Linking Decisional Support to Career Self‐Efficacy and Outcome Expectations via Learning Experiences in Turkish Undergraduates

ABSTRACT Drawing on the social cognitive model of career self‐management, the present study examines the relationships among decisional support, learning experiences (i.e., mastery experiences, verbal persuasion, vicarious learning, positive emotions, and negative emotions), self‐efficacy, and outcome expectations in relation to career exploration and decision‐making. Employing a sample of 349 Turkish undergraduate students, path analysis results showed that decisional support positively predicted mastery experiences, verbal persuasion, vicarious learning, and positive emotions and negatively predicted negative emotions. Mastery experiences and positive emotions positively predicted self‐efficacy, whereas learning experiences did not predict outcome expectations. Self‐efficacy positively predicted outcome expectations. Decisional support did not predict self‐efficacy or outcome expectations. The results contribute to the growing literature on learning experiences in career exploration and decision‐making. Implications and limitations are presented.