Improving career adaptability through motivational interview among peers: An intervention of at-risk Chinese college students majoring in foreign language

Abstract

Using career construction theory, the present study developed a motivational interview between peers that involves engaging, focusing, evoking, and planning. The study aimed to determine if motivational interviews could enhance career adaptabilities of Chinese at-risk first-year college students majoring in foreign languages. A total of 67 "at-risk" first-year college students with low career adaptability scores were identified from a screening process (N = 343) and assigned to the intervention or control groups. In the intervention group, 14 senior student-peers were selected and trained to conduct 90-minute motivational interviews. Motivational interviews were not given to students in the control group. Career adaptability questionnaire was used to assess the effectiveness of motivational interviews. The results indicated a significant improvement in career control and confidence after intervention. Career adaptability was not improved in the control group. This study offers first-year students a feasible intervention for constructing and reflecting on their career choices.