Previous research has acknowledged the relevance of individuals' perception of own abilities related to the vocational domain, namely career decision self-efficacy beliefs, for their professional success. In the present study, such beliefs were examined among a group of high school seniors who are facing the process of choosing what professional path to pursue after high school. In addition, students' achievement goals and attitudes towards education were also explored. Results indicate mastery approach, performance avoidance and work avoidance goals, as well as participation in extracurricular activities and attitudes towards education, as significant predictors of career decision self-efficacy. Findings indicate the relevance of academic experiences for the development of career decision self-efficacy and provide novel evidence regarding the complex relationship between individuals' educational and vocational considerations, and may be informative for designing future vocational guidance interventions targeted at adolescents transitioning into colleges or the job market, or individuals undergoing similar occupational transitions.Keywords: achievement goals, attitudes towards education, career decision self-efficacy, career development Andreja Bubić, Chair for Psychology, Faculty of Humanities and Social Sciences, University of Split, Sinjska 2, 21 000 Split, Croatia. E-mail: abubic@ffst.hr 387
INTRODUCTIONIndividuals' abilities to successfully direct and manage their professional paths represent very important competencies that are becoming more and more valuable in the modern world. We all frequently encounter advice regarding the best ways of behaving at job interviews and witness an increase in the number of vocational guidance centers as well as Internet--based distance career counseling programs available for adolescents, students and individuals of all ages (Gysbers, Heppner, & Johnson, 1998;Sampson, 1999). The nature of professional paths and careers has also changed, as individuals today have more opportunities for lifelong learning and professional transitions (Baruch, 2004;Savickas et al., 2009). In accordance with the increasing importance of developing vocational competencies from an early age, career development represents a process that unfolds throughout one's lifetime and is marked by numerous changes. For instance, whereas children often consider fantasy jobs or professions present in their daily environment such as their parents' occupations, adolescents are more aware of their own preferences and have more focused and realistic career considerations (Auger, Blackhurst, & Wahl, 2005;Hartung, Porfeli, & Vondracek, 2005;Helwig, 1998;Trice, Hughes, Odom, Woods, & McClellan, 1995). In addition, adolescents are more active in choosing activities that shape their professional future, which also partly reflects the increased external demands and expectations of their parents, teachers and other relevant persons.Generally, students finishing high school face a very demanding transition either to coll...
