Do Career Guidance Interventions Boost Career Decision-Making Self-Efficacy and Career Adaptability Among College Students? A Systematic Review and Meta-Analysis of Controlled Studies

Abstract

Career guidance is widely used in higher education, yet its effects on career decision-making self-efficacy (CDSE) and career adaptability (CA) have not been jointly synthesized across controlled studies. Following PRISMA 2020, OpenAlex, ERIC, and Europe PMC were searched on 11 September 2026 for randomized or non-randomized controlled studies of post-secondary students published from 2010. Fourteen studies met the inclusion criteria; 12 studies contributing 13 effect sizes were meta-analyzed with random-effects models using Hedges’ g. After excluding three statistical outliers, career guidance produced a moderate improvement in CDSE (g = 0.50, 95% CI [0.27, 0.72]). The pooled effect on CA was moderate to large (g = 0.79, 95% CI [0.41, 1.17]). Effects did not differ significantly by design, region, or delivery format, although subgroup analyses were underpowered. Structured career guidance appears to improve both CDSE and CA, but evidence certainty is low and more rigorous trials are needed, particularly in vocational and private-college settings.