Abstract

The transition from academic life to the workforce presents a critical challenge for graduating students, often influenced by both internal motivations and external circumstances. This study aimed to determine whether students’ motivations for choosing their academic programs, such as passion, financial stability, affordability, family influence, and peer influence, significantly relate to their career preparedness. Anchored in Social Cognitive Career Theory, the research surveyed 371 graduating students from a private university in Bacolod City using a structured online questionnaire. Career preparedness was measured using the Career Decision Self-Efficacy Scale-Short Form (CDSES-SF), while course choice motivation was assessed through Likert-scale items. Descriptive results indicated high levels of career preparedness, but only moderate levels of motivation across all categories. Inferential tests revealed no significant differences or correlations in career preparedness based on sex, age, or motivation factors. The findings suggest that while students are generally prepared for career decision-making, their motivations for course selection are not strong predictors of this readiness. These insights underscore the need for institutions to implement structured career development programs that move beyond initial academic motivations and focus on holistic, skills-based preparation.