<![CDATA[The implementation of the Independent Curriculum demands professionalism among counselors in conducting comprehensive Guidance and Counseling programs. However, technical barriers to the implementation of non-cognitive diagnostic assessments have been identified, which impact counselor self-efficacy. This study aims to analyze the influence of non-cognitive diagnostic assessment skills on high school counselors' self-efficacy in implementing comprehensive guidance and counseling programs. Using a quantitative correlational design, this study involved 84 counselors from public high schools in Semarang City. The research instruments included a modified School Counselor Self-Efficacy Scale (SCSE) and a non-cognitive diagnostic assessment skills scale. Data were analyzed using simple linear regression through IBM SPSS. The results showed a strong positive relationship between non-cognitive diagnostic assessment skills and self-efficacy. This finding provides an empirical contribution that strengthening non-cognitive diagnostic assessment skills is an important factor in improving counselor self-efficacy, thus providing a basis for developing professional training and developing comprehensive guidance and counseling programs that are more student-centered. Based on these findings, it is necessary to replicate the study on a wider geographical scale and with various types of schools in the future to increase the generalizability of the findings in the context of national education.]]>
