Career transition self-efficacy is particularly important for students with autism spectrum disorder (ASD). Low self-efficacy during career transition can result in increased anxiety, indecision, and challenges in securing meaningful employment. This quasi-experimental study investigated the effect of purpose-based career coaching on career transition self-efficacy among Nigerian college students with ASD. The rationale for this study is grounded in the belief that purpose-based career coaching can boost the self-efficacy of neurodivergent students during career transition by providing them with a sense of purpose and clarity about their career paths. A total of 27 senior secondary school students with ASD (those with high-functioning autism) were divided into a treatment group receiving purpose-based coaching and a control group accessing standard career services. The study used pretest, posttest, and follow-up measures of career transition self-efficacy (CTSEQ) and career-related life purpose orientation (CLPOS). Results revealed that the treatment group showed significantly higher improvements in both CTSEQ and CLPOS compared to the control group. These gains were sustained at follow-up, confirming the long-term positive impact of aligning career decisions with personal values and life purpose. The findings suggest that purpose-based coaching is an effective intervention for improving career transition self-efficacy among students with ASD.

Keywords: Autism Spectrum Disorder, Career Coaching, Career Transition, College Students, Purpose-based Career Coaching.