Kariyer Kararı Verme Öz-Yetkinliği: Bir Model Testi
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The purpose of this study was to determine the variables that affect senior students’ career decision-making self-efficacy. In addition to this, Career Decision-Making Self-Efficacy Scale (CDMS) was developed and senior students’ career decision-making self-efficacy levels have also been examined according to their gender and academic major in this study. For this purpose, three study groups are included in the study. Study Group 1 and 2 consisted of 523 and 424 university students studying at university at Ankara respectively. Study Group 3 consisted of 729 senior students studying at the different faculties of the same university. For the purpose of collecting data CDMS, Perceived Career Barriers Scale, Locus of Control Scale, Beck Hopelessness Scale, Positive and Negative Affect Schedule and Personal Information Questionnaire have been used. In this study, data have been analyzed by using SPSS 21, LISREL 8.7 and AMOS 22 statistical programs. Explaratory and confirmatory factor analiysies, structural equation model, independent groups t-test, and one-way ANOVA statistical methods were used to analyzed the data. According to the results of this study, it is found that CDMS developed to measure Turkish university students’ career decision-making self-efficacy levels is a valid and reliable scale based on results. The validity of the CDMS was tested by factor analysis and the reliability was tested by Cronbach Alpha and test split method. Besides that according to Career Decision-Making Self-Efficacy Model, hopelessness and perceived career barriers effect university senior students’ career decision-making self-efficacy directly and significantly whereas negative affect and locus of control did not effect university senior students’ career decision-making self-efficacy directly and significantly. Besides that perceived career barriers effect career decision-making self-efficacy with the mediating role of hopelessness. Also locus of control effect career decision-making self-efficacy with the mediating role of hopelessness, too. Finally there is not a statistically significant difference in the students’ career decision making self-efficacy levels based on gender. On the other hand there is a statistically significant difference in the students’ career decision making self-efficacy levels based on academic major. These results were discussed in the light of relevant literature and recommendations are proposed for researchers, counselors, policy-makers and university students.