Social Cognitive Career Theory and Career Choice Action among Students in Nepal

Abstract

Objective: This study focused on the application of social cognitive career theory (SCCT) (Lent et al., 1994) in relation to the career choices of secondary and higher secondary levels students in Nepal.

Methods: A cross-sectional study was conducted with 385 students (grades 9–12). Multiple linear regression in SPSS was used to analyze four predictors: career goals, learning experiences, self-efficacy, and outcome expectations, and contextual supports, which were based on the SCCT model.

Results: The regression model was significant, F (4, 380) = 56.79, p < .001, explaining 37.4% of the variance in career choices (R² = .374; adjusted R² = .368). Self-efficacy and outcome expectations were the strongest predictors (β = .431, p < .001), followed by career goals (β = .201, p < .001) and learning experiences (β = .139, p = .009). There was no statistical significance for contextual supports (β = .061, p = .197). Model robustness and the lack of any significant common method bias were confirmed with diagnostic testing.

Conclusion: The results validated the SCCT model, where internal cognitive components had a more significant effect on career selection than contextual supports among secondary school students in Nepal.