Career Decision-making Process Research Articles

Social Identities and Cognitive Information Processing Theory: A Qualitative Analysis

Social identities impact the way individuals see themselves and their career options but career theories have been slow to the call in exploring how social identities interface with theoretical assumptions. The purpose of this study was to examine how social identities affect and inform specific dimensions identified by cognitive information processing (CIP) theory as being essential for effective career decision-making, that is, self-knowledge, options knowledge, decision-making process and skills, career beliefs, and overall career decision. Seventy-six students across ten sections of an undergraduate CIP-based career development course answered questions on an anonymous survey related to how their social identities impacted aspects of their career decision-making. Frequencies for social identities were calculated for each CIP dimension, and 11 categories identified for open-ended responses using the consensual qualitative research-modified approach accompanied pre-determined domains based on CIP theory. Across each component, the most common SI was age and generational differences. While students expressed the influence of social identities as occurring in each CIP dimension, statements related to the self-concept category occurred most often and were present in each domain. Our findings support previous work that the presence and impact of SIs on career decision-making components is undeniable, but also not universal. CIP theory provides a structure and avenues for discussing the role of social identities in career decision-making.

A qualitative study of career decision making among African and Asian international medical students in China: process, challenges, and strategies.

China hosts around 68,000 international medical students (IMSs) primarily from lower income countries in Africa and Asia, who have the potential to contribute to international medical services. Understanding how these IMSs make career decisions can help better address the issue of global medical workforce shortage. However, such research is limited. Our study aims to explore the career decision-making process of China-educated IMSs, the challenges they experienced and the strategies they employed.In this exploratory qualitative study, we conducted semi-structured interviews with IMSs educated in China in 2022 using purposeful sampling. Twenty virtual one-on-one interviews were conducted, and data were analysed through directed qualitative content analysis. Cognitive Information Processing (CIP) theory was applied as the guiding framework for organising and analysing the data.The career decision-making process of the participants generally followed the stages of decision-making cycle in CIP theory, with a combination of urgent migration decisions and specialisation considerations adding layers of complexity to their career trajectories. Identified challenges encompassed lack of knowledge about oneself and career options, lack of decision-making skills, concerns of contextual complexities that limited the career decision-making process, low motivation and negative thoughts. Specific challenges due to their role as IMSs arose, which were related to career information access, self-capability evaluation, degree accreditation, employment competitiveness and mental states. Participants' proposed strategies were categorised into personal and institutional aspects, providing insights into addressing these challenges.This study substantiates and expands the application of the CIP theory within the sphere of the particular cultural and educational context of IMSs educated in China. It highlights the significance of integrating migration decision-making into career guidance for IMSs, and contributes to the literature by proposing an evidence-based tiered career intervention programme for IMSs.

Pre-service teachers' altruistic motivation for choosing teaching as a career: where does it come from?

This study aims to examine the factors influencing pre-service teachers' altruistic motivation for selecting their profession within a Chinese educational setting. Drawing on existing research, a three-element (social-cognitive, emotional, and realistic) model is integrated to explore how pre-service teachers' altruistic motivations are formed and evolved. Utilizing this model, interview data from 18 students enrolled in the Chinese Free Teacher Education program were collected and analyzed by thematic analysis. The findings indicate that social-cognitive factors impact altruistic motivation through engagement with social issues and reflections on practical educational challenges. The emotional factor is manifested through the participants' positive and negative emotions. The realistic factor comprises familial influences and personal career preferences, which play a role in the decision to pursue teaching as a lifelong vocation. This study proposes a structured and functional model that can serve as a foundation for future research into the development of altruistic motivation. It also offers insights into nurturing altruistic motivation among both pre-service and practicing teachers in their career decision-making process.

Role of Social Support in the Relationship Between Career Self-Efficacy and Psychological Distress Among Young People During the COVID-19 Pandemic

Throughout the COVID 19 pandemic, young people have experienced numerous changes in their routine. This has affected their health and well-being in all dimensions as well as academic life, including their career planning and decision-making process. We explored the role of social support in the relationship between career self-efficacy and psychological distress in young people. High school students ( N = 451) from different regions of Kosovo completed a series of validated measures online. The results showed the impact of the pandemic on career planning and decision-making processes and the negative correlation of career self-efficacy with psychological stress. Furthermore, the mediating roles of family, school, and peer support were observed. These findings provide valuable data for mental health and career professionals toward career guidance and counseling. Further theoretical and practical implications and future research directions have been discussed.

Advancing Educational Insights: Explainable AI Models for Informed Decision-Making

Abstract: Over the past two decades, the integration of machine learning (ML) techniques within educational frameworks has garnered significant attention. However, despite its widespread adoption, there remains a dearth of research focusing on developing AI systems with a core emphasis on interpretability and explainability. This paper seeks to bridge this gap by proposing an advanced framework that not only predicts students' performance accurately but also offers reliable and interpretable results tailored for career counseling. The framework merges the concepts of ML and Explainable AI (XAI) to address the complexities of career counseling in educational settings. Drawing inspiration from educational data mining, the framework aims to provide insights conducive to students' career growth and decision-making processes. By incorporating MLbased White and Black Box models, the approach analyzes a comprehensive educational dataset comprising academic and employability attributes crucial for job placements and skill development. To enhance interpretability, the framework leverages the NGBoost algorithm, known for its efficiency in prediction modeling. Additionally, it integrates Local Interpretable Modelagnostic Explanations (LIME) and Shapley Additive Explanations (SHAP) methods for providing both local and global explanations of model predictions, ensuring transparency and comprehensibility. Through a series of use cases, the paper showcases the applicability and effectiveness of the framework in providing actionable insights to educators and students alike. In conclusion, this research contributes to the advancement of career counseling in educational contexts by offering a robust and interpretable ML-based framework. By providing transparent insights into students' academic performance and career prospects, the approach facilitates informed decision-making and supports personalized guidance for optimal career trajectories.

The Relationship Between Social Stigma and Career Decisions of Individualized and Freelance Male Sex Workers

Switching from a white-collar professional to a sex worker is not an easy step, particularly for individuals with a postgraduate degree in South Korea who may have significant expectations from their parents, peers, and communities. Based on the social stigma theory and social cognitive career and motivation theory, this study aims to understand how stress and pressure impact the motivations, career decisions, and decision-making processes of individualized and freelance male sex workers and their career transition experiences in South Korea. Based on the thematic analysis, ten highly educated male sex workers joined and shared their experiences. The researchers categorized three main finding themes, including (a) not liking the office and white-collar positions, (b) not wanting to hide sexuality as gay and bisexual men, and (c) financial considerations play a significant role in experiences and career decision-making processes. This study examined the social stigma, challenges, and career decision-making processes of male sex workers who previously held white-collar positions in South Korea but switched to sex work after a few years of service. Based on the outcomes of this study based upon the voices from the male sex workers, government leaders and non-profit organizational workers should use this study as a reference to establish support and plans to help sex workers due to their situations and social challenges.

Associations of Career Decision-Making Strategies With Career Decision-Making Self-Efficacy and Difficulties Among French-Speaking Swiss Adolescents and Young Adults

Individuals differ in the strategies, self-efficacy beliefs, and difficulties that characterize their career decision-making process. Although some strategies are deemed adaptive, the differential links of career decision-making strategies to self-efficacy and difficulties, in general and in various cultural contexts, remain unclear. To address this issue, we investigated the associations of 12 career decision-making strategies with self-efficacy and difficulties among 414 adolescents and young adults in the cultural context of the French-speaking part of Switzerland. In doing so, we also sought to develop a French version of the Career Decision-Making Profiles questionnaire (CDMP-F) for assessing career decision-making strategies. Results confirmed the fit of the hypothesized 12-factor model underlying the CDMP-F and the adaptability assumption for six of 12 strategies: information gathering, locus of control, procrastination, speed of making the final decision, dependence on others, and desire to please others. Moreover, differentiated associations were uncovered: high procrastination and external locus of control were linked to lack of motivation; slow speed of making the final decision was linked to general indecisiveness; and high desire to please others was linked to external conflicts. Supporting the structural and construct validity of the CDMP-F and identifying differential associations, implications for research and practice are discussed.

Developmental Assets and Career Development in the Educational System: Integrating Awareness of Self-Identity, Knowledge of the World of Work and the SDGs in School Programs.

Individuals are embedded within systems that possess contextual or ecological developmental assets. Psychosocial assets refer to beliefs that enable positive responses to challenging situations and growth despite adversity, such as hope and a future orientation towards positive attitudes and expectations, as well as persistence and the ability to thrive. Career-related assets refer to career-related resources that characterize career decision-making processes and the world of work, such as the ability to negotiate transitions successfully as well as to tolerate and cope with uncertainty by increasing one's flexibility and autonomy. This study investigated the effectiveness of two sets of psychoeducational activities in promoting positive attitudes and resources, developmental assets that are useful to strengthen students' personal resources and shaping their future. This study also highlighted sensitivity to change in personal and career-related developmental assets. Using a mixed design approach, 108 students with an average age of 13.91 years were asked to participate in two psychoeducational activities. The first activity focused on developing a positive future self-identity and the second activity on career exploration and knowledge about the world of work. The results show that each of these two activities support the development of psychological assets as well as of a perspective that addresses complex dynamics and that may reduce inequalities.

랜덤포레스트를 활용한 일반계 고등학생의 진로결정 예측 요인 분석

Purpose: This study aimed to analyze the predictive factors influencing the career decision-making
 of first-year students in general high schools in South Korea, and to propose educational approaches
 and support measures based on this analysis.
 Methods: Using data from the Korean Children and Youth Panel Survey (KCYPS) 2018, we applied
 the Random Forest algorithm to analyze predictive factors in students' career decision-making. During
 this process, seventy-six variables were included to identify key predictors.
 Results: The analysis revealed that factors such as career confidence, career curiosity, frequency of
 youth activities, study time, and club activity frequency are significant predictors of students' career
 decisions. These factors have a complex impact on the career decision-making process, closely related
 to the students' social and academic environments.
 Conclusion: This research emphasizes the importance of educational interventions that enhance
 students' confidence and curiosity in the career decision-making process. It also suggests the need
 for a multidisciplinary approach to encourage and support students' participation in various activities.

중년기에 진로전환을 한 여성 심리상담사의 진로결정 경험에 관한 내러티브 탐구

Objectives This study attempted to explore and understand the meaning of the experience and the characteristics that made happenstance events an opportunities for middle-aged women to make career decisions as psycho-logical counselors.
 Methods This study selected two middle-aged female psychological counselors who responded that they made career decisions based on happenstance events and attempted to interpret, analyze, and understand the experi-ences of the study participants through the narrative inquiry of Clandinin and Connelly(2000). Narrative inquiry is a qualitative research method that explores the stories of individual humans' lived experiences for human under-standing(Hong Young-sook, 2015).
 Results Participants in the study experienced happenstance events, recalled dreams that they had not achieved on the journey of their lives, and experienced new challenges. Looking at the meaning of the experience of living an happenstance event through career decision, Lee Eun-joo was a ‘process of self-realization’ and Kim Hyun-joo was a ‘process of overcoming inferiority.’ As a characteristic that led happenstance events to career decisions, Lee Eun-joo stood out for her ‘will to stand under my name’ and ‘husband's support,’ while Kim Hyun-joo had ‘yearning for professional jobs’ and ‘passion for learning.’ In addition, all of the study participants received ‘family support’ and had ‘reflective awareness of middle age,’ which supported the middle-aged study participants in the process of making career decisions based on happenstance events.
 Conclusions This study is meaningful in that it was possible to comprehensively understand how happenstance events lived through career decisions in the context of individual lives, along with the situation of middle age, re-garding the career decision process of two female psychological counselors who changed their careers in middle age. It is hoped that the results of this study will expand to understanding the career change of female psycho-logical counselors and middle-aged women who have changed their careers in middle age, contributing to the process of dealing with happenstance factors in counselor education and middle-aged career counseling.

Synergizing Aptitude, Interest, and Intelligence: A Systematic Approach to Career Selection Decision-making in Higher Education

Abstract— The process of making informed career decisions during higher education holds great significance, both for individuals and society at large. Careful evaluation of factors such as aptitude, interests, and intelligence is essential when selecting a suitable career path. The impact of this choice is far-reaching, influencing professional paths and contributing to personal contentment and societal advancement. This study delves into the pivotal roles played by aptitude, interest, and intellect in shaping students' career choices, particularly within the realm of higher education. The primary objective of this paper is to examine existing research on the process of career decision-making within the context of higher education. By establishing connections among aptitude, interest, and intelligence, the study aims to offer insights into an effective framework for supporting career decision-making approaches, thereby guiding students toward careers that align with their aspirations and yielding successful outcomes.To achieve this goal, a fuzzy-based technique is used to aid students in making well-informed career selections subsequent to completing their higher education. The system incorporates interest, intellect, and aptitude as input variables, encompassing a comprehensive array of eleven inputs, including nine specific aptitude dimensions. The ultimate output variable encompasses the chosen career option. The synthesis of scores from diverse aptitude, interest, and intelligence assessments serves as the basis for determining the most suitable career path. Employing the Mamdani technique within a fuzzy logic framework facilitates a thorough analysis of these inputs, offering pragmatic career alternatives congruent with individual skill sets. In order to gauge the system's efficacy, a comparative analysis is conducted between the proposed fuzzy-based approach and the traditional manual methodology employed by career counselors. The system's effectiveness is tested by comparing its results with those of the counselor. A high degree of positive correlation (0.988) is observed between the two results, indicating the system's good efficiency. The results of this correlation reveal that the fuzzy-based approach demonstrates a high degree of similarity to the outcomes generated by human counselors, thus validating its effectiveness as a valuable tool for aiding students in their career decision-making process. Keywords — Career selection, Decision making, Aptitude, Interest, Intelligence, fuzzy

Peer Influence, Family Influence, Academic Difficulties and Gender Differences as Agents of Career Indecisiveness of Senior High School Students in Ghana

This research aimed at finding out how peer influence, family influence, and academic difficulties affect the career decision-making process among senior high school students in Ghana. Employing a descriptive survey design, the study involved 450 students selected through multi-stage sampling. Data collection utilized a Likert-type scale questionnaire. Analysis and presentation of findings relied on Descriptive Statistics. Results indicated that peer influence, family influence, and academic difficulties collectively played significant roles in causing career indecisiveness among senior high school students in Ghana. Females were affected more by the agents of career indecisiveness. The study recommends that school counsellors remain attentive to peer influence, family influence, and academic difficulties, offering appropriate guidance and counselling to aid informed and effective career decision-making among senior high school students. Gender specific characteristics and behaviour must be critically explored in catering for the diverse career counselling needs of gender groups.

Getting Black Men to the Blackboard: Factors That Promote Black Men Teachers’ Entry into the Teaching Profession

ABSTRACT Despite existing recruitment and retention efforts, there has been a persistent underrepresentation of Black men teachers in the U.S. educator workforce. The present study employed a phenomenological approach to examine what motivated Black men (n = 27) to enter the teaching profession. We drew on the social-cognitive career theory (SCCT) framework to analyze the most salient factors that Black men teachers referenced in their career decision-making processes. The results pointed to various factors contributing to Black men entering this profession including early experiences in education, role models, and exposure to ineffective classroom teachers. Our findings have implications for future research and policies related to the creation of teacher recruitment efforts and pipelines into the profession for Black men.

Career decision‐making among Chinese doctoral engineering graduates after studying in the United States

AbstractHow does studying in the United States affect Chinese doctoral engineering graduates' career decisions? The present study is based on semi‐structured interviews with 16 Chinese engineering graduates who completed their doctorates in the United States, focusing on two critical aspects of their career decisions: returning to China and pursuing academic careers. First, the findings categorise Chinese doctoral engineering graduates into four types based on intention to return to China: fresh returnees, advanced returnees, hesitant stayers and resolute stayers. Second, the findings describe the reasons why they pursued academic or non‐academic careers. In particular, the study explores how the graduates' learning experiences during their doctoral study in the United States affected them in terms of the research field, industry experiences, information gained and expectations about working conditions. In the decision process, it was important for doctoral students to adopt positive and open attitudes and exercise self‐agency to identify the most appropriate directions for their careers. The study has contributions to the agency theory in career decision‐making and social implications for international doctoral students to navigate the career decision process after completing doctoral programmes abroad.

Predictive Contribution of Personality Traits in Career Decision-Making: A Test of the Social Cognitive Model of Career Self-Management

The current study sought to test hypotheses derived from the social cognitive model of career self-management (CSM; Lent & Brown, 2013) applied to the process of career exploration and decision-making. We examined how well personality traits, contextual factors, and social cognitive predictors, collectively, account for exploration behavior and career decision-making outcomes. Specifically, we determine the relationships between personality traits with career decision self-efficacy, career goals, and decisional criteria in a sample of 302 high school students. The participants completed domain-specific measures of four personality traits (conscientiousness, intellect/openness, extraversion, and neuroticism), social support, self-efficacy, outcome expectations, goals, level of career indecision, and decisional anxiety. The model fit the data well overall, though certain predictors were linked to the criterion variables only indirectly via mediated pathways. The structural equation model analysis suggested, consistent with previous studies, that the contribution of personality on career exploration and decision-making was mediated by sociocognitive mechanisms. Multiple group analysis suggests that neither sex nor the type of institution (state/private) that students attend determines the relationships among the variables of the proposed theoretical model. Limitations, further research, practical implications, and methodological implications for the CSM model are discussed.

Introducing Sources of Self-efficacy and Dysfunctional Career Beliefs in Socio-cognitive Career Theory in Entrepreneurship

A missing link between entrepreneurship education and career choices is how and when alumni decide to behave entrepreneurially. This question pertains to the impact of entrepreneurship education as envisaged in various educational policies. The vast majority of relevant studies have examined the concepts of entrepreneurial self-efficacy and entrepreneurial intention across courses and audiences worldwide. A recent trend adopts more systematic career development theories as the social cognitive career theory (SCCT). In this line, the present article provides new insights in SCCT models including the construct of dysfunctional career beliefs that represents an essential element in career decision-making. The article presents a small-scale quantitative research through a sample of Greek adults aimed to examine the relations between entrepreneurial intention and dysfunctional career beliefs as well as the informational sources of self-efficacy representing fundamental premises of SCCT. The pilot findings show that “significant others”, a dimension of dysfunctional career beliefs, influence the entrepreneurial career decision process as an extraneous personal parameter. Linear multiple regression analysis demonstrated that positive emotions, mastery experiences and the perceptions regarding significant others’ influence in career decision-making significantly predicted entrepreneurial intention. It is also shown that influence from significant others moderates the relationship between positive emotions and entrepreneurial intention, that is, intensifying the previous relationship when influence of significant others is low and decreasing it when this influence is high. These findings are discussed in the context of entrepreneurial career decision making with implications to educational and career counselling practices.

A Longitudinal Examination of Four Processual Mechanisms in Career Decision Making

The dual-process theory of career decision making (DTC) proposes four processual mechanisms that explain the career decision-making process and outcomes. Although research has examined the validity of the four processual mechanisms using a cross-sectional dataset in China, the roles of the four mechanisms in career decision making cannot be fully established without longitudinal and cross-cultural analyses. Using a sample of U.S. college students ( n = 206), the current study examined the validity of the four processual mechanisms in explaining the joint operation of five major decision-making difficulties with subsequent career decidedness as the criterion. The results supported not only the standalone mechanisms of managing state and persistent decision uncertainty but also the joint mechanisms from managing state (persistent) uncertainty to managing persistent (state) uncertainty. Therefore, the current study adds evidence to the DTC, particularly regarding the scientific and practical necessity of differentiating between state and persistent decision uncertainty and between reducing uncertainty and reducing the threat of uncertainty. Additionally, the current study offers interesting implications for the interplay of major decision difficulties across different sociocultural contexts of China and the U.S.

국어교과통합 진로탐색 프로그램이 중학생의 진로결정 자기효능감과 역기능적 진로 사고에 미치는 효과

The purpose of this study is to find out how it affects students’ career decision-making self-efficacy and career thinking by devising a career education program that integrates Korean language subjects and integrating the contents of Korean language classes with career education that enables students to develop their dreams. there is. The research method is as follows.
 First, the need for career education integrated with Korean subjects was examined for the third year of middle school. Second, a career education program integrated with Korean language subjects was conceived by converging Korean language subject achievement standards and career-related learning elements. Third, the Korean language integrated career education program was applied to the 8th class for an experimental group of 63 out of 127 third-year middle school students in Seoul.
 As a career decision self-efficacy test tool, the Career Decision-Making Self-Efficacy Scale-SF developed by Taylor and Betz (1983) was validated by Lee Eunkyung(2001) for middle and high school students. used The self-efficacy scale for career decision-making consists of a total of 25 questions of 4 sub-factors: goal selection, job information, problem solving, and future planning (Lee Eunkyung 2001:49).
 The Career Thought Inventory (CTI) tool developed by Sampson et al. (1996) and validated by factor analysis by Jang Seon-Cheol(2003) was used. This questionnaire measures career-related dysfunctional career thinking and consists of a total of 26 questions in three sub-factors: generalized decision-making confusion, performance anxiety, and distorted identity regarding the career decision-making process.
 The collected data was verified for homogeneity between the two groups through an independent sample t-test using SPSS 25.0, followed by a paired samples t-test. As a result, the experimental group's total pre-average score for career decision self-efficacy was 84.35 points, and the post-average average score was 98.90 points. (t=-7.644, p<.001).
 In addition, the overall mean score of the career thinking test in the experimental group was 54.21 points, and the mean post-test score was 46.84 points. (t=3.430, p<.01).
 As such, it was confirmed that the overall self-efficacy in career decision-making improved and dysfunctional career thinking decreased after the implementation of the integrated Korean language career education program in the experimental group compared to before the implementation.
 This study has the following significance. First, the career decision-making self-efficacy of students was improved through the career education program integrated with Korean subjects. Second, it reduced the dysfunctional career thinking that interferes with students’ career exploration.

Career Selection: Framing, Groupthink, and Financial Rewards in Accounting

This research aims to examine the impact of framing, groupthink, and financial rewards on career selection decisions among accounting students at UMISIDA. The study included 38 active students from the accounting faculty as respondents. Statistical analysis was conducted using the SPSS 20 program, including validity and reliability tests. The findings revealed that framing partially had a positive influence on career selection decisions, with a regression score of 0.233. Moreover, groupthink positively affected career selection decisions, with a regression score of 0.961. When considered together, framing, groupthink, and financial rewards significantly influenced career selection decisions, with a significant level of 0.000 < 0.05. Therefore, it can be concluded that the research hypothesis is supported. This study sheds light on the factors that play a crucial role in career decision-making among accounting students, providing implications for academic institutions and career counselors in enhancing career guidance and decision-making processes.
 Highlights:
 
 Framing: Investigating the influence of framing on career selection decisions in the field of accounting studies.
 Groupthink: Examining the role of groupthink in shaping career selection decisions among accounting students.
 Financial rewards: Assessing the impact of financial rewards on career selection choices in the context of accounting studies.
 
 Keywords: framing, groupthink, financial rewards, career selection, accounting studies

Promoting Career Maturity through Cognitive Behavior Therapy in Group Counseling: A Pathway to Informed Decision-Making for Students

This article explores the potential of Cognitive Behavior Therapy (CBT) in group counseling to enhance career maturity and informed decision-making among students. The concept of career maturity, defined as an individual's readiness and capability to make informed career decisions, is crucial in guiding students through the career decision-making process. Career guidance programs have been recognized as instrumental in fostering career maturity and informed decision-making. The integration of CBT in group counseling has been proposed as an effective approach to enhance career maturity. This systematic literature review examined various sources to gather empirical evidence and theoretical perspectives on the topic. The findings indicate that CBT-based group counseling sessions significantly improve students' career maturity and decision-making skills. The cognitive restructuring process inherent in CBT helps students challenge negative thoughts and develop confidence in their career decisions. The supportive environment of group counseling encourages interaction and mutual learning among participants. Despite promising results, the study acknowledges limitations, such as reliance on self-reported measures. It recommends further research to explore long-term effects and encourages educational institutions and career counselors to incorporate CBT-based group counseling sessions into their programs. The article contributes to the expanding body of knowledge on CBT's role in enhancing career maturity and decision-making and provides insights for educators, counselors, and researchers in this field.