Career Self-Efficacy of High School Students: A Systematic Review of Individual and Contextual Antecedents (1995–2025)

Abstract

Career self-efficacy has emerged as a pivotal construct in understanding how high school students approach career exploration and decision-making. This systematic review synthesizes 48 empirical studies published between 1995 and 2025 that examine the antecedents of career self-efficacy in this population. Guided by the PRISMA framework, articles were identified through searches in Scopus, Web of Science, Emerald, and EBSCO, and systematically coded for publication outlet, methodology, measurement strategies, and substantive focus. The review reveals that research in this area is concentrated in a small number of specialized journals and dominated by quantitative survey designs, with limited use of qualitative or mixed methods. Findings indicate that career self-efficacy is shaped by two major groups of antecedents. Individual factors include personality traits such as proactivity and resilience, along with psychological resources such as emotional stability, academic self-concept, and adaptability. Contextual factors include social support from parents, teachers, and mentors, structured interventions such as courses and workshops, and socio-demographic characteristics including gender, ethnicity, and socioeconomic status. While these studies provide strong evidence that both internal dispositions and external environments influence students’ career confidence, the field remains fragmented, with little integration across methods or contexts. The review highlights the need for greater methodological diversity, stronger cross-cultural perspectives, and attention to the long-term outcomes of adolescent career self-efficacy. By addressing these gaps, future research can generate a more comprehensive understanding of how to strengthen career self-efficacy among high school students and better support their transition into further education and the labor market.