The present study investigated the relationship between career decision-making self-efficacy (CDMSE) and career exploration behavior among college students, as well as the unique contributions of CDMSE dimensions and potential gender differences. Grounded in Social Cognitive Career Theory, this quantitative study employed a cross-sectional design and a convenience sample of 500 undergraduate students (250 males, 250 females) from a large public university in the United States. Participants completed the Career Decision-Making Self-Efficacy Scale (CDSES), the Career Exploration Survey (CES), and a demographic questionnaire. Hierarchical multiple regression analyses revealed that CDMSE significantly predicted career exploration behavior, accounting for 19% of the variance after controlling for demographic variables. Self-appraisal, occupational information, and goal selection emerged as significant unique predictors of career exploration, while planning and problem-solving did not contribute significantly to the model. Independent samples t-tests indicated no significant gender differences in CDMSE or career exploration, and moderation analyses showed that gender did not moderate the relationship between these variables. The findings suggest that enhancing college students' CDMSE, particularly in the areas of self-appraisal, occupational information, and goal selection, may promote greater engagement in career exploration activities. Implications for theory, practice, and future research are discussed.

Zhiwei Liu. Exploring the Relationship between Career Decision-Making Self-Efficacy and Career Exploration Behavior among College Students. Frontiers in Educational Research (2025), Vol. 8, Issue 6: 18-24. https://doi.org/10.25236/FER.2025.080603.

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