Theresia KinaiTbaitha WangeriMuturi, Mary N.2024-04-222024-04-222023-09https://ir-library.ku.ac.ke/handle/123456789/27824A research thesis submitted in fulfillment of the requirement for the award of degree of doctor of philosophy (educational psychology) in the school of education of Kenyatta University, September 2023Parents are influential in students’ career choices however, specific parental support factors have not been addressed in Murang’a County Kenya. Limited studies have related parental factors with self-efficacy in science subjects in determining the career options students decide on. This study, therefore, embarked on investigating if parental career support and students’ self-efficacy in science were correlated to career decision making among students in public secondary schools. The Social Cognitive Career Theory formed the basis of the study, raising the ensuing study questions; are there interrelationships between parents' support, students' self-efficacy for science, and students' career decisions; is there a relationship between students' self-efficacy for science and parental support; is there a relationship between parents support and students’ decisions on careers Correlations were established between variables. A sample population of 498 form three students in public schools was derived by Cochran’s sample size formula. Purposive sampling and proportionate stratified random sampling determined 11 schools that included boys, girls, and mixed schools. Random sampling was used to select the participants. Three schools, each with 13 students (49) were identified for piloting to verify the questionnaire. Data were collected and evaluated by SPSS. Data were described using measures of central tendency, standard deviations, and percentages. Hypotheses were tested using Pearson’s product moment correlation coefficient, analysis of variance, and multiple regression. The findings established correlations among the parent career support factors, Instrumental assistance (r(480)=0.29, p<0.01) Career modeling (r(480)=0.10*,p<0.05),Verbal encouragement (r(480)=0.72, p< .01), Emotional support (r(480)=0.34, p<.01)), with decision making. Associations were realized between low science self-efficacy (r (480) =0.277, p<.01) and high science selfefficacy had negative correlations (r(480)= -0.125, p<.01) with students’ decisions. Verbal encouragement (r (480) =.185, p<.01) and instrumental assistance (r(480)=.107, p<0.05) associated with science self-efficacy. Career modelling showed low insignificant relationship (r480) =.027) while emotional support had an insignificant negative relationship (r (480) =-.043, p< .01) with science self-efficacy. The study observed parents' support, self-efficacy in science, and career decision making were interrelated. Recommendations on the inclusion of specific parental attributes in enhancing science self-efficacy to improve students’ choices in sciences were madeenParental careerstudents’ scienceself-efficacycareer decision makingstudentsMurang’a CountyKenyaThesis