چكيده لاتين
This research aimed to examine the role of self-efficacy, life satisfaction, and academic achievement on the career aspirations of students. The research design was descriptive and correlational. The statistical population of this study included all undergraduate students at the University of Isfahan, totaling 9,987 individuals (6,433 women and 3,554 men). From this population, 387 individuals (261 women and 126 men) were selected as a sample using a convenient random sampling method. The research instruments included the Career Aspirations Questionnaire (Gregor & Ebrein, 2007), the Self-Efficacy Questionnaire (Bandura, 1977), the Life Satisfaction Questionnaire (Diener et al., 1989), and the Academic Performance Questionnaire (Fam & Taylor, 1999). The data were analyzed using Pearson correlation coefficient and stepwise regression methods. The findings indicated that self-efficacy was the first strong and effective variable in career aspirations, with a coefficient of 0.347 (p < 0.001). In other words, self-efficacy predicts approximately 37% of the variance in career aspiration scores. Subsequently, academic achievement was included in the model, and life satisfaction was not a predictor of career aspirations. Additionally, self-efficacy was the primary predictor of leadership aspirations and academic aspirations (p < 0.001). Meanwhile, for advancement aspirations, academic progress was the primary predictor (p < 0.001). Therefore, it can be said that those who have a strong belief in themselves and greater confidence in their abilities are more successful in their studies and have more purposeful career aspirations. Furthermore, academic progress and educational achievements play a significant role in enhancing the motivations and career aspirations of students. Thus, it can be concluded that increasing self-efficacy and academic progress can contribute to raising the level of career aspirations.
