Influential Factors in Academic and Career Self‐Efficacy: Attachment, Supports, and Career Barriers

Abstract

The integration of attachment theory with social cognitive career theory provided a clear and comprehensive theoretical framework for this study. Results from structural equation modeling indicated that perceived support and career barriers mediated the relationship between attachment and efficacy in students ( N = 486). Participants who were more securely attached perceived greater social supports and fewer career barriers and had higher efficacy in both academic and career domains. Theoretical, practice, and research implications are discussed.