Career decision‐making, career exploration behaviors, and self‐regulated learning

Abstract

Helping individuals make a career decision is a key aim of career counseling. Determining how to encourage self‐regulated learning and behaviors needed to achieve this goal often underlies career interventions. The English version of the Career Exploration Behavior survey (CEB‐E) measures activities individuals engage in to learn about career options. The present study explored the psychometric properties of the CEB and its impact on various career outcomes. In the first study (N = 498), a good‐fitting second‐order factor model with four group‐level scales and loadings was retained as the best model. In the second study (N = 143), convergent validity and incremental validity of the CEB dimensions were explored through correlation and regression analyses. The CEB predicted commitment making, metacognitions, and vocational identity. Results suggest the CEB‐E is a psychometrically sound assessment of career exploration behaviors with potential utility for theory development, program evaluation, and monitoring client progress.