Abstract
The present study was intended to investigate the effect of learning decisionmaking strategies in vocational decision making of undergraduate students. Ninetytwo undergraduate students was randomly assigned to 3 groups: the Subjective Expected Utility Strategy (SEU), the Elimination by Aspects Strategy (EBA), and the control group. The effect of decision-making strategy was examined in high and low groups of vocational readiness (clarity of aspiration) regarding the cognition of vocational decision-making and vocational decision-making self efficacy. As a result, the effect of decision making strategy was found in low but not in high groups. Also the examination of the impression of strategy used by the experiment revealed that EBA was a more favored strategy for undergraduate students.
