A group training was conducted on 17 college students to improve their career decision-making self-efficacy (CDMSE). The result showed that there was significant difference between the pre-test and the post-test for t...A group training was conducted on 17 college students to improve their career decision-making self-efficacy (CDMSE). The result showed that there was significant difference between the pre-test and the post-test for the experimental group (n = 17), whereas no significant difference was found between the pre-test and the post- test for the control group (n = 17). In the pre-test, there was no significant difference between the experimental group and the control group, and obvious difference between the two groups was found in the post-test. This indicated that the group training was effective on improving the CDMSE of the college students whose scores of CDMSE were below 27% point of the total students.展开更多
Malaysian graduates are normally assumed to be lacking soft-skills and preparation for job-searching, thus affecting their decision-making skills. Thus, this study aims to develop a career decision-making competency m...Malaysian graduates are normally assumed to be lacking soft-skills and preparation for job-searching, thus affecting their decision-making skills. Thus, this study aims to develop a career decision-making competency model for effective career development among graduating students in Malaysia. The data collected from 1,655 graduating students were tested with confirmatory factor analysis to obtain three best-fit measurement models from the three variables. The findings according to the primary data reveal that there are significant relationships between self-knowledge and career decision-making, and occupational exploration as well as career decision-making. The result for testing invariance of a structural model for multi group analysis showed a validation model of self-knowledge, occupational exploration and career decision making. The findings from this study can be of great benefit to students, researchers, as well as the policy makers in the educational field.展开更多
This research explores factors influencing Chinese overseas students’career decision-making.Based on the social cognitive career theory,a semi-structured interview schedule was devised to qualitatively investigate ho...This research explores factors influencing Chinese overseas students’career decision-making.Based on the social cognitive career theory,a semi-structured interview schedule was devised to qualitatively investigate how Chinese students evaluated different factors and coped with career decision-making while studying abroad.The interview transcripts were addressed using thematic analysis.Family influences,overseas social life,and personal improvement were found to be the three key factors in shaping Chinese overseas students’career decision-making.Moreover,close interconnections were found among the three factors,and these had a combined impact on the decision-making process.The findings highlight the importance of a positive study abroad experience and its impact on international students’career decision-making.展开更多
Understanding the persistence and success of students has gained increasing attention to unravel the ＂architectural education black-box.＂ However, the motivation and pre- socialization of incoming students were larg...Understanding the persistence and success of students has gained increasing attention to unravel the ＂architectural education black-box.＂ However, the motivation and pre- socialization of incoming students were largely ignored as these factors fell outside the direct control of architecture schools. Motivational factors can affect the educational process given that the values, expectations, and career-related goals of incoming students influence their attitudes to education. This study seeks to uncover the motivational factors of applicants to an architecture program in East Africa and appreciate those factors that lead students into architecture as a career choice. Through qualitative content analysis, the study revealed the motivational factors of applicants, which were classified into four groups： educational, external, personal, and prestige. These factors were comparable with those found in previous studies conducted in Europe and North America, but nevertheless highlight contextual variances unique to the region. The findings raise questions of the role architecture education in engaging incoming students in discourse that aids their understanding of architecture and architectural education.展开更多
文摘A group training was conducted on 17 college students to improve their career decision-making self-efficacy (CDMSE). The result showed that there was significant difference between the pre-test and the post-test for the experimental group (n = 17), whereas no significant difference was found between the pre-test and the post- test for the control group (n = 17). In the pre-test, there was no significant difference between the experimental group and the control group, and obvious difference between the two groups was found in the post-test. This indicated that the group training was effective on improving the CDMSE of the college students whose scores of CDMSE were below 27% point of the total students.
文摘Malaysian graduates are normally assumed to be lacking soft-skills and preparation for job-searching, thus affecting their decision-making skills. Thus, this study aims to develop a career decision-making competency model for effective career development among graduating students in Malaysia. The data collected from 1,655 graduating students were tested with confirmatory factor analysis to obtain three best-fit measurement models from the three variables. The findings according to the primary data reveal that there are significant relationships between self-knowledge and career decision-making, and occupational exploration as well as career decision-making. The result for testing invariance of a structural model for multi group analysis showed a validation model of self-knowledge, occupational exploration and career decision making. The findings from this study can be of great benefit to students, researchers, as well as the policy makers in the educational field.
文摘This research explores factors influencing Chinese overseas students’career decision-making.Based on the social cognitive career theory,a semi-structured interview schedule was devised to qualitatively investigate how Chinese students evaluated different factors and coped with career decision-making while studying abroad.The interview transcripts were addressed using thematic analysis.Family influences,overseas social life,and personal improvement were found to be the three key factors in shaping Chinese overseas students’career decision-making.Moreover,close interconnections were found among the three factors,and these had a combined impact on the decision-making process.The findings highlight the importance of a positive study abroad experience and its impact on international students’career decision-making.
文摘Understanding the persistence and success of students has gained increasing attention to unravel the ＂architectural education black-box.＂ However, the motivation and pre- socialization of incoming students were largely ignored as these factors fell outside the direct control of architecture schools. Motivational factors can affect the educational process given that the values, expectations, and career-related goals of incoming students influence their attitudes to education. This study seeks to uncover the motivational factors of applicants to an architecture program in East Africa and appreciate those factors that lead students into architecture as a career choice. Through qualitative content analysis, the study revealed the motivational factors of applicants, which were classified into four groups： educational, external, personal, and prestige. These factors were comparable with those found in previous studies conducted in Europe and North America, but nevertheless highlight contextual variances unique to the region. The findings raise questions of the role architecture education in engaging incoming students in discourse that aids their understanding of architecture and architectural education.
