Emotional Intelligence as a Predictor of Career Decision Self-Efficacy among Pakistani University Students

Abstract

University students frequently encounter complex career-related decisions that require emotional regulation, self-awareness, and confidence in handling uncertainty. Emotional intelligence (EI) is increasingly recognized as an important psychological resource that may support effective decision-making and strengthen self-beliefs in career planning. Career decision self-efficacy (CDSE) reflects students’ confidence in completing essential career decision tasks, and identifying its predictors is particularly relevant in the Pakistani higher education context. This study examined emotional intelligence as a predictor of overall career decision self-efficacy and its key domains among Pakistani university students. A cross-sectional correlational design was used with 312 university students (174 females, 138 males), aged 18–26 years (M = 21.43, SD = 2.11). Emotional intelligence was measured using the Urdu-adapted Schutte Emotional Intelligence Scale, while CDSE was assessed using the Urdu version of the Career Decision Self-Efficacy Scale–Short Form. Data were analyzed using descriptive statistics, Pearson correlation, and linear regression analyses. Emotional intelligence showed significant positive associations with overall CDSE and its domains, including self-appraisal, occupational information, goal selection, planning, and problem-solving (r = .45–.53, p < .001). Regression results indicated that EI significantly predicted overall CDSE (R² = .28, β = .53, p < .001), as well as each CDSE domain (R² = .22–.28, p < .001). These findings suggest that emotional intelligence is a meaningful predictor of career decision self-efficacy among Pakistani university students. Integrating emotional skills training into university-based career guidance may strengthen students’ confidence in career planning and decision-making.