Comparing the effect of career counseling method based on social cognitive theory and calling-oriented career counseling method on academic engagement among high school students

The present study was aimed at comparing the effects of career counseling method based on social cognitive theory and calling-oriented career counseling method on academic engagement among high school students. The research method was semi-experimental with pre-test, post-test and follow-up design with four experimental groups and two control groups. The statistical population included all students attending Secondary high schools in Shahriar. The study sample consisted of 120 students (60 boys and 60 girls) who were randomly assigned into 6 groups (2 groups of social cognitive intervention, 2 groups of calling-oriented intervention, and 2 control groups). The study instrument was Academic Engagement Scale. The results of the repeated measures ANOVA indicated that career counseling method based on social cognitive theory and callingoriented career counseling method had a significant effect on academic engagement. Moreover, Scheffe paired comparisons test in the pretest, posttest, and follow-up stages showed that the means sig increased after the test and remained stable until the follow-up. However, there was no significant difference between the social cognitive group and the calling group. Both career counseling methods, based on social cognitive theory had an effect on academic engagement. By identifying individuals with low engagement in career counseling method based on social cognitive theory and calling-oriented career counseling meetings, it is possible to help improving the quality of education and achieve higher educational goals, and help them to make better use of their abilities and potential talents in order to get better performance.