ABSTRACT China's reformed college entrance examination ( Gaokao ) system has intensified the complexity of career decision‐making for high school students. This study evaluated a 14‐week cognitive information processing (CIP) theory‐based career course against existing school programs for addressing career indecision (cognitive difficulties) and indecisiveness (emotional/personality difficulties) in 300 10th‐graders (149 CIP, 151 control). Assessments using the Career Decision‐Making Difficulties Questionnaire–Chinese Version (CDDQ–C) and Emotional and Personality‐Related Career Decision‐Making Difficulties Scale–Short Form (EPCD–SF) were conducted at pretest, posttest, and 3‐month follow‐up. Compared to existing courses, the CIP‐based course significantly reduced career indecision and the pessimistic views dimension of career indecisiveness, with effects sustained at follow‐up. Notably, existing courses showed delayed effects on decreasing other aspects of career indecisiveness. Results highlight the importance of incorporating decision‐making frameworks and meta‐cognitive strategies into career education and suggest a need for sustained, multifaceted support for emotional/personality‐related challenges.
Xu et al. (2026) studied this question.