Mahla Dashti Esfahani۱ - . Master's Degree Graduate in Career Counseling, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran
Kianoush Zahrakar - . Assistant Professor of Counseling Department, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran
Fatemeh Samiei - Associate Professor of Counseling Department, Faculty of Psychology and Educational Sciences, University of Isfahan, Isfahan, Iran

The aim of this study is to examine the effectiveness of career path skills training based on trait-factor theories on the career identity of ninth-grade female students. This research is a quasi-experimental study with a pre-test, post-test, and follow-up control group design. The statistical population included all ninth-grade female students in District ۴ of Isfahan's Department of Education during the ۲۰۱۸-۲۰۱۹ academic year. Thirty students were selected through convenient and voluntary sampling and randomly assigned to experimental and control groups (۱۵ students each). The research stages included pre-test, intervention, post-test, and follow-up. Data were collected using the Career Identity Status Scale (۲۰۱۱). The experimental group participated in nine ۱.۵-hour sessions of the developed career path skills training package. Data were analyzed using covariance analysis. The results indicated that career path skills training based on trait-factor approaches positively affected career identity and this effect persisted over time. Therefore, it can be concluded that in the process of choosing a major and career, the stages of self-awareness, exploration, and planning are crucial. Focusing on career identity is very important, and students should undergo career path skills training in their career self-awareness process, which should also be a fundamental approach for parents, students, and counselors.

: Career Identity, Career Path Skills Training, Trait-Factor Approaches