Contributions of Interest and Competence to Career Indecision among Chinese High School Students
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摘要Statement of the problem:
This study examined the contributions of career interest and perceived competence (i.e., self-efficacy beliefs) to career indecision among high school students in Hong Kong. The measures included interest congruence, interest differentiation, interest consistency, and interest profile elevation; and competence congruence and competence profile elevation. According to the Holland’s theory of career interest, a lack of congruence, differentiation and consistency might indicate concerns related to decision and self-understanding (Holland, 1996). Relatedly,
the degree to which individuals tend to find most activities and occupations interesting (i.e., interest flexibility) was conjectured to be an important factor in career decision process (Darcy & Tracey, 2003). Career indecision
might also result from low congruence in terms of perceived competence and lower general self-efficacy beliefs that impede career exploration and expectation (Betz & Luzzo, 1996). Hence, analyzing interest and perceived competence conjointly would provide valuable insights in understanding career indecision.

Participants:
Participants were 9,506
high school students from 152 schools in different districts of Hong Kong (4,711 males and 4,795 females, ages ranging 14-20 years; mean age 16.85, SD = .882)

Procedure:
The data collection was conducted through an online survey platform. Informed consent was obtained
from all participants.

Measures:
The Career Interest Inventory – Hong Kong (CII-HK; Leung, et. al., 2011), a locally developed instrument with 234 items representing Holland’s (1997) RIASEC types, was used to measure interest-study congruence, interest differentiation, interest consistency, interest profile elevation, competence-study congruence, and
competence profile elevation. Career Decision-Making Difficulties (CDDQ; Gati et al., 1996) was used to measure the overall difficulty level of career decision making. Both CII-HK and CDDQ evidenced their validity and reliability
respectively in previous studies (Leung, et al., 2012; Gati et al., 2000).

Analysis:
A three-step hierarchical multiple regression procedure was conducted. In Step 1, the predictive role of grade level was examined. In Step 2, the interest-related variables (i.e., interest profile elevation, interest differentiation, interest
consistency, and interest congruence) were entered into the model. In Step 3, competence-related variables (i.e., competence profile elevation and competence congruence) were added to the model in predicting career decision-making difficulties.

Results:
In Step 1 of the analysis, the grade level predicted the CDDQ score significantly as expected, which was consistent with the above ANOVA results. In Step 2, interest congruence and interest differentiation was inversely related to the CDDQ score, whereas interest profile elevation formed a positive association with the CDDQ score. In the full model, competence congruence and competence profile elevation were significant negative predictors of the CDDQ score. However, after controlling for the competence-related variables, interest congruence was no longer significant but consistency became marginally significant. Notably, two elevated profile scores had relatively large effects on the CDDQ score, whereas the effects worked in opposite directions. Moreover, the effect size of interest profile elevation increased when competence profile elevation was added to the model. Taken together, the regression model explained 8% of variance of the CDDQ score.

Conclusions:
The hypothesized incremental effects of profile-related variables in relation to interest and competence on career indecision were analyzed among Chinese high school students. Implications for future research and guidance with Chinese adolescents in schools were discussed.
出版社接受日期24.01.2016
著者LEE Tsz Lok, CHENG Grace Yui-Lei, Ho Michael, HO Y.F. Esther, LEUNG S. Alvin
會議名稱The 124th Annual Convention of the American Psychological Association
會議開始日04.08.2016
會議完結日07.08.2016
會議地點Denver, Colorado
會議國家/地區美國
出版年份2016
語言美式英語

上次更新時間 2018-21-01 於 21:39