This study examines the influence of academic vitality and academic self-regulation on students' career aspirations. A structural equation modeling (SEM) approach is employed to analyze data collected from 310 students in grades 7−9. The findings demonstrate that both academic vitality and academic self-regulation exert positive and significant effects on career aspirations. However, academic self-regulation has a stronger influence compared to academic vitality. Additionally, a marginal indirect effect suggests that self-regulation might indirectly impact career aspirations through academic vitality. These results highlight the importance of fostering both academic vitality, characterized by intrinsic motivation and enjoyment of learning, and academic self-regulation, encompassing skills for goal setting, managing workload, and navigat- ing academic challenges. By supporting these factors, educators and parents can empower students to develop clear and ambitious career aspirations.
