The integration of learning experiences: a test of career self-management model

Purpose This paper aims to examine the integration process by which learning experiences contribute to the development of self-efficacy, with a specific focus on the mediating role of positive and negative emotions. Design/methodology/approach This study used path analysis to explain five plausible models that describe the relationships between learning experiences. Data were collected and analyzed from Korean undergraduate samples. Findings The results showed that positive and negative emotions mediate the relationship between verbal persuasion, mastery experiences, vicarious learning and self-efficacy. The results also revealed that verbal persuasion significantly affects mastery experiences, highlighting the unique contribution of vicarious learning. Research limitations/implications This cross-sectional study limits causal inferences. Future research should utilize longitudinal designs and consider diverse cultural contexts. Practical implications This study underscores the importance of incorporating diverse learning experiences into university career intervention programs. To foster self-efficacy, it is crucial to provide young students with opportunities to engage in informal career development activities that promote emotional interpretation, starting from early childhood. Originality/value This study sheds light on how students' learning experiences increase self-efficacy within the context of career exploration and decision-making with a specific focus on emotional interpretation.