) and career indecision scale (13 items). The test items are printed in reusable booklet
designed to be used with a separate answer sheet, respondents are asked to circle the three
options i.e. exactly like me, somewhat like ma and not all like me, on the basis of how closely
the items describes them.

(1) Decidedness Scale: Decidedness scale provides a measure of the degrees of

decidedness in having made a decision about career. To obtain the raw scores for decidedness
scale ratings of items1 through 5 are added. The decidedness scale score which are at the 15
percentile or less should be consider significant suggesting that the students is uncertain about
the selection of career or major.

24
 (2) Indecision Scale: It is a measure of career indecision. Total ratings for items 6
through 18 added and thus raw scores are obtained for the indecision scale. The score on
indecision scale which equal or exceed the 85th percentile is considered significant indicating a
serious level of indecision.
Only indecision scale is used by the investigator in the study to find out the career
indecision of the adolescents

2.4.1 SCORING
Each item alternative is assigned a weight age ranging from 3 to 1, 3 is given to exactly
like me, 2 is given to somewhat like me and 1 is given to not at all like me. A copy of inventory
has been presented in Appendix-1.

2.4.2 NORMS
Table 2.2: Cut off Scores for Interpretation of Career Decidedness Scale and Career
Indecision Scale Scores

Category Career decidedness scale Career indecision scale

Class XII Boys Girls Boys Girls

Decided 11 or more 11 or more 27 or less 27 or less

Tentative 10 or more 10 or more 28 28

Undecided 09 or less 09 or less 29 or more 29 or more

Class X Boys Girls Boys Girls

Decided 11 or more 11 or more 30 or less 29 or less

Tentative 10 10 or more 31 30 or more

25
 Undecided 09 or less 09 or less 32 or more 32 or more

2.4.3 VALIDITY
The criterion related with career decision scale (Osipow, 1986) yielded significantly
coefficient of correlation of 0.69 and 0.59 for career decidedness scale and career indecision
scale respectively.

2.4.4 RELIABILITY
The test-retest reliability coefficient for career decidedness scale and career indecision
scale were found to be 0.97 and 0.94 respectively.

2.5 DESCRIPTION OF SELF-EFFICACY

Self-efficacy scale intends to assess the level of self-efficacy in any age group above 14
years. It consists of 22 items, dealing with following eight factors.

Table 2.3: Serial numbers of items fall in different 8 factors of self-efficacy

Sr. No. Factors Sr. No. Of items Total items

1. Self regulatory skills 15, 21 2

2. Self influence 09, 14, 18 3

3. Self confidence 01, 04, 12 3

4. Social achievement 03, 08, 10 3

5. Self 05, 17, 22 3

26
6. Self-evaluation 02, 07, 19 3

7. Self-esteem 13, 20 2

8. Self-cognition 06, 11,16 3

TOTAL 22

It is appropriate in Indian social conditions; each item describes human self-efficacy in

different situation in the society the scale presents belief items to denote self-efficacy on the
scale.
The scale was initially constructed as 7-point scale, which is mostly used in behavioral
sciences and more use full in studying research problems in different fields. It helps in minute
analysis, evaluation of multidimensional and qualitative knowledge, value and attitudes. these
scale was standardized and administrator on large sample. but for the cause of simplicity and
clarity in application and analysis of the scale, Likert type 5-point scale was considered to be
more appropriate and there for 5-point scale was constructed. In this scale items into forms i.e.
positive and negative.

2.5.1 RELIABILITY
Reliability co-efficient of the scale was measured by test-retest on a sample of 600. In
male in it range between .73 to .81 and in female .79 to .86. and in significance.

2.5.2 VALIDITY
To obtain concurrent validity co-efficient of self-efficacy scale, the scale was compared
with the views of experts' rating. Validity ranges in male .73to .81and in female .76 to .83. A
copy of inventory has been presented in Appendix-2.

2.5.3 SCORING
Scoring of the self-efficacy scale is very easy. For the convenience purpose of scoring the
scale, in the scale, before the serial number of the item, means Negative items & remaining Items

27
 as Positive Items has been given. There are 15 Positive and 07 Negative items which are as
following:
Table 2.4: Types of items
Sr. No. Types of items Item wise serial numbers Total items

1. Positive 1,4,5,6,7,9,10,11,14,16,17,18,19,21,22 15

2. Negative 2,3,8,12,13,15,20 07

TOTAL 22

Table 2.5: Scoring procedure: Award scheme

Sr. No. Types of items Scoring of alternative
Strongly agree
Agree Undecided Disagree Strongly Disagree

1. Positive Items5 4 3 2 1
2. Negative Items
1 2 3 4 5

2.5.4 NORMS
Z-Score Norms for the Self-Efficacy scale have been prepared and presented in table for.
The Norms for interpretation of z-scores and finding out the level of Self-Efficacy have been
given in Table 2.6.
After scoring the scale the sum total of score of 22 items shall be the Raw Score which be
transferred on the cover page in scoring table, the corresponding z-score, Grade and Level we
found -out from table 2.6 and table 2.7 and write the same in scoring table.
Table 2.6: Z-score norms for self-efficacy scale
Raw score Z-score Raw score Z-score Raw score Z-score Raw score Z-score

28
 47 -2.57 59 -1.31 71 -0.05 83 +1.21
48 -2.47 60 -1.21 72 +0.05 84 +1.31
49 -2.36 61 -1.10 73 +0.15 85 +1.42
50 -2.26 62 -1.00 74 +0.26 86 +1.52
51 -2.15 63 -0.89 75 +0.36 87 +1.63
52 -2.05 64 -0.78 76 +0.47 88 +1.73
53 -1.94 65 -0.68 77 +0.57 89 +1.84
54 -1.84 66 -0.57 78 +0.68 90 +1.94
55 -1.73 67 -0.47 79 +0.78 91 +2.05
56 -1.63 68 -0.36 80 +0.89 92 +2.15
57 -1.52 69 -0.26 81 +1.00 93 +2.26
58 -1.42 70 -0.15 82 +1.10 94 +2.36

Table 2.7 Norms for interpretation of the levels of self-efficacy

Sr. NO. Range Of Z-Scores Grade Levels Of Self-Efficacy

1. +2.01 and above A Excellent

2. +1.26 to +2.00 B High

3. +0.51 to +1.25 C Above Average
4. -0.50 to +0.50 D Average/Moderate

5. -0.51 to -1.25 E Below Average

6. -1.26 to -2.00 F Low
7. -2.01 to below G Very Poor

2.6 PROCEDURE OF DATA COLLECTION

For the present study permission were taken from the principals of the government
schools. After getting the permission data is collected from 10th class students. Firstly, all

29
students are made comfortable by assuring them that the information taken from them will be
kept confidential. Then questionnaire of both the variables i.e. Career Decision making and Self
Efficacy are provided and instruction was given to students. Ample amount of times were given
to them to fill the questionnaire. After that, booklets were collected & scoring was done.

2.7 STATISTICAL TECHNIQUES

1. Descriptive Statistical technique such as mean, standard deviation was used to check the
distribution of score.
2. Correlation was used to find out the relationship of career decision making with self-
efficacy.
3. „t‟- test has been applied to determine the significance of difference between gender
(male and female) in their career decision making and self-efficacy.

30
 CHAPTER-III
ANALYSIS AND INTERPRETATION

The present chapter deals with the results and their corresponding interpretation in
accordance with hypothesis. Data once collected should be analyzed with the help of statistic
techniques that yield certain results. The analysis and interpretation represents the application of
inductive and deductive logic to the research process. Analysis means categorizing, manipulating
of data to reach a solution of the research problems. The depiction of the results and their
interpretations is considered the most important part of the research work as it verifies the
hypothesis and eventually leads to conclusions of the study. The tabulated data have no meaning
unless these are analyzed and interpreted by applying appropriate statistical technique. It
involves breaking up of the complex factor into simpler parts and putting them in new
arrangement for the purpose of interpretation.

The research has no meaning of its own if the data are not analyzed and interpreted. The
whole scheme of research methodology revolves round the analytical interpretation of the reality.
The research methodology approach to deal with the situation is meaningless, unless it moves in
the path of allotment of mathematical digits for the purpose of analysis and interpretation.
Therefore, analysis is very essential to study problem carefully. After collecting data from
government senior secondary school students, it was analyzed keeping in view the objective and
hypothesis of the study. The investigate or summarizes. The findings in a lucid and practical so
that anybody at mere glance can understand the whole picture of the results.

3.1 ANALYSIS OF DESCRIPTIVE STATISTICS

Descriptive statistic like mean, Standard deviation, Skewness and Kurtosis were used to
describe the nature of variables viz. Career decision making and self-efficacy of the sample. The
mean, Standard deviation, Skewness and Kurtosis of the variables under study i.e. career
decision making has been given in Table 3.1 and Figure: 3.1

31
 Table 3.1: A summary of descriptive statistics of different variables (N= 400)

Variable Mean Standard Skewness Kurtosis Remarks

deviation
Decidedness dimension of Career
Decision Making 12.92 1.83 -.544 .033 Decided
Indecision dimension of Career
Decision Making 29.82 4.33 .073 .325 Tentative

Self Efficacy 73.61 6.54 -1.63 8.58 Average

80

70

60
Mean Scores

50

40 73.61

30

20
29.82
10
12.92
0
Decidedness Indecision Self-efficacy

Variables

Fig: 3.1 Bar diagram showing comparison of different variables

32
1. Career Decision Making

The career decision making comprises of two dimensions i.e. decidedness and indecision

i) Decidedness

Table and figure 3.1 shows that the value of mean and S.D. of self-efficacy for the
sample were12.92 and 1.83 respectively. As per the norms the sample is decided. This
demonstrates that the senior secondary students are certain about the selection of career or major.
They are able to decide their career which they want to choose. Skewness is found to be -5.63
which is negative and reveals that the data is negatively skewed. Ku is .033 which is higher than
0.263 Ku for normal curve and shows that the curve is leptokurtic.

ii) Indecision

Table and figure 3.1 shows that the value of mean and S.D. of indecision were 29.82 and
4.33 respectively. As per norms sample is tentative. This demonstrates that the senior secondary
students are not very clear about the selection of career or major. They are somehow able to
decide their career between they want to choose. Skewness is found to be .073 which is positive
and reveals that the data is positively skewed. Ku is .325 which is higher than 0.263 Ku for
normal curve and shows that the curve is leptokurtic.

2. Self-Efficacy

Table and figure 3.1 shows that the value of mean and S.D. of self-efficacy for the
sample were 73.61 and 6.54 respectively. Mean is found to be average as per the norms. It means
that the total sample had high average self-efficacy. This demonstrates that the senior secondary
students had average persistence. They had average beliefs about their successful performance in
a given situation. Skewness is found to be -1.63 which is negative and reveals that the data is
negatively skewed. Ku is 8.58 which is higher that 0.263 ku for normal curve and shows that the
curve is platykurtic.

33
 3.2 ANALYSIS OF CORRELATION WITH DIFFERENT VARIABLES

This section deals with bivariate coefficient of correlations between the variables of
career decision making and self-efficacy among senior secondary school students. The objective
of this analysis is to find the relationship between the variable of career decision making and
self-efficacy. In accordance with this objective, product-moment coefficients of correlation were
worked out, to analyze the data.

3.2.1 CAREER DECISION MAKING WITH SELF EFFICACY

The variable of career decision making consist of two dimensions includes career
decision making and indecision. The analysis of correlation matrix of decidedness indecision and
self-efficacy has been given in table 3.2

Table 3.2: Correlation Matrix of dimension of career decision making and self-efficacy
(N=200)

Variables Decidedness dimension of Indecision dimension of Self-efficacy

career decision making career decision
making
Decidedness dimension of
career decision
1
making

Indecision dimension of
career decision 0.317** 1
making

Self-efficacy 0.271** -0.213** 1

Critical value of ‘r’ at 0.05 is 0 .98 Critical value of ‘r’ at 0.05 is 0.128
** Significant at 0.01 level

34
1. Correlation of Decidedness dimension of Career Decision Making with Self Efficacy

As per the table 3.2 value of correlation between decidedness dimension of career
decision making and self-efficacy came out to be 0.271, which is positive. The calculated value
0.271 exceeds the table value 0.128 at .01 level. Therefore, it may be analyzed that there exists
significant positive relationship between decidedness dimension of career decision making and
self-efficacy of senior secondary school students.

Senior secondary school students who have high self-efficacy are decided about their
career or major and easily choose a career which they want to pursue and vice versa.

2. Correlation of Indecision dimension of Career Decision Making with Self Efficacy

As per the table 3.2 value of correlation between indecision dimension of career decision
making and self-efficacy came out to be -.213, which is negative. The calculated value -.213
exceeds the table value 0.28 at .01 level. Therefore, it may be interpreted that there exists
significant negative relationship between indecision dimension of career decision making and
self-efficacy of senior secondary school students.

Hence, the null hypothesis Ho1. “There exists no significant relationship between career
decision making and self-efficacy of senior secondary school students” is rejected.

As the self-efficacy of the senior secondary school students improve the decidedness
towards their career also increases and their indecision towards career choice decrease and vice
versa.

3.3 ANALYSIS OF ‘t’ RATIO

The objective of this analysis is to find the difference between the male and female senior
secondary school students in their career decision making and self-efficacy.

35
 Table 3.3: Showing difference between male and female adolescents in the dimensions of
career decision making and self-efficacy.
Sr. No. Variables Male (200) Female (200) Df t-values

1 Decidedness dimensions of career M- 13.19 M-12.64 398 -3.05**

decision making S.D.-1.72 S.D.-1.90

2 Indecision dimensions of career M-30.75 M-28.89 398 -4.38**

decision making S.D.-4.38 S.D.-4.08
3 Self-efficacy M-74.05 M-73.18 398 -1.33
S.D.-7.08 S.D.-5.93
Critical value of t at 0.01is 2.59 Critical value of t at 0.0 5is 1.97

** Significant at 0.01 level

1. Difference in decidedness dimension of career decision making among senior

secondary boys and girls
It is clear in table 3.3 that mean score of the decidedness dimension of career decision
making of male and female senior secondary school students are 12.64 and 13.19 respectively. The
S.D for male and female senior secondary school students are 1.90 and 1.72 respectively. The t-
value is -3.05, which is significant at .01 level. This demonstrates that there is a significance gender
difference in decided dimension of decidedness. It is evident from Table 3.3 that mean score (13.19)
of female senior secondary school students is greater than the mean score (12.64) 0f male senior
secondary school students in their decidedness. Figure 3.2: Bar Diagram Showing Comparison of
male and female senior secondary school Students on Decidedness dimension of career decision
making.

36
 13.3
13.2
13.1
13
Mean Scores

12.9
12.8
12.7
13.19
12.6
12.5
12.64
12.4
12.3
Female Male

Decidedness dimension of Career Decision making

Figure 3.2: Bar diagram showing comparison of male and female senior secondary school
students on decidedness dimension of career decision making

2. Difference in indecision dimension of career decision making among senior

secondary boys and girls
It is clear in table 3.3 that mean score of the indecision dimension of career decision
making of male and female senior secondary school students are 30.75 and 28.89 respectively.
The S.D for male and female senior secondary school students are 4.38 and 4.08 respectively.
The t-value is -4.38, which is significant at 0.01 level. The demonstrates that there is a
significance gender difference in indecision dimension of career decision making. It is evident
from Table 3.3 that mean score (30.75) of male senior secondary school students is greater than
the mean score (28.89) 0f female senior secondary school students in their indecision.

Thus, the null hypothesis Ho2 "There exists no significant difference in career decision
making among male and female senior secondary school students” was rejected.
It shows that male and female senior secondary school students difference significantly
from each other on decidedness dimension of career decision making. Girls are more decided
towards their career as compared to their counterpart. Also male and female senior secondary
school students differ significantly from each other on indecision dimension of career decision
making. Boys are more undecided toward their career as compared to girls.

37
 31

30.5

30
Mean Scores

29.5

29
30.75

28.5

28.89
28

27.5
Male Female

Indecision Dimension of Career Decision Making

Figure 3.3: Bar diagram showing comparison of male and female senior secondary school
students on indecision dimension of career decision making

3. Difference in self- efficacy among senior secondary boys and girls

It is clear in Table 3.3 that mean score of the self-efficacy of male and female senior
secondary school students are 73.18 and 74.05 respectively. The SD for male and female senior
secondary school students are 5.93 and 7.08 respectively. The t-value is -1.33, which is not
significant even at .05level. It is evident from Table 3.3 that mean score (74.05) of female senior
secondary school students is greater than the mean score (73.18) of male senior secondary school
students in their self-efficacy.

Thus, the null hypothesis Ho3 “There exists no significant difference in self-efficacy
among male and female senior secondary school students” was accepted.

38
 Self Efficacy
74.2

74

73.8

73.6
Mean Scores

73.4
74.05 Self Efficacy
73.2

73
73.18
72.8

72.6
Female Male

Figure 3.4: Bar Diagram Showing Comparison of male and female senior secondary school
Students on Self Efficacy

39
 CHAPTER- IV
CONCLUSION, SUGGESTIONS AND RECOMMENDATIONS

After the data analysis, the investigator proceeds for the interpretation of the results and
at the final stage the concussions are made. The current chapter concludes the results.

4.1 CONCLUSIONS
Conclusions are very essential part for any study to reach at some results of the study.
They provide an end touch to the study and review to the whole critical effort. In research work
this part of the study plays an important role. Results of research show acceptance or rejection of
the hypotheses:

1. The majority of senior secondary school students have average persistence self efficacy.
They had average beliefs about their successful performance in a given situation
2. The majority of senior secondary school students are found to be decided on the
decidedness dimension of career decision making. The senior secondary students are
certain about the selection of career or major. They are able to decide their career which
they want to choose.
3. The majority of senior secondary school students are found to be on the tentative
persistence of indecision dimension of career decision making. The senior secondary
students are not very sure about the selection of career or major. They are somehow
same problem in choosing a career they want to pursue.
4. There exists significant positive relationship between decidedness dimension of career
decision making and self efficacy of senior secondary school students. Senior secondary
school students who have high self-efficacy are decided about their career and major and
easily choose a career which they want to pursue and vice versa.
5. There exists significant negative relationship between indecision dimension of career
decision making and self efficacy of senior secondary school students. Senior secondary
school students who have high self-efficacy are less undecided about their career and
major and easily choose a career which they want to pursue and vice versa.

40
 6. There exists significant difference in decidedness dimension of career decision making
among male and female senior secondary school students.
7. There exists significant difference in indecision dimension of career decision making
among male and female senior secondary school students.
8. There exists no significant difference in self efficacy among male and female senior
secondary school students.

4.2 RECOMMENDATIONS
Keeping in views the findings of the study the following recommendations are hereby put
forward for the parents, teachers and academicians to improve the career decision making and
self efficacy of senior secondary school students.

1. As the results revealed that self-efficacy plays an cardinal role in establishing career
decision among the students, so that they can be able to become efficient in the specific
profession or career which would be of their interest and capabilities so it is
recommended that educational planner shall plan and organize more programs in senior
school students to improve their self-efficacy.
2. Belief of self-efficacy should be developed among the students by parents, teachers, peers
and relatives because self efficacy play a prominent part in the life of students.
3. There should be an efficient arrangement of providing guidance and counseling in the
schools and colleges so that students can be aware of career decision which is very much
needed for the individual to be an efficient in specific profession.
4. Students should be encouraged to identify their strengths and make a list of their best task
or things which they can do well and which they can look at when they are feeling down.

4.3 DELIMITATIONS
Research has always some limitations. That is true in the research studies includes human
behavior because at the time of data collection any individual can try to conceal his negative
aspects. The present study also has some limitations to the follows-:

1. The study was delimited to 10th class students of senior secondary school students only.

41
 2. The study was delimited to government schools of Ludhiana only.
3. The study was delimited to 400 students of senior secondary school students.
4. The area of the study was limited to variables of career decision making and self-
efficacy.

4.4 SUGGESTIONS
Research was never ending process. Every investigator after completing his research is
aware of areas in which further research is needed and naturally feels motivated to indicate area
which may be taken up for the research by other investigators. The present study was undertaken
to study the career decision making among senior secondary school students in relation to self-
efficacy. The investigator on completion of the study suggests the followings-:

1. The generalization of the findings could be increased by further studied based on larger
sample.
2. The similar study can be conducted on secondary students and college students.
3. Similar study can be conducted in different districts of Punjab and with other states.
4. The study can also be extending to the national level.
5. Similar study can be conducted on the rural and urban schools.
6. Comparison can be made between government and private schools among senior
secondary school students.
7. Relationship career decision making and self-efficacy can be studied with other variables
self-aspiration, academic motivation and academic achievement.

42