The influence of self-efficacy and academic boredom on career aspirations through self-regulation of senior high school students in Semarang

Abstract

Career aspirations are an important aspect of adolescent development, shaped by psychological resources and academic experiences. This study aimed to examine the direct and indirect associations of self-efficacy and academic boredom with career aspirations through self-regulation among eleventh-grade students in public senior high schools in Semarang, Indonesia. A quantitative explanatory research design was employed, involving 184 students from a population of 5,928 students across 16 schools, with the sample size determined using Slovin's formula. Data were analyzed using path analysis and the Sobel test. The results showed that self-efficacy was positively associated with self-regulation (β = .398), whereas academic boredom demonstrated a negative association (β = .483), with both predictors explaining 47.5% of the variance in self-regulation. Self-regulation was positively associated with career aspirations (β = .322), while the direct associations of self-efficacy (β = .059) and academic boredom (β = .130) were not statistically significant. The model explained 19.4% of the variance in career aspirations. The mediation analysis suggested indirect relationships through self-regulation. These findings highlight the potential importance of strengthening self-regulatory competencies in school career guidance and counseling programs to support students' career development.