This study investigates the effects of vocational guidance with a direct learning model on university students’ career commitment and employability skills via career learning self-efficacy. Participants (N = 214) were electrical/electronic technology education students drawn from two universities in Nigeria. A two-group quasi-experimental design with a three-wave survey was adopted. Results revealed increased career commitment making, identification with commitment, perceived future employability skills, and career learning self-efficacy among the intervention group compared to those in the control group. Increase in career learning self-efficacy mediated identification with commitment, but not career commitment making and perceived future employability skills.

本研究以职业学习自我效能感为基础，以直接学习模式调查职业指导对大学生的职业承诺和就业技能的影响。参与者（N  = 214）是来自尼日利亚两所大学的电气/电子技术教育学生。采用三波调查的两类准实验设计。结果显示，与对照组相比，干预组的职业承诺，对承诺的认同，对未来就业技能的认知以及职业学习自我效能的提高。通过承诺，职业学习自我效能感的中介作用增加，但没有做出职业承诺和感知未来的就业技能。