The main purpose of this study is to examine the dimensions of career indecision among a sample of Greek high school students ( N = 848) and to classify the students of the sample in regard to their career decision status. A second objective is the investigation of the relationship between career decision status groups and generalized self-efficacy, coping strategies, and vocational interests. The results suggest that four factors contribute to career indecision: absence of structure, need for career guidance, diffusion of interests, and personal conflict. The clustering procedure indicates that the students of the sample could be classified in three career indecision cluster groups: decided, exploring possibilities, and undecided. These cluster groups differ in all four career indecision factors, generalized self-efficacy, coping strategies, and vocational interests. Results are discussed in terms of a career counseling framework.

The present study aims to examine the relationship of career decision-making difficulties, dysfunctional career thoughts and generalized self-efficacy, as factors involved in the decision-making process for university students. The study also investigates the influence of demographics and individual variables, and examines the predictive power of the Career Decision-making Difficulties Questionnaire (CDDQ) and the Generalized Self-Efficacy Scale (GSE) over the dimensions assessed by the Career Thoughts Inventory (CTI).The results revealed statistically significant positive correlations between CDDQ factors (lack of information, inconsistent information, and lack of readiness) and total grade in Career Thoughts Inventory (CTI), decision-making confusion, commitment difficulty and lack of determination. On the other hand, the results show statistically significant negative correlations between all the aforementioned variables and generalized self-efficacy. Moreover, the generalized self-efficacy, as well as the CDDQ factors seemed to be predictors of the lack of determination, decision-making confusion and commitment difficulty. Finally, there is a discussion about the additionality of the CDDQ and CTI Questionnaires and advantages from their common use. Findings are discussed in the terms of the career counseling framework.

The aim of this study was to describe the hexagonal person-environment fit for the Holland personality types for a Greek sample of 156 university students. The statistical analysis followed both exploratory-such as multidimensional scaling-and confirmatory methods-such as covariance structure models. These methods were employed in an exploratory sense, in a descriptive attempt to portray Holland's hexagon structure for this Greek sample. The findings of this study are comparable to the overall theory and other international samples, and also serve as a first psychometric testing of the Self-Directed Search in a Greek population.

The present study aims at investigating Greek and non-Greek Vocational Education students’ career beliefs. The sample consists of 238 students who attend Greek Secondary Vocational Education schools in the region of Attica. The study also investigates whether various demographic variables (e.g. gender, immigrant status, parents’ educational level) differentiate these beliefs. Career beliefs were assessed by Career Beliefs Patterns Scale-2. Five factors were found to contribute to career beliefs: Culture & common practice, Proficiency beliefs, Control & self-direction beliefs, Persistence beliefs, Fatalism & Socioeconomic status impact. The results revealed statistically significant relationships between the level of career beliefs and gender and immigrant status. Findings are discussed in terms of their practical applications for career counseling

Based upon substantial research on career adaptability, and on specific cross-cultural validation research of the Career Adapt-abilities Scale (CAAS) (Savickas & Porfeli, 2012) we recruited a sample of Greek university students (Ν = 452) in order to test further the Greek form of the scale. Confirmatory Factor Analysis models showed that the four-factor structure was supported for the Greek form, comprising four dimensions: concern, control, curiosity, and confidence. The original six items per dimension structure was also maintained. Internal consistency estimates were satisfactory, and test-retest reliability reached acceptable levels. Indications of convergent validity were found as CAAS positively correlated with self-esteem. To further explore for the construct validity of the scale score differences by gender and year of studies were also examined. Overall, the observed differences were found to be in the expected direction. This validity study indicates that CAAS  may be safely applied to the Greek students.