• Campus employment has been shown to positively impact retention (Yeh, 2010). Programs that incorporate personal and professional development opportunities for students may strengthen this impact (Fede, Gorman & Cimini 2018).
• Betz and Klein (1996) found that students’ career self-efficacy is associated with generalized self-efficacy as well as global self-esteem. This finding reinforces the notion that student retention in college is related to a number of universal factors, one of which being career self-efficacy. Hull-Banks et al, 2005 found that the presence of long-term goals, such as career goals, positively predicted academic performance significantly. As indicated in Tinto’s (1993) model of student attrition, students’ goals, both initially and throughout time, strongly influence decisions to remain in school. Furthermore, students who felt more confident about obtaining career-relevant information and solving career-related problems were more intrinsically motivated and were more satisfied with the major they had selected (Komarraju, Swanson, Nadler, 2013). Ultimately, research shows a very clear connection between student academic and career self-efficacy and retention. Campus employment and professional development programs only strengthen this relationship.