Comparative Analysis between Guidance, Emotional Wellbeing, Social Skills and Career-Decision-Self-Efficacy among Electrical/Electronic Education Students in Federal Universities in Southwest, Nigeria

Abstract This study investigated the levels of guidance, emotional well-being, social skills, and career decision self-efficacy (CDSE) among electrical/electronics education students in southwest Nigeria, and examined how these factors relate to each other. The study was guided by four research questions and one hypothesis. Using a correlational design, the study surveyed 168 students from six universities with a questionnaire measuring these four areas. The questionnaire was validated by three experts. Data collected were analyzed using mean, standard deviation (SD) and Pearson Product Moment Correlation (PPMC). The hypothesis was tested at 0.05 level of significance. Results showed a low level of guidance (Mean = 2.36), but high levels of emotional well-being (Mean = 3.50), social skills (Mean = 3.58), and CDSE (Mean = 3.55), suggesting students are resilient despite limited help. Significant positive relationship were found between guidance and social skills (r = .257*), guidance and CDSE (r = .422*), emotional well-being and social skills (r = .402*), and social skills and CDSE (r = .409*), rejecting the idea that these factors are not related. However, guidance did not strongly connect to emotional well-being (r = .132), nor did emotional well-being to CDSE (r = .119). These findings, backed by theories like Social Cognitive Career Theory, suggest that even limited guidance boosts career confidence and social abilities, but better counseling is needed to support emotional health. The study recommends improving guidance programs to help students succeed academically and professionally. Keyword: Career Decision Self-Efficacy (CDSE); Guidance; Emotional Well-being; Social Skills; Electrical/Electronic Education