SYNOPSIS - Reselience

INTRODUCTION
In the dynamic landscape of higher education, college students encounter multifaceted

challenges ranging from academic pressures to career-related decision-making.
Amidst these challenges, the cultivation of self-confidence and resilience emerges as
pivotal factors influencing students' academic performance, personal growth, and
overall well-being. Self-confidence, defined as an individual's belief in their abilities
to achieve desired outcomes, and resilience, the capacity to adapt and bounce back
from adversity, are indispensable psychological attributes that contribute to students'
success and satisfaction in both academic and non-academic domains (Bandura, 1997;
Masten & Reed, 2002).
As college students navigate through the complexities of academic coursework,

extracurricular activities, and career aspirations, they often encounter moments of
uncertainty, self-doubt, and stress. The transition from adolescence to adulthood,
coupled with the pressures of academic performance and career choices, can
significantly impact students' confidence levels and resilience in facing challenges.
Recognizing the importance of addressing these psychological needs, educational
institutions and counseling services have increasingly emphasized the provision of
career counseling as a proactive measure to support students' holistic development
(Gati, 2014).
Career counseling, as an integral component of student support services, offers a

structured framework for individuals to explore their interests, strengths, and
aspirations, while also addressing concerns and uncertainties related to academic and
career pathways. By facilitating self-awareness, goal setting, and decision-making,
career counseling endeavors to empower students with the necessary skills and
resources to navigate the complexities of the academic and professional realms
confidently (Savickas, 2011).
Against this backdrop, this study seeks to investigate the effect of career counseling
on the development of self-confidence and resilience among college students. By
examining the impact of counseling interventions on students' psychological well-
being, this research aims to contribute valuable insights into the efficacy of career
counseling in fostering positive outcomes in academic, career, and personal domains.
Through an exploration of the relationship between career counseling and
psychological attributes, this study endeavors to inform educational practices and
interventions aimed at enhancing students' holistic development and well-being in the
higher education context.
REVIEW OF LITERATURE
Self-confidence and resilience are fundamental psychological attributes that

profoundly impact individuals' academic performance, personal development, and
overall well-being. Research in the field of psychology has extensively explored the
significance of these traits and their association with various factors, including career
counseling interventions among college students.
Bandura (1997) pioneered the concept of self-efficacy, emphasizing individuals'

beliefs in their capabilities to accomplish tasks and achieve goals. Self-efficacy plays
a crucial role in shaping behaviors, motivation, and perseverance in the face of
challenges. Career counseling interventions that target self-efficacy enhancement
through skill-building activities, goal-setting exercises, and positive reinforcement
have demonstrated positive outcomes in bolstering students' confidence levels and
goal attainment strategies (Lent et al., 2003).
Furthermore, resilience, as conceptualized by Masten and Reed (2002), refers to

individuals' capacity to adapt and thrive despite adverse circumstances. Resilience
encompasses cognitive, emotional, and behavioral aspects that enable individuals to
navigate stressors, setbacks, and uncertainties effectively. Career counseling programs
integrating resilience-building components, such as cognitive restructuring
techniques, problem-solving skills training, and social support networks, have been
shown to foster students' resilience and coping mechanisms in academic and career-
related contexts (Reivich & Shatte, 2002).
Savickas (2011) elaborated on the theoretical underpinnings of career counseling,

emphasizing its holistic approach to self-discovery, career exploration, and decision-
making. Career counseling interventions employ various assessment tools, including
interest inventories, personality assessments, and values clarification exercises, to
help students gain insights into their strengths, preferences, and aspirations. By
facilitating self-awareness and identity development, career counseling empowers
students to make informed career choices aligned with their values, interests, and
goals (Brown & Ryan Krane, 2000).
Moreover, career counseling serves as a proactive support system for students
navigating the transition from academia to the workforce. Through career exploration
workshops, job search strategies, and networking opportunities, career counselors
equip students with the skills, resources, and confidence to navigate the competitive
job market and pursue meaningful career paths (Whiston et al., 2003).
Overall, the literature underscores the pivotal role of career counseling in nurturing
self-confidence and resilience among college students. By providing a supportive
environment for self-exploration, goal-setting, and skill development, career
counseling interventions empower students to overcome obstacles, pursue their
aspirations with confidence, and thrive in academic, professional, and personal
domains.
RATIONALE OF THE STUDY
The rationale for conducting a study on the effect of career counseling on developing
self-confidence and resilience among college students is multifaceted and addresses
several critical aspects of student development and success in higher education.
Firstly, college students undergo a period of significant transition and decision-

making as they navigate academic coursework, extracurricular activities, and career
planning. This transitional phase often brings about challenges related to identity
formation, goal setting, and coping with uncertainty. Self-confidence and resilience
are vital psychological attributes that play a crucial role in helping students navigate
these challenges effectively (Yarcheski & Mahon, 2014).
Secondly, career counseling serves as a valuable resource for students seeking

guidance and support in exploring career options, setting goals, and making informed
decisions about their future. By providing structured interventions and personalized
guidance, career counselors aim to empower students with the skills, resources, and
confidence to pursue their academic and career aspirations (Whiston et al., 2003).
Thirdly, empirical evidence suggests a strong correlation between career counseling

interventions and positive outcomes in students' academic and career development.
Research studies have demonstrated the efficacy of career counseling in enhancing
students' self-efficacy beliefs, career decision-making skills, and overall
psychological well-being (Gati et al., 2014; Lent et al., 2003).
Given the importance of self-confidence and resilience in students' academic success

and personal development, it is imperative to examine the specific impact of career
counseling interventions on these psychological attributes. By conducting a
systematic investigation into this relationship, this study seeks to contribute valuable
insights into the effectiveness of career counseling in fostering positive outcomes in
students' psychological well-being and overall success in higher education.
Furthermore, understanding the mechanisms through which career counseling

promotes self-confidence and resilience can inform the design and implementation of
evidence-based interventions tailored to students' diverse needs and aspirations. By
identifying the key components and strategies that contribute to the development of
self-confidence and resilience, educational institutions and counseling services can
optimize their resources and support systems to better serve the holistic needs of
college students.
In summary, the rationale for conducting this study lies in its potential to advance our
understanding of the role of career counseling in promoting self-confidence and
resilience among college students. By investigating this relationship, the study aims to
inform educational practices and interventions aimed at enhancing students'
psychological well-being, academic success, and overall satisfaction with their
college experience.
METHODOLOGY
Research Problem:
The research problem focuses on investigating the effect of career counseling on the
development of self-confidence and resilience among college students.
Objectives:
1. To assess the level of self-confidence and resilience among college students before
and after receiving career counseling.
2. To examine the relationship between career counseling and the development of
self-confidence and resilience.
Hypotheses:
 Null Hypothesis (H0): There is no significant difference in self-confidence and

resilience scores before and after career counseling.
 Alternative Hypothesis (H1): Career counseling significantly enhances self-
confidence and resilience among college students.
Operational Definition:
Self-confidence will be measured as the belief in one's abilities to achieve academic

and career-related goals, assessed through standardized self-report measures such as
the General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995).
Resilience will be operationalized as the capacity to adapt and bounce back from
adversity, measured using validated scales such as the Connor-Davidson Resilience
Scale (Connor & Davidson, 2003).
Sample:
The study will involve a sample of college students recruited from [Name of
Institution]. The sample size will be determined using power analysis to ensure
adequate statistical power for detecting meaningful effects. Participants will be
selected using stratified random sampling to ensure representativeness across different
academic disciplines and demographic characteristics.
Inclusion Criteria:
 College students enrolled in undergraduate or graduate programs.
 Willingness to participate in career counseling sessions.

 Proficiency in the language of the counseling sessions (e.g., English).
 Availability to complete pre- and post-counseling assessments.
Exclusion Criteria:
 Students with severe mental health issues requiring specialized intervention.

 Non-native speakers without sufficient language proficiency for counseling
sessions.
 Students unwilling or unable to participate in all aspects of the study.
Research Design:
A pre-test/post-test design will be employed to assess changes in self-confidence and

resilience following career counseling. Participants will complete measures of self-
confidence and resilience before and after participating in a career counseling
intervention.
Tests/Tools for Data Collection:
1. General Self-Efficacy Scale (GSES): A validated self-report questionnaire

assessing individuals' beliefs in their capabilities to deal effectively with a variety
of demanding situations (Schwarzer & Jerusalem, 1995).
2. Connor-Davidson Resilience Scale (CD-RISC): A self-report instrument
designed to measure resilience by assessing an individual's ability to cope with
stress and adversity (Connor & Davidson, 2003).
3. Brief Resilience Scale (BRS): A self-report measure assessing individuals' ability

to bounce back from stress and adversity in daily life (Smith et al., 2008).
4. Career Decision Self-Efficacy Scale (CDSES): A scale measuring individuals'
perceived ability to make informed career decisions and solve career-related
problems (Betz & Taylor, 1994).
5. Demograhic information sheet: Demographic information sheet will be used to
collect various demographic information about the sample including age, gender,
type of family, and marital status.
6. Consent: A Consent form was given to each patient and explained about the
purpose and nature of the study.
Data Collection Procedure
Participants will provide informed consent before participating in the study, outlining
the purpose, procedures, and confidentiality measures. They will complete baseline
assessments of self-confidence, resilience, and career decision self-efficacy before
receiving any counseling intervention. Participants will engage in a series of
structured career counseling sessions tailored to their individual needs and goals.
Following the counseling intervention, participants will complete follow-up
assessments of self-confidence, resilience, and career decision self-efficacy to
evaluate changes over time. Descriptive statistics and inferential analyses, such as
paired-samples t-tests or ANOVA, will be conducted to examine the effects of career
counseling on self-confidence, resilience, and career decision self-efficacy.
Data Analysis Technique
Descriptive statistics, including means, standard deviations, and frequencies, will be

computed to describe the demographic characteristics of the sample and the initial
levels of self-confidence and resilience. Paired-samples t-tests or Wilcoxon signed-
rank tests will be conducted to compare pre- and post-intervention scores on self-
confidence and resilience measures.
REFERENCES
 Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H.
Freeman and Company.
 Betz, N. E., & Taylor, K. M. (1994). Manual for the Career Decision Self-
Efficacy Scale. Columbus: Ohio State University.
 Connor, K. M., & Davidson, J. R. T. (2003). Development of a new resilience
scale: The Connor-Davidson Resilience Scale (CD-RISC). Depression and
Anxiety, 18(2), 76–82.
 Gati, I., Krausz, M., & Osipow, S. H. (2014). A taxonomy of difficulties in career
decision making. Journal of Counseling Psychology, 48(2), 206–221.
 Lent, R. W., Brown, S. D., & Hackett, G. (2003). Contextual supports and
barriers to career choice: A social cognitive analysis. Journal of Counseling
Psychology, 50(4), 458–465.
 Masten, A. S., & Reed, M. G. (2002). Resilience in development. In C. R. Snyder
& S. J. Lopez (Eds.), Handbook of Positive Psychology (pp. 74-88). New York,
NY: Oxford University Press.
 Savickas, M. L. (2011). Career counseling. Washington, DC: American
Psychological Association.
 Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy scale. In J.
Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user’s
portfolio. Causal and control beliefs (pp. 35–37). Windsor, England: NFER-
NELSON.
 Smith, B. W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., & Bernard, J.
(2008). The Brief Resilience Scale: Assessing the ability to bounce back.
International Journal of Behavioral Medicine, 15(3), 194–200.
 Whiston, S. C., Brecheisen, B. K., & Stephens, J. (2003). Does treating
vocational indecision of undecided college students reduce their career
indecision? Journal of Counseling Psychology, 50(2), 217–224.
Appendices:
Appendix A: Demographic Information Sheet
Appendix B: General Self-Efficacy Scale (GSES)
Appendix C: Connor-Davidson Resilience Scale (CD-RISC)

Appendix D: Brief Resilience Scale (BRS)
Appendix E: Career Decision Self-Efficacy Scale (CDSES)

SYNOPSIS - Reselience

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INTRODUCTION

In the dynamic landscape of higher education, college students encounter multifaceted

As college students navigate through the complexities of academic coursework,

Career counseling, as an integral component of student support services, offers a

Self-confidence and resilience are fundamental psychological attributes that

Bandura (1997) pioneered the concept of self-efficacy, emphasizing individuals'

Furthermore, resilience, as conceptualized by Masten and Reed (2002), refers to

Savickas (2011) elaborated on the theoretical underpinnings of career counseling,

Firstly, college students undergo a period of significant transition and decision-

Secondly, career counseling serves as a valuable resource for students seeking

Thirdly, empirical evidence suggests a strong correlation between career counseling

Given the importance of self-confidence and resilience in students' academic success

Furthermore, understanding the mechanisms through which career counseling

 Null Hypothesis (H0): There is no significant difference in self-confidence and

Self-confidence will be measured as the belief in one's abilities to achieve academic

 College students enrolled in undergraduate or graduate programs.

 Willingness to participate in career counseling sessions.

 Students with severe mental health issues requiring specialized intervention.

A pre-test/post-test design will be employed to assess changes in self-confidence and

Tests/Tools for Data Collection:

1. General Self-Efficacy Scale (GSES): A validated self-report questionnaire

3. Brief Resilience Scale (BRS): A self-report measure assessing individuals' ability

Data Collection Procedure

Data Analysis Technique

Descriptive statistics, including means, standard deviations, and frequencies, will be

Appendix A: Demographic Information Sheet

Appendix B: General Self-Efficacy Scale (GSES)

Appendix C: Connor-Davidson Resilience Scale (CD-RISC)

Appendix E: Career Decision Self-Efficacy Scale (CDSES)

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