Abstract
The purpose of the present study was to investigate the process of career development in university students, based on Social Cognitive Career Theory (Lent et al., 1994). People who possess high self-efficacy and expect career activity to have a favorable outcome will take an interest in and fulfill career activities. In the present study, hierarchical regression strategies were employed to examine the process through which career decision-making self-efficacy (CDMSE) and outcome expectations influence career exploratory intentions and career explorations through the intervention of vocational motives. In addition, gender differences among these processes were examined. The results showed that self-efficacy and outcome expectations had an effect on exploratory intentions through the intervention of vocational motives. The self-improvement motive, which is an intrinsic motivation relating to the nature of the work, played an especially important role among these processes. Career decision-making self-efficacy had a direct influence on career explorations, but no such effect was seen for outcome expectations or vocational motive. Gender differences were seen in outcome expectations, with male students having more favorable outcome expectations than female students.
