Effects of career course assignment design on undergraduates’ career self-efficacy and exploration
Bibliographic Data
| ID | 21484740 |
|---|---|
| Authors | Yu-Chen Wei (0000-0003-2460-0492, National Taipei University of Education, corresponding author) |
| Year | 2025 |
| Volume | 45 |
| Issue | 1 |
| Pages | 100-112 |
| Publication date | 2025-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Asia Pacific Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0218-8791 • E-ISSN: 1742-6855 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02188791.2022.2074372 |
| OpenAlex | W4280631830 |
| Language | EN |
| References cited | 39 |
This study examined the effectiveness of a career course designed to increase career self-efficacy and exploration among undergraduate students from a university in Taiwan. A quasi-experimental study was conducted to compare a group of students who completed high-intensity action-based assignments (experimental group, n = 74) with another group that was assigned low-intensity action-based assignments (n = 197). Both groups answered the questionnaires in the first and eighteenth weeks of the course. Repeated measure analyses were conducted to examine the differences between the responses of both groups before and after taking the course. The results indicated that the career course could improve the students’ career self-efficacy (t = −12.4, p < .001) and exploration (t = −15.1, p < .001). Although the results confirmed that high-intensity action-based assignments could enhance students’ career exploration (t = −2.62, p < .01), neither group showed any improvement in terms of career self-efficacy. The control group exhibited higher career self-efficacy after attending the course than did the experimental group (t = 2.74, p < .01). The implications and scope for further research are also discussed
Career development · Mathematics education · Medical education · Pedagogy · Self-efficacy · Career Development and Diversity · Grit, Self-Efficacy, and Motivation · Higher Education and Employability · Medicine · Psychology · Social Psychology
A taxonomy of difficulties in career decision making.
Relation of self-efficacy expectations to academic achievement and persistence.
Evaluation of a Short Form of the Career Decision-Making Self-Efficacy Scale
Development of the Career Exploration Survey (CES)
Generalized expectancies for internal versus external control of reinforcement.
Exploring attitudes, beliefs and practices of academic staff towards undergraduate career development in non-vocational courses
Challenges and difficulties in career decision making
A self-efficacy approach to the career development of women
Self-efficacy
Decision-making self-efficacy mediates the peer support–career exploration relationship
Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical–vocational colleges
A theory of vocational development
Situated Learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |