WORK ROLE SALIENCE, SELF ESTEEM AND PERCEIVED SELFEFFICACY AS PREDICTORS OF CAREER MATURITY AMONG SENIOR SECONDARY SCHOOL STUDENTS
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Background: This study is focused secondary school students because this stage of education is a
critical period for the development of career maturity. Some studies have contended that career
maturity is largely determined by gender and socioeconomic status, while not disputing this, this study
is set out to examine the impact of work role salience, self-esteem, and self-efficacy on career maturity
of students.
Methods: Two hundred and fifty seven (257) senior secondary school students with age ranging
from15 to 19 years (mean age = 17 years) were selected from four public and private Secondary
Schools in metropolitan city through stratified and systematic sampling techniques. The study being a
survey research, made use of a questionnaire consisting of three validated subscales.
Results: Multivariate and bivariate analysis were employed to analyse the data and the results indicate
that work role salience, self-esteem, and self-efficacy jointly predicted (F3, 256 = 26.315, p < 0.05) career
maturity of students. Multiple regression analysis shows that there was a significant contribution of
work role salience (β = .445; t = 8.496; p < 0.05) and self-esteem, (β = .197; t = 2.109; p < 0.05) to the
career maturity of students. However, self-efficacy (β = .048; t = 0.859; p>0.05) did not contribute
significantly in predicting the career maturity of students.
Conclusion: The findings of the study show the need for policy makers and educationists to further
institutionalize counselling and guidance services in secondary schools. Students personnel support
should therefore create awareness and organize seminars for the students on career issues as this
may improve students’ career self-efficacy.
Keywords
BF Psychology