Self-confidence and family support in academic and career decision making of secondary school students

Abstract

This study analyzes the relevance of the emotional, cognitive and social dimensions in decision-making, as well as the influence of self-confidence and family support in this process. These variables are analyzed according to gender, academic year, type of school and educational level of the family. The methodology employed combines a descriptive and comprehensive cross-sectional approach that integrates quantitative and qualitative methods. The study included 519 participants in 4th year of Compulsory Secondary Education (ESO) and 2nd year of Baccalaureate (Bachillerato). Two scales were used: one to evaluate the dimensions of decision-making (ETDC-S) and another one to measure self-confidence (Self-confidence in decision-making subscale). Additionally, an open-ended question was incorporated to explore the role of family support in the decision-making process. The results reveal a moderate correlation between self-confidence and decision-making in general, with the cognitive dimension being particularly prominent. They also underline the crucial role of family support in this process. These findings suggest new directions for research and highlight the need for interventions to improve academic and career decision-making from the emotional, cognitive and social dimensions, with special attention to the reinforcement of self-confidence and family support.