Effects of a Career Exploration Intervention on Students’ Career Maturity and Self-Concept

Abstract

This study investigated the effects of a career exploration intervention (CEI) on career maturity and self-concept among Malaysian high school students, using a true experimental design (pretest–posttest with a control group). One hundred thirty-nine high school students in Malaysia were recruited and randomly assigned to receive either a CEI or no intervention. Multivariate analyses of covariance showed significant differences in career maturity and self-concept between the experimental and control groups. Career maturity and self-concept were enhanced immediately after the CEI, and the effects were retained after 4 weeks. Students’ evaluation and feedback on the intervention were also collected. Research and practice implications are discussed.

The Effectiveness of the Career Guidance Module to Improve Career Maturity for Children with Special Needs in Inclusive Vocational High Schools

“…Another factor that creates low career maturity of students is that most of the students with special needs do not know planning and job that they have to choose after graduates, they have difficulty making decisions and are not sure about their careers, causing their careers to be immature. This statement is in line with previous research showing that adolescent students have a low level of career maturity (Lau et al, 2019;Saifuddin et al, 2017). Moreover, previous research showed that in the industrial world, children with special needs are more likely to be unemployed, experiencing discrimination, being unemployed more often, and getting lower wages (Dispenza, 2019;Lombardi et al, 2018).…”

“…Previous research by Fitriyah et al (2018) and Novitarani & Wahyuno (2018) career guidance services for vocational students were carried out well and could increase students' career maturity. Students in Asia benefit from career guidance through career counselling services (Lau et al, 2019). The implementation of counselling guidance for students with special needs can be done by developing teaching materials in the form of modules (Bancin et al, 2019).…”

“…Adolescence is when individuals begin to enter a transitional period from the education phase to the industrial world or the advanced education level. Preparing students for the transition period is an essential role that schools should do (Carter et al, 2020;Johnson et al, 2020;Lau et al, 2019). Career development for an individual aged 16-24 belongs to the exploration stage (Munawir et al, 2018).…”

STEAM teaching professional development works: effects on students’ creativity and motivation

“…The fact that CM was not affected is not surprising as because of their youth, participants had probably not yet developed career maturity and concerning motivation (Lau, Chung, & Wang, 2019). SE and creativity were affected by our creative STEAM instruction.…”

Kontribusi Planned Happenstance Skills terhadap Perilaku Eksplorasi Karier Siswa Sekolah Menengah Kejuruan: Peran Mediasi Career Decision Self-Efficacy

“…Jika dihubungkan dengan teori pemilihan pekerjaan yang menyebutkan diperlukannya sebuah keseimbangan antara diri seseorang dengan lingkungan dalam proses pemilihan pekerjaan dan karier, eksplorasi karier memegang peran penting dalam penentuan seseorang dalam memilih pekerjaannya (Chan, 2018;Modestino et al, 2019;Zikic & Hall, 2009). Perilaku eksplorasi karier juga akan membentuk sikap (Jiang et al, 2019), merencanakan karier di masa mendatang (Demulier et al, 2013), dan mematangkan karier yang dimiliki seseorang (Lau et al, 2019).…”