Career Learning Self-Efficacy as a Mediator between Career-Training Mentorship and Vocational Identity Sinta Saraswati 1 , Edwindha Prafitra Nugraheni 2 , Mungin Eddy Wibowo 3 , Mulawarman 4 Soesanto 5 sinta.fip@gmail.com, edwindha.prafitra@mail.unnes.ac.id, mungin_eddy@yahoo.com, mulawarman@mail.unnes.ac.id, soesanto@mail.unnes.ac.id Universitas Negeri Semarang, Indonesia 1,2,3,4,5 Abstract. Current research is based on Universitas Negeri Semarang students when making vocational identities. The aim of this study was to investigate the direct and indirect effects of career-training guidance and vocational identity in terms of career learning self-efficacy as a mediator variable. Using the bias corrected bootstrap method N = 5,000 in PROCESS software shows career training mentorship is directly related to vocational identity (β = 0.22; p <0.01), while Self-efficacy has proven mediating effects (β = 0.21; p <0.01). These findings have implications for universities and counselors should provide learning experiences through career intervention and curriculum design. Keywords: Career Learning Self-Efficacy, Career Training Mentorship, Vocational Identity. 1. Introduction This research was conducted to reveal the mediating role of career learning self-efficacy in the relationship between career-training mentorship and vocational identity. A business that students choose while studying at a university, they do not necessarily reflect their positive vocational identity. Undergraduate students (18-25 yo) have primary career issues: (a) to explore self and work, (b) to enforce interests and establish vocational identity, (c) to develop educational and work aspirations, (d) to engaged in care planning, and (e) to specify the initial job of choice [1]. There is a tendency for students at risk of being expelled from the university and experiencing psychological problems in choosing future careers that occur in the exploration phase [2]. Approximately 78.1% of first-year students majoring in psychology need career counseling assistance [3]. In addition, 70% of Universitas Indonesia student needs assessment results to require career counseling services and career preparation workshops/seminars [4]. Thus, students are still having difficulty carrying out exploration and career commitments that lead to the need for a positive formation process vocational identity. Formation of vocational identity part of development tasks that are important for adolescents, adults [5], and for individuals who pursue a bachelor's degree [6]. Vocational identity is demonstrated in self-exploration, evaluating work and being committed to career choices based on interests, skills, and values [7]. Individuals who are able to build a vocational identity benefit because they improve well-being [8, 9], mental health [10], and show transitions that succeed until adulthood [11]. ISET 2019, June 29, Semarang, Indonesia Copyright © 2020 EAI DOI 10.4108/eai.29-6-2019.2290366