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Volume 24, Issue 146 (4-2025)
Journal of Psychological Science 2025, 24(146): 281-302 |
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Ahmadpour A, khosropour F. (2025). Predicting Career Decision-Making Self-Efficacy Based on Multiple Intelligences and Skills Belief Considering the Moderating Role of Academic Level among Students of Shahid Bahonar University of Kerman. Journal of Psychological Science. 24(146), 281-302.
URL: http://psychologicalscience.ir/article-1-2729-en.html
URL: http://psychologicalscience.ir/article-1-2729-en.html
Ph.D. Candidate of General Psychology, Department of Psychology, Zarand Branch, Islamic Azad University, Zarand, Iran , az_ahmadpour@yahoo.com
Abstract: (402 Views)
Aims: The study aimed to predict career decision-making self-efficacy based on multiple intelligences and skills belief, considering the moderating role of academic level.
Methods: This research employed a descriptive-correlational design based on structural equation modeling (SEM). The statistical population included all students of Shahid Bahonar University of Kerman in the 2023–2024 academic year, totaling 14,137 individuals. Data collection involved questionnaires on career decision-making self-efficacy (Betz et al., 1996), multiple intelligences (Gardner, 2002), and skills belief (Betz et al., 1996). Analyses were conducted using Pearson correlation in SPSS (version 25) and structural equation modeling in PLS (version 4).
Results: The results indicated that academic level moderated the influence of multiple intelligences and skills belief on career decision-making self-efficacy (p < 0.05). The impact of both skills belief and multiple intelligences on career decision-making self-efficacy was stronger among master’s students compared to undergraduate and doctoral students (p < 0.05).
Conclusion: The findings of this study can assist policymakers and career counselors in designing more effective educational and counseling programs that emphasize the enhancement of multiple intelligences and skills belief. Additionally, acknowledging the variations in academic levels can facilitate the development of tailored strategies for students at different educational stages, leading to improved career decision-making and increased self-efficacy in this domain.
Methods: This research employed a descriptive-correlational design based on structural equation modeling (SEM). The statistical population included all students of Shahid Bahonar University of Kerman in the 2023–2024 academic year, totaling 14,137 individuals. Data collection involved questionnaires on career decision-making self-efficacy (Betz et al., 1996), multiple intelligences (Gardner, 2002), and skills belief (Betz et al., 1996). Analyses were conducted using Pearson correlation in SPSS (version 25) and structural equation modeling in PLS (version 4).
Results: The results indicated that academic level moderated the influence of multiple intelligences and skills belief on career decision-making self-efficacy (p < 0.05). The impact of both skills belief and multiple intelligences on career decision-making self-efficacy was stronger among master’s students compared to undergraduate and doctoral students (p < 0.05).
Conclusion: The findings of this study can assist policymakers and career counselors in designing more effective educational and counseling programs that emphasize the enhancement of multiple intelligences and skills belief. Additionally, acknowledging the variations in academic levels can facilitate the development of tailored strategies for students at different educational stages, leading to improved career decision-making and increased self-efficacy in this domain.
Keywords: career decision making self-efficacy, multiple intelligences, skills belief, academic level
Type of Study: Research |
Subject:
Special
Received: 2024/12/8 | Accepted: 2025/02/8 | Published: 2025/02/3
Received: 2024/12/8 | Accepted: 2025/02/8 | Published: 2025/02/3
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)