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Introduction: Career adaptability (CA) and career decision-making self-efficacy (CDMSE) are key competencies for university students. This study examined the effectiveness of a structured, theory-based career planning education (CPE) program in enhancing these outcomes. Methods: Using a quasi-experimental design, 75 undergraduates were assigned to an experimental or control group. The five-week CPE intervention was grounded in career construction and social cognitive theories. Measures of CA and CDMSE were collected at pretest, posttest, and a four-week follow-up. Results: Results indicated that the experimental group showed significant improvements in CA and CDMSE at posttest. No significant changes were observed in the control group. Discussion: The findings support the short-term effectiveness of structured CPE programs, while highlighting the need for future research on long-term outcomes and broader institutional implementation.
Zhang et al. (Wed,) studied this question.