How Do Students Become Good Workers? Investigating the Impact of Gender and School on the Relationship between Career Decision-Making Self-Efficacy and Career Exploration
Abstract
:1. Introduction
2. Research Theory and Hypothesis
2.1. Career Decision-Making Self-Efficacy
2.2. Career Exploration
2.3. Relationship between CDMSE and CE
3. Materials and Methods
3.1. Participants and Procedure
3.2. Instruments
3.2.1. Career Decision-Making Self-Efficacy Scale—Short Form
3.2.2. Career Exploration Survey
3.3. Data Analysis
4. Results
4.1. Common-Method Variance Testing
4.2. Descriptive Statistics, Correlations, and Significance Test of Difference
4.3. Hierarchical Regression Analysis
5. Discussion
5.1. Gender Difference in Career Exploration and Career Decision-Making Self-Efficacy
5.2. School Difference in Career Exploration and Career Decision-Making Self-Efficacy
5.3. Relationship between Career Exploration and Career Decision-Making Self-Efficacy
5.4. Implications for Practice
5.5. Limitations and Future Research Design
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
No. | Items |
---|---|
1 | Change majors if you did not like your first choice. |
2 | Change occupations if you are not satisfied with the one you enter. |
3 | Identity some major or career alternatives if you are unable to get your first choice. |
4 | Find information about graduate or professional schools. |
5 | Determine steps to take if you are having academic trouble with your major |
…… | |
21 | Select one major from a list you are considering. |
22 | Determine the kind of information about occupation that interest you. |
23 | Use the internet to find information about occupation that interest you. |
24 | Talk with a person already employed in a field you are interested in. |
25 | Decide what you value most in an occupation. |
No. | Items |
---|---|
Environmental Exploration: | |
To what extent have you behaved in the following ways over the last 3 months? | |
1 | Investigated career possibilities. |
2 | Went to various career orientation programs. |
3 | Obtained information on specific jobs or companies. |
4 | Initiated conversations with knowledge individuals in my career area. |
5 | Obtained information on the labor market and general job opportunities in my career area. |
6 | Sought information on specific areas of career interest. |
Self-Exploration: | |
To what extend have you done the following in the past 3 months? | |
1 | Reflected on how my past integrates with my future career. |
2 | Focused my thoughts on me as a person. |
3 | Contemplated my past. |
4 | Been retrospective in thinking about my career. |
5 | Understood a new relevance of past behavior for my future career. |
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Number of Items | Loading Range | AVE | |
---|---|---|---|
CES | 11 | 0.675–0.827 | 0.614 |
CDMSE-SF | 25 | 0.589–0.834 | 0.576 |
M | SD | Skewness | Kurtosis | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
---|---|---|---|---|---|---|---|---|---|---|---|---|
1. SA | 3.670 | 0.667 | −0.203 | 0.516 | - | |||||||
2. GI | 3.178 | 0.835 | 0.034 | 0.044 | 0.658 *** | - | ||||||
3. GS | 3.625 | 0.653 | −0.105 | 0.407 | 0.643 *** | 0.606 *** | - | |||||
4. P | 3.714 | 0.703 | −0.280 | 0.429 | 0.657 *** | 0.624 *** | 0.638 *** | - | ||||
5. PS | 3.736 | 0.660 | −0.241 | 0.286 | 0.578 *** | 0.479 *** | 0.559 *** | 0.588 *** | - | |||
6. CDMSE | 17.925 | 2.908 | 0.048 | 0.651 | 0.753 *** | 0.734 *** | 0.727 *** | 0.749 *** | 0.765 *** | - | ||
7. SE | 3.793 | 0.522 | −0.702 | 0.843 | 0.504 *** | 0.498 *** | 0.451 *** | 0.531 *** | 0.401 *** | 0.579 *** | - | |
8. EE | 2.915 | 0.448 | −0.032 | −0.313 | 0.583 *** | 0.560 *** | 0.560 *** | 0.482 *** | 0.402 *** | 0.628 *** | 0.463 *** | - |
9. CE | 6.708 | 0.879 | −0.251 | 0.456 | 0.540 *** | 0.522 *** | 0.598 *** | 0.586 *** | 0.468 *** | 0.508 *** | 0.709 *** | 0.796 *** |
Variable | Male (n = 15,050) | Female (n = 9223) | t | Cohen’s d | Effect Size | ||
---|---|---|---|---|---|---|---|
M | SD | M | SD | ||||
Self-appraisal | 3.720 | 0.683 | 3.600 | 0.631 | 13.738 *** | 0.176 | 0.088 |
Gathering Information | 3.216 | 0.863 | 3.128 | 0.784 | 8.871 *** | 0.114 | 0.057 |
Goal Selection | 3.668 | 0.665 | 3.561 | 0.630 | 12.891 *** | 0.165 | 0.082 |
Planning | 3.758 | 0.714 | 3.648 | 0.680 | 12.358 *** | 0.159 | 0.079 |
Problem-Solving | 3.788 | 0.662 | 3.664 | 0.648 | 15.766 *** | 0.202 | 0.101 |
CDMSE | 18.147 | 2.980 | 17.565 | 2.752 | 15.180 *** | 0.195 | 0.097 |
Self-Exploration | 3.805 | 0.509 | 3.774 | 0.563 | 3.066 ** | 0.040 | 0.020 |
EE | 2.941 | 0.472 | 2.873 | 0.406 | 4.890 *** | 0.154 | 0.077 |
Career Exploration | 6.746 | 0.819 | 6.646 | 0.810 | 4.783 *** | 0.123 | 0.061 |
Variable | Urban School (n = 12,327) | Rural School (n = 11,946) | t | Cohen’s d | Effect Size | ||
---|---|---|---|---|---|---|---|
M | SD | M | SD | ||||
Self-Appraisal | 3.723 | 0.675 | 3.617 | 0.652 | 12.473 *** | 0.160 | 0.080 |
Gathering Information | 3.196 | 0.862 | 3.160 | 0.806 | 3.371 *** | 0.043 | 0.021 |
Goal Selection | 3.667 | 0.663 | 3.582 | 0.641 | 10.005 *** | 0.128 | 0.064 |
Planning | 3.758 | 0.715 | 3.669 | 0.691 | 9.914 *** | 0.127 | 0.063 |
Problem-Solving | 3.810 | 0.663 | 3.661 | 0.648 | 17.733 *** | 0.228 | 0.113 |
CDMSE | 18.154 | 2.959 | 17.689 | 2.836 | 12.494 *** | 0.160 | 0.080 |
Self-Exploration | 3.833 | 0.504 | 3.753 | 0.577 | 7.909 *** | 0.102 | 0.050 |
EE | 2.929 | 0.473 | 2.900 | 0.422 | 2.185 * | 0.030 | 0.014 |
Career Exploration | 6.762 | 0.817 | 6.652 | 0.838 | 5.141 *** | 0.066 | 0.033 |
CE | ||||
---|---|---|---|---|
β | t | 95% CI | ΔR2 | |
Model 1 (Moderator: School) | ||||
Step 1 | ||||
CDMSE | 0.38 | 55.66 *** | [0.38, 0.39] | |
School | 0.07 | 4.81 *** | [0.04, 0.09] | |
Step 2 | 0.50 *** | |||
CDMSE × School | −0.02 | −4.13 *** | [−0.03, −0.01] | |
Model 2 (Moderator: Gender) | ||||
Step 1 | ||||
CDMSE | 0.39 | 55.79 *** | [0.38, 0.39] | |
Gender | 0.12 | 8.39 *** | [0.10, 0.15] | |
Step 2 | 0.00 | |||
CDMSE × Gender | 0.00 | −0.13 | [−0.10, 0.10] |
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Chen, S.; Chen, H.; Ling, H.; Gu, X. How Do Students Become Good Workers? Investigating the Impact of Gender and School on the Relationship between Career Decision-Making Self-Efficacy and Career Exploration. Sustainability 2021, 13, 7876. https://doi.org/10.3390/su13147876
Chen S, Chen H, Ling H, Gu X. How Do Students Become Good Workers? Investigating the Impact of Gender and School on the Relationship between Career Decision-Making Self-Efficacy and Career Exploration. Sustainability. 2021; 13(14):7876. https://doi.org/10.3390/su13147876
Chicago/Turabian StyleChen, Shi, Huaruo Chen, Hairong Ling, and Xueying Gu. 2021. "How Do Students Become Good Workers? Investigating the Impact of Gender and School on the Relationship between Career Decision-Making Self-Efficacy and Career Exploration" Sustainability 13, no. 14: 7876. https://doi.org/10.3390/su13147876