Analysis the Effectiveness of School Based Career Guidance on Psychocareer Mediators, Academic Transition, and Placement in High School Students

Abstract

This study aims to examine the effectiveness of school-based career guidance on psychocareer mediators, academic transition indicators, and distal outcomes such as student placement and graduation. The research employed a Systematic Literature Review (SLR) following PRISMA 2020 guidelines. Data were retrieved from the Scopus database using keywords related to career guidance effectiveness, yielding 115 records, from which 20 studies (2015–2025) met inclusion criteria. Quantitative descriptive and qualitative thematic analyses were conducted to synthesize evidence on program effectiveness, implementation parameters, and equity moderators. The results revealed that programs combining psychoeducation, reflective exercises, individualized feedback, and digital integration significantly improved students’ self-efficacy, career adaptability, and goal clarity. In conclusion, the effectiveness of school-based career guidance depends on comprehensive program design, consistent implementation, and equitable access to educational technology.