scholarly journals Relationship of Academic Performance and Academic Self-Concept with Career Decision-Making among UPM Undergraduate Students

2021 ◽  
Vol 17 (2) ◽  
pp. 50
Author(s):  
Siti Nadhirah Mohd Zaini ◽  
Ahmad Aizuddin Md Rami ◽  
Nurazidawati Mohamad Arsad ◽  
Mohd Ashraff Mohd Anuar
Keyword(s):  
Decision Making ◽  
Academic Performance ◽  
Undergraduate Students ◽  
Career Paths ◽  
Structural Equation ◽  
Career Decision ◽  
Self Concept ◽  
Cluster Sampling ◽  
Career Decision Making ◽  
Grade Point

Abstract: Choosing the right career paths relevant to their future is probably one of the most challenging decisions confronting the majority of adolescents. Hence, recognition of the factors affecting students’ career decisions is more important than ever. This study aimed to investigate the effects of academic performance and academic self-concept in relation to career decision-making among UPM undergraduate students. A quantitative research design using a questionnaire was utilised. The questionnaire, one touching on academic self-concept and the other on career decision-making, was disseminated to the respondents via emails and through social network services in the form of Google Forms. For data on academic performance, the researcher based it on the students’ current Cumulative Grade Point Average (CGPA) results. The Multi-stage cluster sampling method was employed to a total of 171 final-year undergraduates from Universiti Putra Malaysia (UPM). The data were analysed using SmartPLS 3. The result of partial least squares structural equation modelling (PLS-SEM) revealed that the students’ academic self-concept directly and significantly affects their career decision-making. However, there is no direct relationship between academic performance and career decision-making. This study found that developing students’ academic self-concept can assist them to decide on their career paths.   Keywords: Academic achievement, Academic self-concept, Career choice, Higher education

Career decision-making self-efficacy mediates the effect of social support on career adaptability: A longitudinal study

2019 ◽  
Vol 47 (5) ◽  
pp. 1-13 ◽  
Author(s):  
Chunna Hou ◽  
Yuzhen Wu ◽  
Zhijun Liu
Keyword(s):  
Social Support ◽  
Decision Making ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Career Decision ◽  
Equation Modeling ◽  
Career Adaptability ◽  
Career Decision Making ◽  
The Individual

In constructivist approaches to research on career adaptability it has been conceptualized that the development of one’s career is formed from the interplay between the individual and the environment. In this study we utilized structural equation modeling analysis of longitudinal data obtained from 145 Chinese undergraduate students to examine the effects of social support and career decision-making self-efficacy on career adaptability. Our results provided important evidence regarding the effects of career decision-making self-efficacy, which functions as a significant mediator of the effects of social support on career adaptability. We provide integrative conclusions for explaining the relationships between the environment, the individual, and the individual’s career outcome, and have enriched constructivist theories of careers, providing implications for counseling and practice.

Career Adaptability Profiles and Their Relations With Emotional and Decision-Making Correlates Among Belgian Undergraduate Students

2021 ◽  
pp. 089484532110055
Author(s):  
Michaël Parmentier ◽  
Thomas Pirsoul ◽  
Frédéric Nils
Keyword(s):  
Decision Making ◽  
Emotional Intelligence ◽  
University Students ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Career Decision ◽  
Career Adaptability ◽  
Career Decision Making ◽  
Work Transition ◽  
Person Centered Approach

This study used a person-centered approach to investigate university students’ profiles of career adaptability and determine whether different combinations of concern, control, curiosity, and confidence could be identified. We also explored the relations of these profiles with emotional intelligence, anticipatory emotions, and career decision-making self-efficacy. We found six distinct profiles of career adaptability among 307 university students who differed both on their level and on shape. Emotional intelligence was associated with profiles displaying higher levels of career adaptability. Furthermore, profiles of career adaptability significantly displayed differences in terms of positive anticipatory emotions at the prospect of the school-to-work transition and career decision-making self-efficacy but not in terms of negative anticipatory emotions. These results highlight that differentiating profiles of career adaptability provide insights for the design and the implementation of career-related interventions among university students.

The Appropriateness of Super's Career Theory among Black South Africans

1998 ◽  
Vol 28 (1) ◽  
pp. 40-43 ◽  
Author(s):  
Graham B. Stead ◽  
Mark B. Watson
Keyword(s):  
Decision Making ◽  
Developmental Stages ◽  
Career Maturity ◽  
Career Decision ◽  
The Self ◽  
Self Concept ◽  
Career Decision Making ◽  
Career Theory ◽  
South Africans ◽  
Black South Africans

The appropriateness of Super's career theory among black South Africans is discussed in terms of developmental stages, the self-concept, career maturity, and career decision-making. Suggestions are provided as to how these constructs may need to be re-evaluated and thus become more meaningful to career counsellors and researchers.

Social Class Fragility and College Students’ Career Decision-Making at a Private University

2017 ◽  
Vol 46 (2) ◽  
pp. 112-129
Author(s):  
Keaton C. Muzika ◽  
Aaron Hudyma ◽  
Patton O. Garriott ◽  
Dana Santiago ◽  
Jessica Morse
Keyword(s):  
College Students ◽  
Decision Making ◽  
Grounded Theory ◽  
Social Class ◽  
Undergraduate Students ◽  
Private University ◽  
Career Decision ◽  
Career Decision Making ◽  
Career Interventions

The present study examined the role of social class in the career decision-making of undergraduate students attending a private university. Grounded theory was used to describe the process of social class and undergraduates’ career interests and plans. Interviews with undergraduate students ( N = 21) resulted in four categories and 13 axial codes. The grounded theory emerging from the data was labeled, social class fragility. Social class fragility captured the career goals and behaviors associated with participants’ striving for an acceptable career choice, based upon their social class contexts. The contextual factors described by participants included relational influences, social class consciousness, and vocational privilege. Results are discussed in terms of career interventions with college students attending universities that encapsulate upper middle-class norms.

Pursuing Careers Inside or Outside Academia? Factors Associated With Doctoral Students’ Career Decision Making

2020 ◽  
pp. 089484532090796
Author(s):  
Gaeun Seo ◽  
Joonkil Ahn ◽  
Wen-Hao Huang ◽  
Julia P. Makela ◽  
HyeJin T. Yeo
Keyword(s):  
Decision Making ◽  
Doctoral Students ◽  
Career Paths ◽  
Social Cognitive ◽  
Academic Career ◽  
Career Decision ◽  
Career Decision Making ◽  
Career Experiences ◽  
Career Support ◽  
Career Needs

A lack of empirical research on career decision-making experience of doctoral students prevents them from developing relevant career competencies to achieve desired career goals. Understanding career experiences and diverse career needs of doctoral students is crucial to better prepare them for varied career paths inside and outside academia. Grounded in social cognitive career theory’s career self-management model, we investigated the association of the personal and contextual factors of doctoral students with their career decision making. To gain a comprehensive understanding of career choices of doctoral students, comparisons are made between academic and beyond academic career groups. Data were collected from 313 doctoral candidates from a research-oriented public university located in the U.S. Midwest. The results of logistic regression analysis show significant associations between career support, marital status, and major and career choice of doctoral students. Implications for graduate education to support doctoral students for diverse career paths are discussed.

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