Tiedeman and O'Hara's Career Decision Making Theory proposes a process of career decision-

making consisting of two phases: planning and action. The planning phase includes four stages:
exploration, crystallization, choice, and clarification. Undecided students progress through these stages
by exploring their interests, examining options, making decisions, and implementing plans. The action
phase comprises three stages: induction, reformation, and integration. In these stages, students
familiarize themselves with their chosen path, become advocates for it, and develop a sense of purpose.

Harren's Decision-Making Model expands on Tiedeman and O'Hara's theory and addresses additional
factors influencing the decision-making process. It includes four stages: awareness, planning,
commitment, and implementation. In the awareness stage, individuals assess their current situation and
reflect on past decisions. If dissatisfied, they move to the planning stage to explore alternatives and
narrow down choices. The commitment stage involves integrating the decision into one's identity, and in
the implementation stage, plans are made to execute the decision, accounting for internal and external
factors.

Harren's Decision-Making Model considers the influence of self-concept and identifies three decision-
making styles: rational, intuitive, and dependent. It also highlights the importance of autonomy,
interpersonal maturity, and sense of purpose in the decision-making process. Factors such as feedback,
anxiety levels, time constraints, available alternatives, and consequences also affect decision-making.
Additionally, the study is supported by Social Cognitive Career Theory (SCCT), which emphasizes
personal goals, self-efficacy, and outcome expectations in career development. SCCT recognizes the
interaction between individuals and their environment, including barriers like lack of support and
cultural beliefs. Various research studies have utilized SCCT, highlighting the significance of social
support and self-efficacy in career decision-making. The theory integrates with Bandura's social
cognitive theory and accounts for cultural, gender, genetic, and contextual factors in career choices.

Super's Self-Concept Theory of Career Development highlights the relationship between career
development and an individual's self-concept. It proposes a framework of life stages and emphasizes the
concept of career maturity. The theory has received attention internationally, with studies supporting its
assumptions and examining career development interventions. The study is also supported by
Krumboltz's Social Learning Theory of Career Development, which explains how learning opportunities
in the social environment shape career decisions. Planned and unplanned learning experiences influence
individuals' views and perceptions, guiding their career and educational choices. Additionally, the study
is aligned with Albert Bandura's Social Learning Theory, which emphasizes the role of observation and
modeling in learning. It considers the interaction between environmental and cognitive factors in
shaping behavior. These theories provide a blueprint for career decision-making and align with the
study's objective of determining and planning future career preferences.