Career Decision Self-efficacy Mediates the Emotional Intelligence on

Career Preparation Behaviour

Nur Pratiwi Noviati and Thobagus Mohammad Nu’man

Department of Psychology, Faculty of Psychology and Socio-Cultural Sciences, Islamic University of Indonesia,

Yogyakarta, Indonesia

Keywords: Career decision self-efficacy, emotional intelligence, career preparation behaviour

Abstract: This study aims to identify salient factors on students’ career preparation behaviour in the context of the

psychology education. The present study examined relationship between emotional intelligence and career

decision self-efficacy, considering the mediating role of career preparation behaviour. The online data on

demographic characteristics, emotional intelligence, career decision self-efficacy, and career preparation

behaviour were collected from 277 university students majoring in psychology. Data was analysed on SPSS.

The mediation models were conducted by running the PROCESS macro models 4 in SPSS. The results

revealed that direct effect emotional intelligence to career preparation behaviour is not significant, while

indirect effect through career decision self-efficacy as a significant mediator. The theoretical, possible

implications for students’ career preparation behaviour, and study limitations are discussed in the report.

1 INTRODUCTION

The process of aligning career decision making with

educational requirements is becoming increasingly

complex with the evolution of advanced

technologies in the world today than ever before

(Onoyase & Onoyase, 2009). Various pressures to

adapt to the rapidly expanding global labor market,

increased international competition, widespread

restructuring and outsourcing, and increased

incidence of contractual arrangements (Restubog,

Bordia, & Bordia, 2011). Today many young people

of Indonesia are likely to continue their education at

university, until 2017 the Central Statistics Agency

(BPS) recorded that there are 60.4% of Indonesian

people who are studying high school (Badan Pusat

Statistik, 2018). When they have higher education

they hope to find a suitable job in this competitive

and unstable world of work. Therefore, students

need to be proactively involved in managing their

career planning.

JobStreet.com (JobStreet.com, 2014) conducted

a survey of 17.623 correspondents in early October

2014 on satisfaction employees to their work. From

the survey results showed that 73% of employees are

not satisfied with the work due to several factors.

Employment insufficiency that is available with

educational background owned makes 54% of

employees forced to work not in accordance with

their educational background, it causes productivity

tends to decline and career path. The data also shows

60% of correspondents say they do not have a career

path where they work.

Even so, the Central Bureau of Statistics data is

still (Widiyani, 2016) indicating the existence of an

unemployed college graduate. The survey,

conducted until 2016, found that college graduates

who worked were 12.24%, equivalent to 14.57

million from 118.41 million workers across

Indonesia. While unemployment of college

graduates reached 11.19% or equivalent to 787

thousand from a total of 7.03 million people who do

not have a job. On the other hand, the results of a

survey by Tradingeconomics.com (Trading

Economics, 2018) indicate that the Consumer

Confidence Index (CCI) in Indonesia declined to

120.7 in October 2017 from 123, 8 in September.

This is the lowest level since February 2017 due to

expectations that fewer jobs will be available in the

next six months (133.8 from 137.2 in September).

The Consumer Confidence Index (CCI) is an index

that measures consumer expectations of current

employment income and availability over the past 6

months, general economic conditions and

employment availability expectations in the next 6

months. This trend can be said to show that labour in

478

Noviati, N. and Nu’man, T.

Career Decision Self-efﬁcacy Mediates the Emotional Intelligence on Career Preparation Behaviour.

DOI: 10.5220/0008591104780485

In Proceedings of the 3rd International Conference on Psychology in Health, Educational, Social, and Organizational Settings (ICP-HESOS 2018) - Improving Mental Health and Harmony in

Global Community, pages 478-485

ISBN: 978-989-758-435-0

Indonesia is entering a phase of incapacity in

adjusting competence demands with global

economic growth and career incompatibility, and

will ultimately change the approach to labour

challenges.

Based on the results of the tracer study

conducted at one of the psychology faculties of

universities in Yogyakarta, it was found that alumni

who delivered the material obtained during the

education process had been able to support them

when they were working. But they also said that

before they also needed debriefing which was not

only technical to face the world of work, so that at

the time they were going to graduate they would feel

to be better prepared in determining their careers.

Some studies show that in some areas of the

world students experience a dilemma in career

decision making (Ogutu, Odera & Maragia, 2017).

The process of career decision making is not easy.

Each individual who undergoes a career decision-

making process will be influenced by several factors

including the context in which they live, their

personal abilities, and the attainment of their

education (Watson, McMahon, Foxcrif & Els,

2010), these factors can facilitate or impede its

development.

Career decision making is a complex process

because of difficulties in adjustment to career

choices and is also influenced much by personal

considerations (Perez & Gati, 2017). Many young

adults find it difficult to make career decisions, this

is due to uncertainty, pressure or concern regarding

future regrets (Saka & Gati, 2007). This condition

may cause the individual to use a less than optimal

way of dealing with these important decisions,

choosing to delay making decisions, or involving

others in sharing responsibility for the outcomes

(Perez & Gati, 2017).

Self-efficacy in decision making is also thought

to be influenced by his emotional intelligence.

Individuals who have a higher awareness of their

emotional states are thought to be able to integrate

emotional experiences with their thoughts and

actions (Di Fabio & Saklofske, 2014). Di Fabio

(2012) state that emotions are linked to the purposes,

projects and needs of every individual. As a

consequence, emotional intelligence can be an

important variable in the process of career

exploration and career decision making (Emmerling

& Cherniss, 2003). Thus, we predict:

Hypothesis 1: Optimal in emotional intelligence

will be positively associated with increase in

career decision self-efficacy.

Career preparation behavior is a series of processes,

starting with investigations to determine areas

suitable for careers and activities to prepare selected

careers and exercises to improve the behavior that

supports them. Various career preparation behaviors

not only include cognitions and attitudes related to

career selection but also actions to decide on careers

and to implement those decisions (Mi & Kyungja,

2016).

Previous studies have found that psychological

factors such as psychological empowerment (Pines,

et al., 2011) and psychological capital consisting of

self-efficacy, optimism, hope and resilience

(Noviati, 2018) have important roles in improving

the adjustment of life on campus and optimal student

performance so that it can be used to promote better

college outcomes.

Self-efficacy is a belief that functions as a

variable that influences career preparation behavior

at college students (Kim & Jyung, 2012). Those who

feel anxious and helpless, or lower levels of self-

efficacy are less likely to seek careers (Mi &

Kyungja, 2016). So that it can be said that self-

efficacy plays an important role when students

prepare a career for themselves.

Career decision self-efficacy is developed based

on Bandura’s self-efficacy theory (1997). Self-

efficacy is defined as the conviction that possible

efficiently execute the conduct required to produce

the outcomes (Bandura, 1997). Zimmerman (2000)

state that self-efficacy concept has been used to offer

an explanation for that self-efficacy ends in

individuals’ precise behaviours as a direct or

mediated role, and a function. Furthermore, Luzzo,

Hitchings, Retish, and Shoemaker (1999) tried to

define a career decision of self-efficacy based on

Bandura's theory as an individual's confidence in her

or his ability to effectively engage in career

decision-making activities and task. So that when an

individual is involved in career decision-making

activities he will also be encouraged to make

preparations in the career. Thus, we predict:

Hypothesis 2: Increase in career decision self-

efficacy will be positively associated with an

increase in career preparation behaviour.

There are three reasons that can support the

importance of emotion in career construction, that is,

emotions motivate action, they organize it, and they

allow access to the chosen career path, as well as its

development (Young, Valach & Collin, 1996). So it

can be said that career development is closely

Career Decision Self-efﬁcacy Mediates the Emotional Intelligence on Career Preparation Behaviour

479

related to emotions. Cooper (1997) argues that

individuals who trust their feelings and allow

themselves to be guided by them will have a more

successful career path. Therefore, to be able to have

a successful career path they should be able to

prepare it early.

Blau (1993) divides the preparatory behavior of

careers into two forms: the preparatory steps, and the

active steps. Preparatory steps include finding and

gathering information about a career through

newspapers, magazines, and the Internet, and talking

about careers with relatives and professors. On the

other hand, active steps include formal career

preparation behaviors such as creating and sending

curriculum vitae, or direct interviews and counseling

with directors or employees in the prospective career

field. While in this study focused on the prepatory

steps in the students. To be able to know what

preparations need to be done then the students

should also be confident in making decisions related

to their career.

Career preparation behavior and career decision

making can actually be considered and carried out

together. Kim and Kim (1996) stated in their

research that in Korea there are four types of

students in terms of career development: (1)

Students who have decided what to do related to

their careers and are preparing significantly; (2)

students who have decided what to do regarding

their career but do not make serious preparations; (3)

students who have not decided what they will do

related to their career, but are making preparations

such as taking a TOEIC course; and (4) students

who have not decided what to do about their career

and do not do something serious for their future.

Furthermore, as previously described, career

decision-making self-efficacy is seen as having a

very important role in one's career planning and

development (Lent & Brown, 2013). In addition to

having a direct effect on various variables related to

careers, the decision-making self-efficacy also has

indirect effects. Bandura (1982) states that self-

efficacy is a mediator variable of individual behavior

and goals. Xu and Tracey (2014) found that

decision-making self-efficacy has a mediating effect

on the relationship between ambiguity tolerance and

career indecision. Research conducted by Santos,

Wang, and Lewis (2018) shows the indirect role of

career decision self-efficacy in the relationship of

emotional intelligence and difficulties in making

career decisions. The career decision self-efficacy is

described as an individual's confidence in his ability

to fulfil the tasks needed in making career decisions.

Brown, George-Curran, and Smith (2003) state that

individuals with emotional intelligence are more

likely to believe in their capacity to deal with tasks

related to making career decisions. Furthermore,

Emmerling and Cherniss (2003) emphasize that

people who have an understanding and ability to

regulate their emotions tend to be better at predicting

the emotional consequences of various career

choices. On that basis, this study predicts that career

decision-making self-efficacy has an indirect effect

on the relationship between emotional intelligence

and karmic preparation behavior. Thus, we predict:

Hypothesis 3: The relationship between

emotional intelligence and career preparation

behaviour will be mediated by career decision

self-efficacy.

2 MATERIALS AND METHODS

2.1 Participants

All participant in this study were student who

studied in psychology majors at one of the private

university in Yogyakarta. Participants involved in

this study were active students (students who had

entered the second year of lectures in five-year study

period, and who are enrolled in the semester that

runs), members of the classroom lectures using e-

learning facilities (one of the facilities is a

communication medium that can be accessed freely

by students). As much as 300 online questionnaires

were distributed through email to all potential

participants. A total of 23 potential participants were

eliminated among the sample due to incomplete

responses, and as such 277 responses were used for

further analysis.

2.2 Procedures

Data were collected through on online survey. Based

on a list of students we already have, we sent a

message in their classroom email inviting them to

participate in this study. The online survey contained

two main parts: an introduction and a number of

research scales. In the introduction section, we

described the research objectives, research

procedures, identity of the researchers, and

confidentiality undertakings of the participants.

Informed consent statements have been explained

into separate display screen appear earlier

than the participants can get right of entry to the

survey through click on an “I agree” button,

as recommended by Schmidt (1997). All aspects and

ICP-HESOS 2018 - International Conference on Psychology in Health, Educational, Social, and Organizational Settings

480

items inside the on-line survey had

been written within the Indonesian language. The

coefficient of Cronbach’s alpha was used to

assess the reliability of the measures of all scales in

this research.

2.3 Instruments

The data were collected using psychological scale,

namely emotional intelligence scale, career decision

self-efficacy scale and career preparation behaviour

scale. That scales are developed based on the

process of adaptation to the results of previous

studies. On the scale of each variable statement has

5 alternative answers. The career decision scale of

self-efficacy alternative answers is Likert-type scale

ranging from “not at all” to “extremely”. While the

scale of alternative emotional intelligence answer is

Likert-type scale where “Strongly disagree” and

“Strongly agree”. The career preparation behaviour

scale presented with questions such as “How much

time have you spent preparing for your career for

past six months?” The items were measured on a

five- point Likert-type scale where “no time at all”

and “very much time”. The questionnaire assessment

moves from 5 to 1 in favourable statements and

moves 1 to 4 for unfavourable statements.

The emotional intelligence scale was adapted

from the scale developed by Schutte, Malouff, Hall,

Haggerty, Cooper, Golden, and Dornheim (1998)

based on emotional intelligence model from Salovey

and Mayer (Schutte et al, 1998). This scale consists

of 33 items with cronbach's alpha reliability of 0.89.

The following are examples of items presented to

respondents “I know when to speak about my

personal problems to other” and “I expect that I will

do well on most things I try”.

The scale used to measure career decision self-

efficacy is a scale adapted from the Career Decision

Self-Efficacy Scale (CDSES) compiled by Betz,

Klein and Taylor (1996). CDSES can evaluate

individual confidence in career decision making,

seen from 5 subscales of self-appraisal (e.g. I can

define the type of lifestyle I would like to live),

occupational information (e.g. I can find information

about graduate or professional schools), goal

selection (e.g. I can choose a career that will fit my

interests), planning (e.g. I can prepare a good

resume) and problem solving (e.g. I can change

careers if I did not like my first choice). This scale

consists of 25 items with the reliability of cronbach's

alpha of 0.92.

While the career preparation behaviour scale was

adapted from the scale developed by Choi and Kim

(2013). This scale consists of 7 items with

cronbach's alpha reliability of 0.81. The following

are examples of items presented to respondents “I

have watched job-related TV programs or

participated in career fairs” and “I have taken advice

about my potential jobs from current employees in

the field”.

The survey instrument also included questions on

demographic characteristics such as gender,

involvement in the student activity unit, internship

experience, interest specialization in psychology,

and career aspirations.

3 RESULTS

3.1 Demographic Profile

Demographic information will be described based

on gender, involvement in the student activity unit,

internship experience, interest specialization in

psychology, and career aspirations. Among the

sampled participants, 21.13% were male and 78.87%

were female. In this study also identified some

activities undertaken by students in addition to

following the lecture, the activity is involved in the

student activity unit (50.18%) and internships

(12.45%).

Furthermore, every student on the subject of this

study has also understood what areas of psychology

they are interested in. Based on the data collected,

there are six areas of psychology that attract

students, namely the field of industrial and

organizational psychology (43%), clinical

psychology (38%), social psychology (3%),

educational psychology (4%), developmental

psychology (9%) and Islamic psychology (3%).

Then based on open questions submitted to the

respondents obtained information related to their

career aspirations when it was graduated. The

information is grouped into 7 categories, namely 1)

working as HRD (41.13%); 2) profession as a

psychologist in the field of clinical, educational, and

industry and organization (30.9); 3) profession as

consultant both in education and development, and

industry and organization (3.4%); 4) profession as a

lecturer and researcher (13.21%); 5) profession in

the field of police or military (4.15%); 6) work as an

entrepreneur (5.7%); 7) working as a civil

servant/PNS (0,38%). Then there are 1.13% of

participants who do not have career aspirations when

graduated later.

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481

3.2 Descriptive Statistic

Based on the results of data analysis, it obtained the

norm description of the research data that contains

the basic functions of statistics. Description of the

research data are emotional intelligence

(Mean=129.83; SD=12.142), career decision self

efficacy (Mean=91.87; SD=12.105), and career

preparation behaviour (Mean=22.48; SD=4.815).

3.3 Examining the Mediation Model

The results of the analysis show, the product of path

(a) between emotional intelligence and career

decision self-efficacy (b=0.5698; SE=0.0454;

p=0.000) and path (b) between career decision self-

efficacy and career preparation behaviour

(b=0.2234; SE=0.0264; p=0.000), both are statically

significant (p<0.001). The results confirmed the

mediation models, suggesting that career decision

self-efficacy mediated the emotional intelligence on

career preparation behaviour. Both product of path

(a) and path (b) also confirmed Hypothesis 1 and

Hypothesis 2 as well the simple correlation analysis

above. The results showed that 36.6% proportion of

career decision self-efficacy variance was significant

can be explained by emotional intelligence

(F=157.66, p=0.00).

Hypothesis 3 states that career decision self-

efficacy will mediate the relationship between

emotional intelligence and career preparation

behaviour. To test for this mediation effect, we

followed the approach recommended by Preacher

and Hayes (2008). The mediation models were

conducted by running the PROCESS v2.16.3 in

SPSS, model 4 (Hayes, 2013). The result indicated

that an indirect effect of emotional intelligence and

career preparation behaviour via career decision self

efficacy was significant (Effect=0.3265; SE=0.458;

95% Cl=0.2398, 0.4203). The total effect was

significant (Effect=0.1254; SE=0.0223; p=0.000).

Specifically, there wasn’t a significant direct effect

(Effect=-0.0019; SE=0.0249; p=0.9392) that

indicated acceptable mediation model. Figure 1

present these findings. Thus, Hypothesis 3 is

supported by our data. The results showed that

28.9% proportion of career preparation behaviour

variance was significant can be explained by

emotional intelligence and career decision self-

efficacy collectively (F=55.78, p=0.00).

4 DISCUSSION

The present study focused primarily on identifying

the relationships between predictors (i.e., emotional

intelligence and career decision self-efficacy) of

career preparation behaviour student. The results of

the correlation analysis indicate a positive

relationship between emotional intelligence and

career decision self-efficacy. This suggests that

emotional intelligence can increase career decision

self-efficacy in students. These results are consistent

with previous studies (Brown, et al, 2003; Di Fabio,

2013; Jiang 2014; Jiang 2016). This study further

reinforces previous findings on the importance of

emotional roles associated with career decisions

(Brown, et al, 2003; Di Fabio & Kenny, 2015). Di

Fabio (2012) mentions that emotional intelligence as

an innovative variable in career decision making.

The importance of emotional factors in career

construction is explained by Emmerling and

Cherniss (2003) which states that people who have

the ability to understand and manage their emotions

tend to be able to predict the consequences of their

career choices. Brown, et al (2003) states that

students who have the ability to feel and understand

emotions and manage emotions tend to be more

confident in making career decisions. Similarly,

Jiang (2014) states that students who demonstrate

the ability to evaluate the emotions of themselves

and others and use and manage their emotions in

e 1: Path dia

ram for the mediation model.

ICP-HESOS 2018 - International Conference on Psychology in Health, Educational, Social, and Organizational Settings

482

various activities tend to have the confidence to

make career choices.

The study also found that career decision self-

efficacy has a predictive ability towards career

preparation behavior (hypothesis 2). These results

further reinforce the important role of career

decision self-efficacy in determining the extent to

which students will prepare themselves for an

upcoming career. Choi and Kim (2013) found, both

in American and Korean students career decision

self-efficacy determines the student's career

preparation behavior. These findings suggest that an

important role of self efficacy in student career

development occurs in a variety of cultural contexts.

Skorikov (2007) states that career preparation

behavior can not be separated from one's self-beliefs

about a career to be chosen. Thus, the career

decision self-efficacy is seen to shape the

individual's self-confidence, self-confidence and

future career determination skills. Furthermore, this

belief will lead students to more actively seek

information, plan and determine career goals.

Confidence is seen as determining career planning

behavior (Fort, Jacquet, & Leroy, 2011).

Understanding the role of self efficacy is expected to

improve the behavior of career preparation in

psychology students optimally.

Furthermore, the results in career decision self-

efficacy studies placed as mediator variables suggest

that career decision self-efficacy mediates the

relationship of emotional intelligence and career

preparation behavior. That is, self-awareness to

recognize emotions will only play a role in

improving students' career readiness when through

confidence in the ability to make career decisions.

Students who have good emotional intelligence tend

to have the confidence and confidence to determine

his career. Furthermore, career decision self-efficacy

encourages students to better prepare themselves in

the face of a career that will come. This study

supports the findings of Santos, et al (2018) which

states that self-efficacy making career decisions has

a negative mediation effect relationship between

emotional intelligence and lack of career readiness

and lack of career information. The results of the

analysis show that self efficacy makes career

decisions perfectly acting as mediators. The ability

to recognize your own emotions and use emotions in

action or activity can not directly improve career

preparation behavior, unless the belief / confidence

in the ability to determine a desired career is

enhanced first.

5 CONCLUSION

Overall, the results of this study indicate an

important role of emotional intelligence and career

decision self-efficacy, especially the effectiveness of

self efficacy variables as mediators that bridge the

relationship between emotional intelligence and

career preparation behavior. The results of this study

can be used as a basis for designing courses related

to student career development. During this time,

career development programs through various

programs to improve soft skills emphasize the ability

of students to recognize their emotions and others

and use emotions for various activities was not

enough to encourage students to prepare for an

upcoming career. Based on this research, self-

efficacy career decision making is seen to have a

significant role. Programs related to career

development also need to include materials that can

enhance students' confidence to be able to determine

the desired career, for example through direct

experience in the form of internship program or

through indirect experience in the form of sharing

session with the alumni who succeed in the field

certain. Bandura (1982) mentions that experience of

success in past activity and vicarious experience as a

source of individual self efficacy.

Apart from the results of research that can

provide direct implications, there are several

limitations of the research that can be used as

suggestions in subsequent studies. First of all, try to

get more diverse university samples, to be able to

overcome the limitations of generalization. Second,

future research must expand models that support

student learning and careers. Finally, other career

related concepts are also considered as predictors of

career decision making.

ACKNOWLEDGEMENTS

We thank all student who dedicated time for our

study. We also thank Department of Psychology,

Faculty of Psychology and Socio-Cultural Sciences,

Islamic University of Indonesia for taking part in

providing us with the data of student and required

financial support for the research.

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483

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