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Abstract
Abstract. This article investigates the impact of career-oriented school reviews and competitions on students’ career choice motivation, drawing on Social Cognitive Career Theory, Career Construction Theory, and Self-Determination Theory. Through a comparative analysis of career-oriented competition systems in Uzbekistan, Germany, South Korea, and the United States, the study identifies the mechanisms through which structured competitive activities influence vocational self-efficacy, career exploration behavior, outcome expectations, and intrinsic career motivation. The analysis draws on regulatory frameworks including Uzbekistan’s Government Decrees No. 562 (2021) and PF-158 (2024), international WorldSkills standards, and empirical findings from PISA and career development research. A multi-dimensional motivational impact model is proposed, comprising five indicators: vocational self-efficacy, career exploration behavior, outcome expectations, intrinsic motivation, and career adaptability. Evidence-based recommendations are developed for enhancing career-oriented competition formats in Uzbekistan’s general education schools, including the integration of industry mentorship, formative career assessment, digital career portfolios, and expanded WorldSkills Junior participation.
References
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