Mentoring Support, Career Self‐Efficacy, and Career Engagement Among First‐Generation College Students: Testing the Career Self‐Management Model

ABSTRACT Guided by the social cognitive model of career self‐management (CSM), this study investigated the relationships among mentoring support, career self‐efficacy, and career engagement among 357 first‐generation college students (FGCS), primarily from racially and ethnically minoritized backgrounds. Structural equation modeling revealed that mentoring support had a significant positive effect on career engagement, both directly and indirectly through career self‐efficacy. These findings provide empirical evidence for applying the CSM model to this understudied student population and offer implications for research and practice to promote FGCS’ career development through strategies targeting mentoring and self‐efficacy.