Content area
Abstract
College aspirations among adolescents are increasing (Roderick, Nagaoka, & Coca, 2009), but many barriers still exist in the college and career process for adolescents (Barnes & Slate, 2010). Hindrances diminish self-efficacy and the ability to persist (Ali & McWhirter, 2006). Readiness programs benefit students, but the need for assistance continues to outweigh the efforts provided (Venezia & Jaeger, 2013). Readiness indicators are needed to help students succeed (Roderick et al., 2009), and studies have shown that programs focused on improving decision-making can help bridge the divide between high school and college (Gibbons & Shoffner, 2004).
The purpose of this study was to examine the moderating effects of college and career decision-making self-efficacy among self-determination and college and career readiness self-efficacy in adolescent students. The data (N=556) collected were analyzed in a fully latent structural equation model to examine how the satisfaction of autonomy, competence, and relatedness create overall levels self-determination, how self-determination predicts college and career readiness self-efficacy, and how college and career decision-making self-efficacy moderates that relationship.
This study found that self-determination significantly and positively predicted college and career readiness self-efficacy, and this relationship was significantly and negatively moderated by college and career decision-making self-efficacy. These findings suggest that as levels of self-determination increase, levels of college and career readiness self-efficacy increases. Additionally, these findings suggest that as levels of college and career decision-making self-efficacy increase, levels of college and career readiness self-efficacy is be less dependent on levels of self-determination. Future research on college and career readiness should further explore the development of decision-making self-efficacy to fully understand the support needed by adolescents in this process.