<![CDATA[Career aspirations are an important aspect of adolescent development, shaped by psychological resources and academic experiences. This study aimed to examine the direct and indirect associations of self-efficacy and academic boredom with career aspirations through self-regulation among eleventh-grade students in public senior high schools in Semarang, Indonesia. A quantitative explanatory research design was employed, involving 184 students from a population of 5,928 students across 16 schools, with the sample size determined using Slovin's formula. Data were analyzed using path analysis and the Sobel test. The results showed that self-efficacy was positively associated with self-regulation (β = .398), whereas academic boredom demonstrated a negative association (β = .483), with both predictors explaining 47.5% of the variance in self-regulation. Self-regulation was positively associated with career aspirations (β = .322), while the direct associations of self-efficacy (β = .059) and academic boredom (β = .130) were not statistically significant. The model explained 19.4% of the variance in career aspirations. The mediation analysis suggested indirect relationships through self-regulation. These findings highlight the potential importance of strengthening self-regulatory competencies in school career guidance and counseling programs to support students' career development.]]>
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