Career Decision-Making Self-Efficacy and Academic Motivation Among Senior High School Students: Basis for An Enhanced Career Guidance Program

Abstract

This study investigated the relationship between career decision-making self-efficacy and academic motivation among Senior High School students, considering the potential influence of demographic factors such as age, sex, grade level, and academic strand. A total of 128 students from various strands participated, responding to validated self-report questionnaires. Data were analyzed using descriptive statistics, Pearson correlation, and significance testing. Results revealed that students generally exhibited high confidence in their career decision-making abilities and demonstrated positive levels of intrinsic and extrinsic motivation. Significant positive relationships were found between self-appraisal, goal selection, and planning with intrinsic motivation, indicating that students who are confident in evaluating themselves, setting career goals, and planning actionable steps are more likely to engage in learning for personal satisfaction and mastery. Conversely, occupational information and problem-solving were not significantly related to any dimension of academic motivation. Additionally, demographic factors were found to have no significant impact on either career self-efficacy or academic motivation. These findings underscore the importance of integrating career guidance, goal setting, and planning interventions to strengthen students’ intrinsic motivation and support informed academic and career decision-making, ultimately promoting academic engagement and future career readiness.