Career exploration refers to the exploration of the environment and the self with the aim of gathering career-related information. On the basis of Lent et al.'s (2013) model of career self-management (CSM), the current meta-analysis examined the antecedents and outcomes of career exploration among college students (K = 109, N = 34,969 students). We found support for the applicability of the CSM model to the context of students' career exploration. Specifically, positive associations were found for the association of the three core person-cognitive variables self-efficacy for career exploration and decision-making (r_c = 0.52), outcome expectations (r_c = 0.31), and career-exploratory goals (r_c = 0.42) with career exploration. Results of path analyses suggest that the effects of both self-efficacy and outcome expectations on career exploration are mediated by career-exploratory goals. Further, in line with the CSM model, career exploration was positively related to career-related support (r_c = 0.33) and negatively related to barriers (r_c = −0.15). Moreover, career exploration was associated with important career-related outcomes, such as career decidedness (r_c = 0.22), and perceived employability (r_c = 0.35). Exploratory moderator analyses revealed that some relationships are influenced by sample (i.e., age, gender, cultural background) and measurement (e.g., publication date) characteristics. The findings of this meta-analysis highlight several implications for the further development of the CSM model, future research on students' career exploration, and career development practice.

职业探索是指以收集职业相关信息为目的，对环境和自我的探索。在 Lent 等人 (2013) 的职业自我管理 (CSM) 模型的基础上，当前的荟萃分析检查了大学生（K  = 109，N  = 34,969 名学生）职业探索的前因和结果。我们发现支持 CSM 模型适用于学生职业探索的背景。具体而言，发现了三个核心个人认知变量的关联：职业探索和决策的自我效能感（r _c  = 0.52）、结果期望（r _c  = 0.31）和职业探索目标（r_c  = 0.42) 与职业探索。路径分析的结果表明，自我效能和结果期望对职业探索的影响都受到职业探索目标的调节。此外，与 CSM 模型一致，职业探索与职业相关支持呈正相关 ( r _c  = 0.33)，与障碍呈负相关 ( r _c  = -0.15)。此外，职业探索与重要的职业相关结果相关，例如职业决定性（ r _c  = 0.22）和感知就业能力（ r _c = 0.35）。探索性调节分析显示，某些关系受样本（即年龄、性别、文化背景）和测量（例如出版日期）特征的影响。这项元分析的结果突出了对 CSM 模型的进一步发展、学生职业探索的未来研究和职业发展实践的几个意义。