ABSTRACT
China’s reformed college entrance examination (Gaokao) system has intensified the complexity of career decision-making for high school students. This study evaluated a 14-week cognitive information processing (CIP) theory-based career course against existing school programs for addressing career indecision (cognitive difficulties) and indecisiveness (emotional/personality difficulties) in 300 10th-graders (149 CIP, 151 control). Assessments using the Career Decision-Making Difficulties Questionnaire–Chinese Version (CDDQ–C) and Emotional and Personality-Related Career Decision-Making Difficulties Scale–Short Form (EPCD–SF) were conducted at pretest, posttest, and 3-month follow-up. Compared to existing courses, the CIP-based course significantly reduced career indecision and the pessimistic views dimension of career indecisiveness, with effects sustained at follow-up. Notably, existing courses showed delayed effects on decreasing other aspects of career indecisiveness. Results highlight the importance of incorporating decision-making frameworks and meta-cognitive strategies into career education and suggest a need for sustained, multifaceted support for emotional/personality-related challenges.