<![CDATA[Career planning enables adolescents to translate self-knowledge and information about educational and occupational opportunities into realistic goals and actions. This cross-sectional study examined differences in career planning across self-concept levels among 394 Grade 11 students in Padang, Indonesia, recruited through cluster sampling. Participants completed a 51-item career-planning questionnaire and a 29-item self-concept questionnaire. The mean scores were 186.53 (SD = 10.21) for career planning and 105.24 (SD = 14.38) for self-concept. Among the career-planning domains, choice formulation showed the highest relative mean, whereas action planning showed the lowest. A one-way analysis of variance indicated significant differences in career-planning scores across low, moderate, and high self-concept groups, F(2, 391) = 12.64, p < .001, η² = .061. Scheffé-adjusted comparisons showed that students with high self-concept had significantly higher career-planning scores than those with low self-concept (mean difference = 5.31, p = .004) and moderate self-concept (mean difference = 5.42, p < .001). The low and moderate groups did not differ significantly. These findings suggest that stronger self-concept is associated with more developed career planning, particularly when distinguishing students with high self-concept from their peers. School counseling programs should integrate self-exploration, career-information literacy, goal setting, and structured action planning.]]>
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