The Impact of Parenting Style on High School Students' Career Decision-Making Self-Efficacy

Abstract

The present study investigates the relationship between parenting styles and career decision-making self-efficacy (CDMSE) among Moroccan high school students, drawing on Social Cognitive Career Theory. A total of 114 students (72% female), aged 16 to 21, completed the Perceived Parenting Style Questionnaire (Steinberg, 1993) and the short form of the Career Decision-Making Self-Efficacy Scale (Betz, Klein, & Taylor, 1996). Correlation analyses revealed that acceptance–involvement parenting was positively associated with CDMSE, whereas psychological autonomy-granting parenting was negatively associated with CDMSE. Strictness–supervision showed no significant relationship with CDMSE. These findings highlight the critical role of parental support in fostering adolescents’ vocational confidence. The study contributes to filling a research gap by addressing parenting styles and career decision-making in a North African context, where little empirical evidence is available. Practical implications are discussed for parents, educators, and policymakers to strengthen parent–child interactions and promote career readiness among youth.