Relationship of Academic Performance and Academic Self-Concept with Career Decision-Making among UPM Undergraduate Students

Abstract

Choosing the right career paths relevant to their future is probably one of the most challenging decisions confronting the majority of adolescents. Hence, recognition of the factors affecting students’ career decisions is more important than ever. This study aimed to investigate the effects of academic performance and academic self-concept in relation to career decision-making among UPM undergraduate students. A quantitative research design using a questionnaire was utilised. The questionnaire, one touching on academic self-concept and the other on career decision-making, was disseminated to the respondents via emails and through social network services in the form of Google Forms. For data on academic performance, the researcher based it on the students’ current Cumulative Grade Point Average (CGPA) results. The Multi-stage cluster sampling method was employed to a total of 171 final-year undergraduates from Universiti Putra Malaysia (UPM). The data were analysed using SmartPLS 3. The result of partial least squares structural equation modelling (PLS-SEM) revealed that the students’ academic self-concept directly and significantly affects their career decision-making. However, there is no direct relationship between academic performance and career decision-making. This study found that developing students’ academic self-concept can assist them to decide on their career paths.
 
 Keywords: Academic achievement, Academic self-concept, Career choice, Higher education

Pengambilan Keputusan Karir: Suatu Tinjauan Literatur

“…Beberapa peneliti menggunakan instrumen yang telah ada, seperti Career Decision-Making Difficulties Questionnaire (CDDQ) oleh Gati et al, yang dikembangkan tahun 1996 (Duru et al, 2021;Fatimah, 2020;He et al, 2021;Levin et al, 2020Levin et al, , 2022Mills et al, 2020;Natia & Nino, 2020;Rossier et al, 2021), Skala keputusan karir (Career Decision Making Scale; CDM) dirancang oleh Osipow et al pada tahun 1987 (Pordelan & Hosseinian, 2020;Zaini et al, 2021), Career Decision-making Self-Efficacy Questionnaire, CDMSE (He et al, 2021;Natia & Nino, 2020), Career Decision-Making Self-Efficacy Scale-Short Form (CDMSES-SF) yang dikembangkan oleh Betz et al, pada tahun 1996(Cheng & Sin, 2021Duru et al, 2021;Rossier et al, 2021;Zhou et al, 2021), Career Thoughts Inventory dikembangkan oleh Sampson et al, pada tahun 1996 mengukur pemikiran karir negatif yang terkait dengan pemecahan masalah karir dan pengambilan keputusan (Hayden & Osborn, 2020), skala gaya pengambilan keputusan karir diadopsi dari Rivas, et al, (1989), terdiri atas 12 item, dan mengukur tiga gaya: rasional, intuitif, dan bergantung, dan skala efikasi diri pengambilan keputusan (versi singkat diadaptasi dari Carbonero dan Merino ( 2003) digunakan dalam penelitian Álvarez-Justel & Ruiz-Bueno (2021).…”

Influencia de los datos biográficos y experiencia deportiva de los estudiantes universitarios de educación fisíco-deportiva sobre sus creencias, actitudes y autoconcepto físico

“…Conseguir una calificación de sobresaliente (9-10) en la asignatura de Educación Física influye positivamente en la mayoría de escalas de Autoconcepto Físico y de actitudes y percepciones respecto a la disciplina de educación física. La nota puede ser una herramienta para valorar el proceso de los alumnos/as, especialmente ya que refleja el nivel de consecución de las competencias u objetivos establecidas en el currículo (Zulaika, 2005;Alcaide, 2020;Camuñas & Alcaide, 2020;Gracia, 2020;Infantes, 2021;Mansilla-Chacón, 2021;Rebolledo-Mejía et al, 2021;Obed Amoah et al;Mohd Zaini et al, 2021). Asimismo, es asombroso que en la mayoría de las titulaciones las puntuaciones adquiridas en educación física estén por encima del 8 ¿Cómo se califica en educación física?…”

Middle and high school girls’ attitude to science, technology, engineering, and mathematics career interest across grade levels and school types

“…Indeed, some questions appear to concentrate on evaluations of performance, like "I am able to get a good grade in my science class. " Nevertheless, we believe this result to be useful because it suggests that when students experience successes, their chances of developing interest, and eventually career interests, could be positively influenced (Timothy, 2014;Mohd Zaini et al, 2021), possibly especially at specific periods in life (crossroads) in which students have to decide to pursue or not. Interest has been showed to play an important part in decision at these specific momenta, more than when this tension is relaxed or can still be postponed.…”

“…Numerous studies exist regarding career interest and its relation to different factors as out-of-school time activities (Dabney et al, 2012;Kong et al, 2014); gender (Sadler et al, 2012;Peel et al, 2018); family involvement (Japashov et al, 2022) and school environment (Hazari et al, 2013). Only limited number of studies focus on career interest and its correlation with end-term marks (Timothy, 2014;Mohd Zaini et al, 2021;Japashov et al, 2022). Japashov et al (2022) reported a strong and positive connection of students' career interest with their end-term marks in their quantitative study.…”