Saint.

Nicholas Catholic School of Mariveles

Zamora St., Poblacion, Mariveles, Bataan

Factors Influencing the Career

Choice of the Grade 12
Students of St. Nicholas
Catholic School of Mariveles
Researchers: Research advisers

Monica D. Mayuyo Teacher Jovelyn Baluyot

Johan Neils M. Ignacio Teacher Kiesun Bargado
Alyssa Louise D. Santiago Teacher Sandra Sanchez
Rica M. Urbano Teacher Jessibel Salva
Joyce S. Villocillo Teacher Jarocel Sison

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Acknowledgement

We, the researchers sincerely appreciate and wish to thank all those who gave their support to the

success of this study.

The researchers would like to acknowledge with sincere thanks and heartfelt gratitude and

appreciation, to the special persons who contributed much for the fulfillment of this study.

To our friends and classmates who gave their support, cheers and encouragements.

To the teachers who gives their support in making this research paper possible.

To our family who gave their financial support in order to finish this study.

To ourselves, who contributed to finish this study despite of numerous school activities.

Above all, to our God who gave us a courage, peace of mind, wisdom and knowledge to make

this research possible. Thank you.

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CHAPTER I: PROBLEM AND ITS SETTING

This chapter will provide a better understanding about this study. This chapter includes the

introduction, background of the study, statement of the problem, scope and delimitation of the

study, significance of the study and the definition of terms used.

INTRODUCTION

The influence of career choice has a lasting impact on an individual. It predicts and determine the

prospective level of income, nature of work and most of all it leaves a mark on the personality and

future of an individual. One of the most difficult decisions in life is choosing a college course

because the results of what you have chosen can either help you, or it will hinder you in the future.

Therefore, the students must consider the factors in choosing a career path. Unfortunately, many

college freshmen end up making a career decision based on one or two factors, when in reality, it

is much better to focus on many factors, including how these factors connect.

Choice of a career is not only central to one’s lifestyle, but is also vital aspect of the physical and

emotional well-being of the individuals themselves and their families (Walsh & Tosi, 1980).

Career choice is a developmental process that extends throughout life; it involves not a single

decision but a series of decisions.

F. Yates, Veinotte, & Patalano (2003) define a decision as “…a commitment to a course of action

that is intended to produce a satisfying state of affairs.” Deciding a career choice has a huge impact

on the life of a student and especially when enduring what is his/her do not really want to pursue.

An individual must consider the decision as part of his/her life and it should not be taken for

granted.

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A crucial influence in decision making regarding career is the home environment (James, 2000)

as it lays the foundation of a child’s personality. The parents are the biggest basis of the outcome

of the personality of an individual. And also the parents play a big role in a student’s decision of

what field to study because parents serve as the models of their children.

Career decision is not just a matter of selecting an occupation that is good match with person’s

characteristics, but in reality, individual must consider practicality. Good career planning includes

a match between requirements for a job, aptitude interests, personality of the youth and

expectations from the parents. Good career planning leads to good career adjustment while it is

not too late for an individual’s life.

As observed, individuals who make career choices based on personal interests and abilities, show

significantly higher levels of job satisfaction and are more productive workers. Students who have

gone through comprehensive career counselling are discerning in their career choices. Students,

who make career choices without adequate and accurate counselling and guidance, are at risk of

being impelled to choose careers that are not suitable for them.

The purpose of the study was to identify factors that influence students’ choices. For this

persistence, the existing study employed a case study to understand college students’ choices, by

selecting the students in Saint Nicholas Catholic School of Mariveles. This study also provides

better understanding in choosing the right path of the students in college.

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BACKGROUND OF THE STUDY
The choice of career is a delicate issue for students which requires caution and serious

considerations –factors affecting their choices. The kind of career the youths pursue can affect

their lives in many ways. Hence, the following studies revealed some of their factors influencing

students’ decision in career selection.

Educational aspiration refers to the wants, ambition, and expectation among the grade 12 students.

Educational aspiration denotes the determination of a student with the skills, capacity and abilities.

Parents, in particular, have been seen as the most significant others in shaping aspirations because

they provide the opportunities, encouragement, and support for their children are teaching (Garg

et al., 2002). For students who have aspirations and expectations for their future, they have

perseverance in pursuing their studies. It is no longer possible to predict school achievement on

the grounds of aspirations or vice versa. Many students from different ethnic, racial and socio‐

economic backgrounds are likely to develop high educational and occupational aspirations that are

unrelated to their present or future school performance (Mickelson, 1990; Hanson, 1994;

Schneider & Stevenson, 1999; Goodman et al., 2011; Carter‐Wall & Whitfield, 2012;

Cummings et al., 2012; Gorard et al., 2012; St Clair et al., 2013). Educational Aspirations have an

effect to students in choosing their career for this generation, students have set their expectations

very high, that they do not just look for the physical appearance of the school they want to attend,

but also the quality that will benefit them for their future.

The financial aspect also has a big influence to the students in choosing their dream course, or

career. According to a new study led by Harvard, Princeton and Warwick University scientists,

financial hardship may directly influence a person’s cognitive ability. The study connects poverty

to low cognitive ability and concludes that financial stress affects a poor individual’s IQ more than
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a well-off individual’s. There are students who receive a high quality education that have meet

their expectations but not everyone can attain financial standards of some educational institutions

that the student wants to attend, and it is because of money shortages. The inadequate personal

finance among Senior High School students then has undesirable effects on students’ decision

making. The issue of personal finance therefore must be given the needed attention as students

would be facing the realities of economic hardships after school. This implies that there is the need

for senior high students to be equipped with financial literacy in order to achieve some degree of

financial autonomy.

Friends/peer influence refer to the influence that friends or peer gives to the students. This factor

effects students’ decision in choosing a course since, as a teenager it is important for you to feel

accepted in a group. There are different effects when a student refers all his/her decision on his/her

peer or friends. Sometimes, friends or peers can affect your decision like for example if most of

your friends will decide to choose a course which is related to business, Since you want to belong

to a group, it will affect your decision and tend to end up taking a degree where they as a friend or

peer wants.

Both men and women have experienced career-related stereotypes. Gender is a factor included in

multiple career development theories and approaches including, Social Learning and multicultural

career counseling. How a student view himself/herself as individuals may influence both the

opportunities and barriers we perceive as individual make career decisions. Studies of gender and

career development are ongoing as roles of men and women in the workforce, and in higher

education, evolve.

Family background refers to the kind of family and kind of surroundings of the student. Parents'

education is a powerful predictor of their children's educational attainment (Haveman, 1993).

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Parents’ information may affect a students’ decision in choosing course since, studying in college

requires that you are financially prepare. On this study, parents’ information may contribute to the

unlimited effect of students’ decision on what course that he/she should take. In this area, socio-

economic factor will gross place.

Thus, factors such as educational aspirations, financial Aspect, friends/peer influence, gender and

family background are some of the significant factors influencing college choice.

SIGNIFICANCE OF THE STUDY

The importance of this study is to identify the factors influencing the career choice of Grade 12

students in Saint Nicholas Catholic School of Mariveles, Bataan School Year 2019 – 2020.

The study will help the students to identify the right career based on their own strength, skills and

abilities. It might help them not be misaligned with their dream career and to their skills and

abilities.

The study will help the teachers to assist their student to develop more their abilities after

identifying the factors affecting their career choice.

The study will help the Guidance Counsellors to explain more objectively and suggest a suitable

path of career for every student which are based on their own capabilities after identifying the

factors affecting their career choice.

It will also help the school principal to create different school activities that is related in identifying

the factors affecting the career choice of their students.

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It will help the Curriculum Maker to think the right program to be implemented for every grade

12 students that will help them to get the right career based on their abilities and skills.

The proposed study will benefit and held the future researchers as their guide.

STATEMENT OF THE PROBLEM

This study aims to determine the different factors influencing the grade 12 students’ career choice

in Saint Nicholas Catholic School of Mariveles

Specifically, it answers the following question:

1. Will you continue your college journey? Why or why not?

2. Do you think you are financially prepared?

3. What course will you take? Why?

4. Does your strand is related to a college course you would take?

5. Who influence you in making career decision? Is it your choice?

6. After 10 years, have you seen yourself succeed with your chosen course?

7. How significant were factors of the educational aspirations in making career choice?

8. How influential were factors of financial aspect in deciding a college course?

9.How significant were factors of influence of friends affects you in choosing a college

course?

10.How significant were factors of gender in choosing career choice?

11.How influential were the factors of family background in making career choice?

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SCOPE AND DELIMITATION OF THE STUDY

The research was conducted within the vicinity of Saint Nicholas Catholic School of Mariveles.

Graduating students are used as respondents in the survey conducted by the researchers. The

project studies any factors that may influence the career choice of Grade 12 students in SNCSM.

The coverage of this study was only for the selected students of Senior high school in Accountancy,

Business and Management’s strand, which consists of 16 students. Humanities and Social

Sciences’ strand, which consists of 11 students, and Science, Technology, Engineering and

Mathematics’ strand which consists of 13 students. For the total population of 40 students of St.

Nicholas Catholic School of Mariveles of the present year S.Y. 2019-2020.

DEFINITION OF TERMS

Course is term refers to a degree given to students of a higher learning institution signifying

obligatory credits have obtained in exact areas of study. There are several levels of college degrees

ranging from an Associate's degree to a Doctoral degree.

Career Choice is a process of choosing a career path which can involve choices regarding

education and training for a given career.

Career path is the various positions an employee moves on one by one as he/she grows in an

organization.

Decision making is the thought process of selecting a logical choice from the available options.

Influence is the capacity to have an effect on the character, development, or behavior of someone

or something, or the effect itself.

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Peers a person who is equal to another in abilities, qualifications, age, background, and social

status.

Family background the details of a person's family, education, experience, etc. a

person's family/social/cultural/educational/class background

Educational aspirations used to refer to the educational goals students set for themselves.

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDY

This chapter presents the literature relevant to the concept of the present study. It also analyses

some studies and materials from the Internet to provide sufficient background and information

essential for the accomplishment of this study. which have significant stance that includes career

choice. It sought to collect claims of previous studies about Factors Influencing Grade 12 Students’

Career Choice.

RELEVANT THEORY

HOLLAND’S THEORY OF CAREER CHOICE

The theory that has generated the most research and has the most influence on the career practice

of psychologists and counselors is the work of John Holland. According to Holland (1985), the

choice of a career is an extension of one’s personality into the world of work. Individuals choose

careers that satisfy their preferred personal orientations. Holland developed six modal personal

styles and six matching work environments: realistic, investigative, artistic, social, enter-prising,

and conventional. A person is attracted to the particular role demand of an occupational

environment that meets his or her needs. For example, someone who is socially oriented would

seek out a work environment that provides interactions with others, such as nursing in a hospital

setting. Holland and his colleagues have developed a number of instruments (e.g., the Self-
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Directed Search) designed to assist in identifying individual personality traits and matching those

traits to occupational groups. Holland’s theory assesses each individual in terms of two or three

most prominent personality types and matching each type with the environmental aspects of

potential careers. It is predicted that the better the match, the better the congruence, satisfaction,

and persistence (Holland, 1985).

SYNTHESIS:

It says that Holland’s Theory organizes the voluminous data about people in different jobs and the

data about different work environments to suggest how people make vocational choices and

explain how job satisfaction and vocational achievement occur.

SELF-CONCEPT THEORY OF CAREER DEVELOPMENT

Among the many theories of career choice and development, the theory by Super has received

much attention in the USA as well as in other parts of the world. Super (1969, 1980, 1990)

suggested that career choice and development is essentially a process of developing and

implementing a person’s self-concept. According to Super (1990), self-concept is a product of

complex interactions among a number of factors, including physical and mental growth, personal

experiences, and environmental characteristics and stimulation. Whereas Super presumed that

there is an organic mechanism acting behind the process of development and maturation, recent

articulations (e.g., Herr, 1997; Savickas, 2002) of Super’s theory have called for a stronger

emphasis on the effects of social context and the reciprocal influence between the person and the

environment. Building on Super’s notion that self-concept theory was essentially a personal

construct theory, Savickas (2002) took a constructivist perspective and postulated that “the process

of career construction is essentially that of developing and implementing vocational self-concepts

in work roles” (p. 155). A relatively stable self-concept should emerge in late adolescence to serve
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as a guide to career choice and adjustment. However, self-concept is not a static entity and it would

continue to evolve as the person encounters new experience and progresses through the

developmental stages. Life and work satisfaction is a continual process of implementing the

evolving self-concept through work and other life roles. Super (1990) proposed a life stage

developmental framework with the following stages: growth, exploration, establishment,

maintenance (or management), and disengagement. In each stage one has to successfully manage

the vocational developmental tasks that are socially expected of persons in the given chronological

age range. For example, in the stage of exploration (ages around 15 to 24), an adolescent has to

cope with the vocational developmental tasks of crystallization (a cognitive process involving an

understanding of one’s interests, skills, and values, and to pursue career goals consistent with that

understanding), specification (making tentative and specific career choices), and implementation

(taking steps to actualize career choices through engaging in training and job positions). Examples

of vocational developmental tasks in each of the developmental life stages are described in Super

(1990). Accordingly, the concept of “career maturity” was used to denote the degree that a person

was able to fulfil the vocational developmental tasks required in each developmental stage.

Partially due to the mixed results obtained in empirical research studies on career maturity, there

have been suggestions to replace career maturity with the concept of adaptability (e.g., Herr, 1997;

Savickas, 1997, 2002, 2005). Whereas the above vocational developmental stages are likely to

progress as maxicycles in a person’s life journey, Super (1990) postulated that a mini-cycle

consisting of the same stages from growth to disengagement would likely take place within each

of the stages, particularly when a person makes transition from one stage to the next. In addition,

individuals would go through a mini-cycle of the stages whenever they have to make expected and

unexpected career transitions such as loss of employment or due to personal or socioeconomic

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circumstances (Savickas, 2002). The contextual emphasis of Super’s (1980, 1990) theory is most

clearly depicted through his postulation of life roles and life space. Life at any moment is an

aggregate of roles that one is assuming, such as child, student, leisurite, citizen, worker, parent,

and homemaker. The salience of different life roles changes as one progresses through life stages,

yet at each single moment, two or three roles might take a more central place, while other roles

remain on the peripheral. Life space is the constellation of different life roles that one is playing at

a given time in different contexts or cultural “theatres”, including home, community, school, and

workplace. Role conflicts, role interference, and role confusions would likely happen when

individuals are constrained in their ability to cope with the demands associated with their multiple

roles.

Super was instrumental in developing the international collaborative research work called Work

Importance Study (WIS) aiming to study work role salience and work values across different

cultures. The WIS involved multiple nations in North America, Europe, Africa, Australia and Asia,

and resulted in measures of work roles and work values with similar structure and constructs (see

Super & Sverko, 1995 for a summary of the WIS). Many aspects of Super’s theory are attractive

to international career guidance professional and researchers, including concepts such as

vocational developmental tasks, developmental stages, career maturity and life roles. It offers a

comprehensive framework to describe and explain the process of vocational development that

could guide career interventions and research. The recent anchoring of the theory on

developmental contextualism takes into consideration the reciprocal influence between the person

and his/her social ecology, including one’s culture. Likewise, the conceptualisation of career

choice and development as a process of personal and career construction recognises the effects of

subjective cultural values and beliefs in shaping vocational self-concepts and preferences. A good

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portion of the international research studies on Super’s theory have used career maturity as one of

the major variables (see a review by Patton & Lokan, 2001). Career maturity was examined in two

recent studies conducted in Australia Patton, Creed, and Muller (2002) administered to Grade 12

students the Australian version of the Career Development Inventory (CDI-A) (Lokan, 1984) and

a measure of psychological well-being. These students were surveyed on their educational and

occupational status 9 months after they graduated. Findings supported the hypotheses that students

who proceeded to full-time study would have higher levels of career maturity (operationally

defined as having high CDI-A scores), school achievement and psychological well-being while

still at school, in compared to students who did not make a smooth transition to work or education

after high school. The authors suggested that there was a strong need for school-based intervention

to assist students who might not be transitioning to full-time studies after high school. In a different

study by Creed and Patton (2003), CDI-A was administered to high school students from Grade 8

to Grade 12, along with several other career-related measures including career decision-making

self-efficacy, career decidedness, work value, self-esteem and work commitment. Regression

analyses were conducted and it was found that self-efficacy, age, career decidedness and work

commitment were the main predictors of career maturity attitudes (CDI-A attitude scales), whereas

age, gender, career certainty, work commitment, and career indecision were the main predictors

of career maturity knowledge (CDI-A knowledge scales). Differences in career maturity scores

were also found among students in different grade levels. These findings were consistent with the

developmental assumptions of career maturity. Repetto (2001) reported a study using a Spanish

version of the Career Development Inventory (CDI) to measure the career maturity of high school

students (7th grade to 12th grade) enrolled in a career intervention program called Tu Futuro

Professional (TFP, meaning Your Future Career). The intervention was designed according to

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Super’s conceptualization of career maturity, with the following components: self-awareness,

decision-making, career exploration, and career planning and management. A pretest-posttest

design was used, and findings from treatment groups were compared to those from control groups.

The results suggested that the intervention was highly effective in elevating the career maturity of

students in all the grade levels. In addition to career maturity, there are other aspects of Super’s

theory that need to be examined across cultures. For example, self-concept is a prominent feature

of Super’s theory, and the implementation of one’s interests, values, and skills in a work role is

instrumental to vocational development and satisfaction. However, there are cultural variations in

the importance of self in decision-making, and in some cultures important life decisions such as

career choices are also subjected to considerations that are familial and collective in nature. In

order to maximize self fulfilment and social approval, one has to negotiate with the environment

to locate the most acceptable solutions and option (Leung & Chen, 2007). Consequently, career

choice and development is not a linear process of self-concept implementation, but a process of

negotiations and compromises in which both the self and one’s environment have to be consulted.

The concept of life role can also be useful in understanding the cultural dynamics involved the

career choice process. Values such filial piety, family harmony, and loyalty might influence how

the personal self is constructed, and the salience and importance of different life and work roles as

well as their dynamic interactions. Even though international research on Super’s theory is still

very much needed, Super’s theory will continue to play an important role in career development

practice internationally (e.g., Leong & Serafica, 2001; Patton & Lokan, 2001). Super’s influence

is best illustrated by an article by Watanabe-Muraoka, Senzaki, and Herr (2001) who commented

that Super’s theory “has received wide attention by Japanese practitioners, not only in academic

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settings but also in business, as a source of key notions in the reconsideration of the human being

and work relationship in the rapidly changing work environment in contemporary Japan” (p. 100).

SYNTHESIS:

This theory means, as the self-concept becomes more realistic and stable, so does vocational choice

and behavior. As the person grow he/she encounters new environment and experiences that leads

to an individual to his/her progresses through developmental stage. People who choose

occupations that permit them to express their self-concept are more productive.

SOCIAL COGNITIVE CAREER THEORY

Social Cognitive Career Theory (SCCT) (Lent, Brown, & Hackett, 2002; Lent, 2005) is anchored

in Bandura’s self-efficacy theory (1977, 1997), which postulated a mutually influencing

relationship between people and the environment. SCCT offers three segmental, yet interlocking

process models of career development seeking to explain (a) the development of academic and

vocational interest, (b) how individuals make educational and career choices, and (c) educational

and career performance and stability. The three segmental models have different emphasis

centering around three core variables, which are self-efficacy, outcome expectations, and personal

goals. Lent (2005) defined self-efficacy as “a dynamic set of beliefs that are linked to particular

performance domains and activities” (p. 104). Self-efficacy expectations influence the initiation

of specific behaviour and the maintenance of behaviour in response to barriers and difficulties.

Consistent with early formulation by Bandura (1977) and others (e.g., Hackett & Betz, 1981; Betz,

Borgen, & Harmon, 1996), SCCT theorized that self-efficacy expectations are shaped by four

primary information sources or learning experiences, which are personal performance

accomplishments, vicarious learning, social persuasion, and physiological and affective states.

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Lent (2005) suggested that of the four sources of information or learning experience, personal

performance accomplishments have the most powerful influence on the status of self-efficacy.

Lent, Brown, and Hackett (2002) defined outcome expectations as “personal beliefs about the

consequences or outcomes of performing particular behavior” (p. 262). Outcome expectations

include beliefs about extrinsic reward associating with performing the target behaviour, self-

directed consequences, and outcomes derived from task performance. Overall, it is hypothesized

that an individual’s outcome expectations are formed by the same information or learning

experiences shaping self-efficacy beliefs. Personal goals refer to one’s intention to engage in

certain activity or to generate a particular outcome (Lent, 2005). SCCT distinguished between

choice content goals, referring to the choice of activities to pursue, and performance goals,

referring to the level of accomplishment or performance one aims to attain. Through setting

personal goals, individuals could persist in tasks and sustain their behavior for a long time in the

absence of tangible external rewards or reinforcement. Self-efficacy, outcome expectations, and

personal goals served as core variables in the interest, choice, and performance models of SCCT.

The interest model specifies that individuals would likely develop interest in activities that (a) they

feel efficacious and (b) anticipate that there would be positive outcomes associated with the

activities. The dynamic interaction among interest, self-efficacy, and outcome expectations would

lead to the formation of goals and intentions that serve to sustain behaviour over time, leading to

the formation of a stable pattern of interest in adolescence or early adulthood. The SCCT choice

model views the development of career goals and choices as functions of the interaction among

self-efficacy, outcome expectations and interest over time. Career choice is an unfolding process

in which the person and his/her environment mutually influence each other. It involves the

specification of primary career choice or goal, actions aiming to achieve one’s goal, and

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performance experience providing feedback to the individual on the suitability of goal. In addition,

SCCT posited that compromises in personal interests might be required in the career choice

process due to contextual immediate to the person (e.g., cultural beliefs, social barriers, lack of

support). An “ability” factor, defined as one’s achievement, aptitude, and past performance, was

highlighted in the performance model of SCCT. Ability serves as feedback from reality to inform

one’s self-efficacy and outcome expectation, which in turn would influence performance goals and

levels. Lent (2005) suggested that incongruence between efficacy and objective ability (e.g.,

overconfidence, under-confidence) would likely lead to undesirable performance (e.g., ill-

prepared for task, performance anxiety). An optimal point is a slightly overshot self-efficacy which

would promote further skills utilization and development. SCCT offers a comprehensive

framework to understand the development of career interest, career choice, and performance that

is grounded in self-efficacy theory. In the past decade, SCCT has generated a large number of

research studies, including some studies conducted with international samples (e.g., Arulmani,

Van Laar, & Easton, 2003; Hampton, 2005; Patton, Bartrum, & Creed, 2004). For example, a study

by Nota, Ferrari, Solberg, and Soresi (2007) used a SCCT framework to examine the career

development of Italian youths attending a university preparation program in Padua Province. The

authors found a positive relationship between the career search self-efficacy of participants and

family support, and a negative relationship between career search self-efficacy and career

indecision. For male students, the relationship between family support and career indecision was

partially mediated by career search self-efficacy. These findings were consistent with the general

SCCT career choice models, and illustrated the importance of social support to career decision and

efficacy. Findings from a study by Creed, Patton, and Prideaux (2006) on high school students in

Australia were less supportive of the process model of SCCT. Eighth graders were administered

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measures of career decision-making self-efficacy and career decision and then again on Grade 10.

Contrary to theoretical expectations, changes in career decision-making self-efficacy over time

were not associated with similar changes in career indecision, and vice versa. The authors

suggested that a causal linkage between the two variables as hypothesized by the SCCT process

model might not exist and that early self-efficacy status might not buffer a person from future

career decision-making conflicts. Overall, SCCT offers international career guidance practitioners

and researchers an overarching framework to guide practice, as well as tangible propositions and

hypotheses that could be tested empirically. In addition to hypotheses testing, efforts are needed

to develop or adapt existing instruments so that variables associated with SCCT could be tested

via measures that are valid and reliable across cultures.

SYNTHESIS:

It explains three interrelated aspects of career development: (1) how basic academic and career

interests develop, (2) how educational and career choices are made, and (3) how academic and

career success is obtained. The theory incorporates a variety of concepts (e.g., interests, abilities,

values, environmental factors) and it has been found to affect career development.

REVIEW OF RELATED LITERATURE

I. FAMILY INFLUENCE ON CAREER CHOICES

The first interactions of a child with people takes place within its home among members of its family

who include parents, siblings and relatives (Bollu-steve & Sanni, 2013:92). A child is affected by a

number of family-related factors such as the marital relationship of the parents, the socio-economic

status of the family, the atmosphere of the home (whether parents are warm or hostile), the

environmental condition, occupational status of the parents and the number of siblings in the family

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(Bollu-steve & Sanni, 2013:92). The family dynamics therefore play a pivotal role in the career

readiness of the students.

The word career has been a derivative of French and Latin origin. Its simplest definition is given

by Geciki (2002) as; the occupational, commercial or industrial activity that a person may adopt

during his educational life or in some other part or till his death. Redman and Wilkinson (2001)

clarifies career as the application of a person’s cognition and capabilities, providing command over

profession, timely work expertise and a basis of developing and bettering business networks.

Individuals chose career planning to pursue the professional objectives, getting informed about

upcoming opportunities, their results and their timely evaluations. It is considered to be a

beginning in the stages of career choices but still of paramount significance. People prefer the

career that could provide them sound basis for an improved standard of living (Cavus, Geri and

Turgunbayeva; 2015). Career planning done on individual basis is a plan as to how an individual

would foster in his profession. As regards the organizational level, it talks about promotional

aspects together with personal development quadrant. So briefly career planning is the process

whereby the individual himself or his organization helps in pursuing his growth objectives in

conformity with his expertise in the area, capabilities and aims (Bayraktaroğlu, 2011).

SYNTHESIS:

This research considers family members’ influence on career choices which includes parents, siblings

and extended family members. It says that an individual can be affected by their family’s

background, ambitions, and desires. For example, if the parents are businessman, the child will

inherit the business of the parents in order to continue and preserve it.

II.CAREER PLANNING AND INFORMATION SEEKING ABOUT CAREERS.

An individual’s exposure to the world of work begins in childhood. Preparing for a career is an

important task in adolescence when career exploration is a key developmental task. Exploration
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involves active seeking of information about careers. Therefore it has been of interest to

researchers to explore the various avenues from which adolescents seek career information.

Parents have consistently been reported as the main source of information by students (Levine &

Hoffner, 2006; Millward, Houston, Brown, & Barrett, 2006). In addition, educational institutions,

part-time work, peers, mass media, have been identified as sources of information about careers

for adolescents (Levine & Hoffner, 2006). 64 students took part in a survey using a questionnaire

to study the role of these five aspects on career information. Data from all open-ended questions

was coded and validated. Parents were reported to be the most significant source of positive and

negative information about careers followed by part time jobs, peers, and others.

SYNTHESIS:

This study investigates the determinants of vocation choice goals of adolescents with privately-
run company foundation from the two adolescents' and guardians' perspectives. Contrasting three
gatherings of adolescents. Successful and powerful vocation basic leadership requires the
comprehensive learning of selection and recruitment procedure of wanted calling. This study
centers to discover the centrality of mindfulness about selection process in understudies' vocation
choices.

III. GENDER

The influence of gender on career development is significant as individuals internalize gender roles
propagated by their culture. Socialization, child rearing practices, and career expectations vary
with gender. Career genderization starts in middle school or early in high school (Adya & Kaiser,
2005). Earlier, careers were seen to be a journey that only men embarked upon while women were
more inclined towards the management of the family and home. However, this has changed with
changes in social structures all over the world. Today women are also career oriented and pursue
careers just like their male counterparts. In such times gender role stereotyping may limit
opportunities for both sexes. Links have been found between gender and career development
(Arulmani & Nag-Arulmani, 2006). The need to investigate if career related decisions are gender
free or influenced by gender has been advocated in literature (Koumoundourou, Tsaousis, &

P a g e 21 | 50
Kounenou, 2011). Several studies have found gender differences in several aspects of career
development like career maturity, career decision making self-efficacy, and career decision-
making difficulties. Gender differences in career maturity have also been seen in several studies.
In some studies, female participants were seen to have higher career maturity scores, while in other
male participants were seen to have higher scores. In one of the early studies, Luzzo (1995) studied
gender differences in career maturity using a mixed method research design. Quantitative data was
collected using the Career Maturity Inventory, Career Development Inventory, and Vocational
Preference Inventory. Individual interviews were used to collect qualitative data. Statistical
analysis revealed that female participants scored significantly higher scores on measures of career
maturity. Interview data brings out the role conflicts and barriers that female participants faced.
Both sexes expressed financial concerns. In a study conducted on 367 school students across grade
levels 8-12, career maturity attitude and knowledge, career decidedness, career decision-making
self-efficacy, self-esteem and demographic variables were assessed. Multiple regression analysis
revealed age, gender, decidedness level and work commitment to be significant predictors of career
maturity knowledge (Creed & Patton, 2003). Hasan (2006) explored the contribution of self-
concept, vocational aspirations and gender on career maturity in 480 Indian adolescents in the age
range of 14-16 years using a 2x2x2 factorial ‘ex-post-facto’ non-experimental design. The
independent variables were seen to predict variance in career maturity. Contrary to other findings
male subjects were seen to have higher career maturity than female subjects. Gender differences
in career decision-making difficulties using the Career Decision Difficulties Questionnaire was
investigated in a sample of 347 Australian high school students (Albion, 2000). Career decidedness
was comparable between boys and girls in the sample. Career knowledge was higher in boys, while
flexibility regarding careers and motivation was seen to be higher in girls in this sample.

SYNTHESIS:

According to the result of this study, both male and female have a high maturity scores. But they

have also differences in each category. Females are more matured and dedicated in career decision

making than male respondents. But when it comes to career knowledge males have higher result

while the females are more motivated in deciding career choice.

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IV. PERSONALITY

It plays an important role in the choosing of the right career. A student’s personality must be self-

motivated type, as to investigate career possibilities from early on in their lives, and not the

procrastinating type that waits till they are compelled to decide. Students must take seriously the

role grades play in limiting opportunities in the future. Splaver went on to say “It is important for

you to have a good understanding of yourself, your personality, if you are to make intelligent career

plans”. (Splaver 2000, p. 12). perception of being suitable for particular jobs also has been found

to be influenced by a number of factors including ethnic background, year in school, level of

achievement, choice of science subjects, attitudes and differences in job characteristics (McQuaid

and Bond, 2003). One consistent finding in research suggests that adolescents’ own aspirations are

influenced by their parent’s aspirations or expectations. Parental support and encouragement are

important factors that have been found to influence career choice. Children may choose what their

parents desire simply to please them (Taylor et al, 2004)

SYNTHESIS:

It discussed that an individual’s career choice must fit to their personality for it will be a big

advantage and it will also serve as opportunity to be productive when it comes to their future job.

Parents are also one of the reasons in shaping an individual’s perspective especially when it comes

to choosing a career path.

V. PEER/CLASSMATE

Pummel, Harwood and Lavallee (2008) report that the external influences that help to shape an

individual’s career choice are also influenced by significant others through social support from

peers. People around contribute a lot in one’s decision-making friends may influence an individual
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choice of career. Individual interest may be affected by peers for the reason that one wants to be

with them in fulfilling dreams or a certain career. Classmates also play an important role in the

formation of student’s achievement, related beliefs and values, even if these classmates do not

always correspond with the peer group of leisure-time friends (Frenzel, Goets, Pekrun & Watt,

2010). In a cross-sectional study relating aspects of classroom climate to student enjoyment,

Frenzel, Pekrun and Goetz (2007) reported that class aggregated student perceptions of classroom

values were significantly and positively related to students’ enjoyment. Developments of students’

interest were really affected by their peers and classmates.

SYNTHESIS:

It says that friends are also one of the most influential factor in decision making because they tend

to motivate each other and it will lead them to pursue their dreams together. Friends inculcates an

individual because it is a belief that, friendship is part of a dream. The classmates also play an

important role in the formation of student’s achievement because they also tend to inspire each

other.

VI. CAREER EXPECTATIONS

Expectations from a career and vocational aspirations guide the choices of individuals and aids in

the identification of educational choices, future goals, and career options. Hence researchers have

explored career aspirations. Vocational aspirations can be influenced by gender (Agarwala, 2008;

Millward et al., 2006), socio-economic status and academic performance (Patton & Creed, 2007).

Patton and Creed (2007) found a relationship between career maturity attitude and knowledge

components and occupational aspirations in 333 high school students. These students were

assessed on measures of career maturity, career indecision, career goals, self-esteem, and school

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achievement. They reported gender differences in occupational aspirations and expectations.

Using a developmental contextual framework Ma and Yeh (2010) studied the educational and

career plans of 265 Chinese immigrant youth. They explored how perceived environmental

barriers, fluency in English, parental support for career related variables and parents’ value on

achievement predicts career and educational plans and expectations. Analysis of data revealed that

English language fluency and parental support was related to higher career aspirations while

perceived educational barriers led to negative attitudes. Chandna (2014) studied the career maturity

levels and level of aspiration and the relationship between them in 120 adolescents in India. Gender

differences, differences based on place of residence (rural, urban), and type of school were also

investigated. Majority of the sample had an average level of career maturity. They, however, did

not find significant differences in career maturity and level of aspiration based on the type of

school, gender, and rural and urban participants. A survey was conducted in India by the Ph.D.

Research Bureau (2014) to understand student perceptions and career expectations, finance

management, income sources, and expenditures. The participants were 3000 students studying in

undergraduation and post-graduation courses in Delhi-NCR region, India. Financial stability was

one of the main expectation of the student’s. 44% of the students preferred private sector jobs

while 36% preferred government jobs. A longitudinal mixed methods research was conducted on

918 secondary school students in the Pacific Islands. The aim of the research was to understand

career pathway development and factors influencing subject choices and career choices of these

students. They explored career aspirations and expectations of these students and found that two-

thirds of the sample were undecided about their career choice, and 33% had no career aspirations.

Professional, community or personal service careers were preferred more than trade careers.

Structured career planning was seen to be absent. Students reported of relying on family for advice

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regarding careers (Ministry of Pacific Island Affairs, 2014). Thus it can be seen that career

aspirations and expectations can influence future career choices.

SYNTHESIS:

It is said that financial stability was one of the main expectation of the student’s. The financial

stability affects the students in choosing a career because they wanted to secure the future income

sources. 44% of the students preferred private sector jobs while 36% preferred government jobs.

VII. CAREER PREFERENCES

Career preferences depends on career expectations and other factors like occupational stereotypes.

In the Indian society, a preference for careers related to engineering and medicine has been

reported. This is illustrated by the findings of the following studies. Janetius, Mini, and Chellaturai

(2011) reported that 36% of students preferred engineering as a career choice while 20% preferred

medicine. Agriculture was the least preferred occupation of the participants. Similarly, science and

technology and education were most preferred careers while agriculture was the least preferred

career as seen in a study conducted on 300 Indian adolescents studying in graduate colleges in

Kanpur, India (Shakya & Singh, 2013). No significant gender differences were seen in assessment

at six months. The reasons for career preferences ranged from prestige attributions to occupations

to job.

SYNTHESIS:

This article says the field of engineering and medicine are more likely preferred by the students

than in the field of agriculture. Career preference are free opportunity to select a desired career.

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VIII. CONTEXTUAL FACTORS

Contextual factors play a major role in career development. This has been highlighted by Hill,
Ramirez, and Dumka (2003). As recent theories place importance on the role of contextual factors
in shaping the career development process of an individual, research in now focusing on these
factors. The relationship between contextual factors like socio-economic status, school type,
school environment, and family has been discussed in this section. Studies have looked at the
influence of multiple factors influencing career choices. Olamide & Olawaiye (2013) studied the
factors that affect career choices of adolescents in Ogun state, Nigeria. Using a quantitative
research design 100 students were recruited as participants. They explored the role of environment
(family, friends, teachers, counselors), opportunity and personality in career and academic choices
of students. They reported that environment, opportunity, and personality all influenced career
choices in varying degrees. Sivakumar and Sridhar (2016) investigated differences in career
maturity based on gender, place of residence (rural/ urban), type of school, type of family and
religion. The sample consisted of 200 students studying in XI standard. Below average career
maturity was seen in the sample. Statistical analysis revealed no significant differences in career
maturity attitude based on gender, locality, type of school, religion, and type of family. However
significant differences were seen on career maturity competence between students of government
and private schools. The researchers highlight the need to develop career counseling models to
increase career maturity in students.

SYNTHESIS:

The context of these interviews, adolescents described many of the complexities of being at the
transition to junior high school and living in high-risk environments as their environments affect
their ideas about the present and the future. These adolescents spoke of their relationships with
their family and friends, their neighborhoods and school, and their goals and dreams. Consistent
with the hazards associated with living in a low-income, high-risk neighborhood, several
adolescents expressed fear about gang fights and injured.

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IX. Datu (2012)

Datu (2012), studied the relationship between career preferences and big five personality factors

and paternal parenting style in 200 Filipino College Freshman. They used a descriptive- predictive

research design. The Big Five Inventory and Parental Authority Questionnaire were used to collect

data. They found significant relationships between gender, neuroticism, and authoritarian

parenting style. Neuroticism and authoritarian parenting style were also found to have a significant

predictive role in career selection. This research also confirms the cross cultural validity of the big

five factors proposed by Costa and McCrae. The relationship between career indecisiveness and

personality factors in 200 Greek high school students was explored by Kounenou (2014). The

students were assessed using Emotional and Personality Career Difficulties Scale and Core Self-

Evaluation Scale. Analysis using correlation revealed that certain personality characteristics like

locus of control, self-esteem, self-efficacy and anxiety were related to career decision-making

difficulties. Career indecision and its relationship with big five personality traits were studied in a

sample consisting of 248 high school students in Italy (Di Fabio, Palazzeschi, Levin, & Gati,

2014). They found that extraversion and neuroticism were significantly linked to career indecision

in these students and therefore highlighted the role of personality factors in career indecision in

adolescents. Jenkins and Jeske (2015) investigated the role of personality, parental support, and

role models on career decision making and career exploration in 218 high school students from

Northern England and American Mid-West. They reported that proactive individuals were more

likely to engage in information seeking than indecisive individuals who need additional support.

Online role models and home environment and support were seen to aid information seeking and

help develop career-related skills. The research on the relationship between career indecision and

P a g e 28 | 50
career decision-making difficulties and the five-factor model of personality was reviewed in a

meta- analysis of 21 studies published between 1996 and 2012 (Martincin & Stead,

2015). A significant positive relationship was seen between neuroticism and difficulties in career

decision making while significant negative relationships were seen between agreeableness,

conscientiousness, openness and extraversion with career decision-making difficulties. Career

choice was studied in connection with personality factors, parental and social influences and

monthly income of families in students aspiring to pursue a career in Engineering (Ghosh, 2016).

120 students from XI and XII grades aspiring to become engineers from Kolkata, India, and 30

engineers participated in the study. Sixteen Personality Factor Inventory, Perceived Impact of

Parental Influence Questionnaire and Perceived Impact of Social Influence Questionnaire was

administered to collect data. Analysis revealed that students aspiring to be engineers were found

to score high on warmth, conscientiousness, and were trustful and self-sufficient. These traits were

also found to be present in professional engineers. Parental influence on career choice was higher

for boys and also in higher income groups. Research related to personality and various aspects of

career decision making has been reviewed in this section. The findings reveal a considerably strong

link between personality and career decision making. Most studies have used the big five theory

of personality to define personality. However, research in the Indian context is limited. Studies

have mostly used a correlational approach and taken their sample from undergraduate courses.

Research can also focus on younger students to see if evolving personality traits have an

association with career decision making. Specific personality traits have been associated with

aspects of career development. Research has mainly focused on the relationship between career

decidedness/ indecision and personality. Neuroticism is seen to be strongly related to career

indecision. Research can also concentrate on the interaction of personality factors with other

P a g e 29 | 50
family and personal factors and its influence on career decisions. The review suggests the need to

include personality assessment in career guidance programs.

SYNTHESIS:

The study revealed that certain personality characteristics like locus of control, self-esteem, self-

efficacy and anxiety were related to career decision-making difficulties. The present study aimed

at exploring career indecisive-ness in Greek senior High school students regarding their first career

choice and its relation to personality factors. The results showed that the students who had not

made decisions concerning the type of senior high school, the educational orientation, and

their future university studies appeared to have higher total EPCD scores than those who had

made their decisions.

X. PARENTING STYLE

Parenting styles are the combination of parental attitudes, practices and nonverbal expressions that

characterize the nature of parent-child interactions across diverse situations (Glasgow, Dombusch,

Troyer, Steinberg, & Ritter, 1997). Schulenberg, Vondracek, & Crouter (as cited in Hughes, 2011)

propose that parenting style influences the career development process. According to Super, Crites,

Hummel, Overstreet, & Warnath (as cited in Hughes 2011) parental warmth/hostility is said to

play a role in various aspects of career development. Similarly, three kinds of parental influences

on career development were proposed by Middleton and Loughead (as cited in Njeri, 2013). They

are positively involved parents, negatively involved parents, and non- involved parents. Negatively

involved parents were seen to have a detrimental effect on their children’s career decision making

process. The following section outlines the research done in the area of parenting style and its

relationship to career decision making. The impact of parenting style varies from culture to culture,

and culture is also known to mediate the role of parenting style in career development.

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Authoritative parenting style is seen to have a positive impact on several variables in Caucasian

students. However, collectivist cultures stress the importance of parental authority and

interdependence. In the non-Western cultures authoritarian parenting style is reported to be the

most widely used parenting style (Wu, 2009). Hence, Wu (2009) aimed to study the relationship

between parenting style and acculturation on career decision making self-efficacy and career

maturity of Asian American college students. Using simultaneous regression technique in their

study the researcher found that permissive parenting style was associated with lower levels of

career maturity while authoritarian parenting was found to have a positive influence on self-

appraisal and occupational information domains of career decision-making self-efficacy.

Cenkseven-Onder, Kirdok, and Isik, (2010) studied the relationship between parenting style and

parental attachment to career indecision in 382 Turkish high school students aged 14-18 years.

Career decidedness was seen to be higher in students whose parents adopted an authoritative or

authoritarian style and in students with a medium degree of attachment. Koumoundourou et al.

(2011) examined the mediating role of core self-evaluations on the relationship between parenting

styles and adolescents’ career decision-making difficulties. The sample consisted of 289 Greek

students. With hierarchical regression, they found that in male students permissive and

authoritarian parenting styles significantly predicted career decision-making difficulties, while for

female students only authoritarian parenting increased career decision-making difficulties. For

female students’ core self-evaluations mediated the role of family and parenting characteristics.

Parental modeling and its impact on vocational maturity were studied by Sharma and Gaur (2012).

Parental modeling and vocational maturity were assessed in 60 students in XI standard. Analysis

revealed no significant correlation between parental modeling and vocational maturity. Chen and

Liew (2015) explored the factors influencing career decision-making difficulties of graduating

P a g e 31 | 50
students in Malaysia. They hypothesized that personality (big five traits) and perceived parenting

style (authoritative, authoritarian and permissive styles) influenced career decision-making

difficulties in the sample (n=100). Parental authority was found to influence career decision-

making difficulties significantly. A negative relationship was seen between career decision-

making difficulties and effective personality which is a combination of traits of extraversion,

agreeableness, conscientiousness and intellect. Studies are indecisive about the positive influence

of authoritative parenting style and the detrimental effect of authoritarian parenting styles on career

decision making. Though parenting style is seen to be associated with career development, many

studies have not focused on this aspect and its influence. Parenting needs to be understood in the

context of the individual and hence the need for more context specific research is emerging in the

review of literature.

SYNTHESIS:

Parents are the main source of influence of an individual, with that influence the child have already

background on what the course he/she should take but in contrary, the career decision of an

individual is affected. In the non-Western cultures authoritarian parenting style is reported to be

the most widely used parenting style (Wu, 2009). Hence, Wu (2009) aimed to study the

relationship between parenting style and acculturation on career decision making self-efficacy and

career maturity of Asian American college students.

REVIEW OF RELATED STUDIES

I. FAMILY RELATED FACTORS

There are different factors that affect students’ choice of course in college. One of this is family

related factors. Study revealed that Filipino immigrants and non-immigrants rely heavily on their

family’s decision-making. Students cope by following their parents’ advice. They also have to
P a g e 32 | 50
cope with an expectation of financially supporting the family upon completing their education.

Studies from other Asian countries also show parents’ impact in decision making of students when

it comes to students’ course preference. Another study highlighted that parental involvement have

positive impact on among adolescents’ education and career choice. Furthermore, it is reported

that parents are deeply involved and influential to their high-achieving children’s college choices.

The report also found open houses, dialogue with college friends, alumni, and admitted-student

programs are extremely influential to students. The report claimed these sources are not well

known, but very powerful to student’s decision making for their college. The study also found

26% of sampled students paid a specialist or advisor during the college decision process. Respect

for family is one of the most influential factors that impact Filipino students’ career decision. It is

concurred that “Out of respect and loyalty, it may not be appropriate to express personal desires;

rather, one may alter one’s interests to maintain harmony.” As a sign of respect, Filipino children

want to do well for the sake of the family, follow parents’ advice about choosing a job or major in

college and lastly, make sacrifices for the family. For practicality reasons, it is also reported that

parents usually encourage careers that will not cost much money, but at the same time, are stable

sources of income. Careers in nursing, accounting, and engineering are highly popular for Filipino

families.

SYNTHESIS

The study presented and explain the importance of taking parents’ advice and permission in

choosing a college course. These writings discuss that the family decides in what college course

of students should take is also associated with the financial status of the family.

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II. FACTORS INFLUENCING THE STUDENTS’S IN CHOOSING A COURSE

There are several factors that impact the students from senior high school decision

on what course they should take from the phases that have proposed by Jackson,

which could affect a students’ decision in finding a decent course, there is still a relevant factor

in it. According to investigation, career selection is one of many important choices

students will make in determining their plans. This decision will impart them throughout their

lives. The essence of who the student is will revolve around that the student want to

do with their life-long work. The choice of career has been a serious problem among the

secondary school students in Nigeria. No matter what ones ’ age is, the choice of career

or desire is an important questions o r e v e r y b o d y. A l o t o f s t u d e n t i n s e c o n d a r y

s c h o o l s b e l i e v e t h a t t h e i r f u t u r e i s a g l o r i o u s adventures in which they are

bound to succeed. Many of them have the idea that they would be able to work in the

public or private establishments as soon as they complete secondary school education.

How students have seen themselves in a role in which personality is a determining factor may

influence a chosen course. Some course demand that you have the personality to match the

qualities of the occupation. For example, sales people hate to be out-going. Spalver (2000) said

“personality” plays an important role in the choosing of the right course. A students personality

must be self-motivated type, as to investigate courses possibilities from early on in their lives, and

not the procrastinating type that waits till they are compelled to decide. students must take seriously

the role grades play in limiting opportunities in the future. Splaver went on to say “It is important

for you to have a good understanding of yourself, your personality, if you are to make intelligent

upcoming plans”. (Splaver 2000, p. 12). opportunity is the third factor that has shaped career

P a g e 34 | 50
choices for students. Opportunity may influence how students have perceived their future in terms

of the reasonable probability of a future in particular career fields. The issue of poverty has played

an important determining role in the opportunities available to all. socioeconomic status is a factor

that influences the predisposition, search, and choice stages of the college choice process (Cabrera

& Nasa 2000). Rendering to the National Centre for Education Statistics’ Descriptive Summary of

2003-2004 Beginning Postsecondary Student: Thirty percent of dependent start postsecondary

students at 4-year organizations came from peoples with annual incomes of 92,000 or more,

matched with 17 percent of those at two year foundations and 4 percent of those at less than two

year associations. Paulsen (1990) noticed that when tuition expenses, room and board costs, and

distance from home increased the college option became less attractive to students. However, these

effects are significantly bigger for students at lower income levels those with lower ability. At

higher levels of student income and aptitude, these effects Become less important (Paulsen 1990

p.27) Hossler (2000) reviewing several meta-analyses on the effects of financial aid on enrollment

choices.

SYNTHESIS:

Choosing a course track should consider different factors in order to come a virtuous decision. As

observed most of the students in college has a course that been chooses by parents they should

take up. Most of them have the tendency to have lower grades because they found the course is

not interesting for them. There are different effects on students if the course that they take is not

relevant to the development that they want. A few of them will continue the course they have and

some will decide to shift or if not, their grades are low. Some students who have the course that

they do not want to tend not to take the course seriously and their only goal is to graduate.

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III. Exploring career decision-making self-efficacy, career maturity attitudes, and racial

identity attitudes of college students of color by Sneva, Jacob N., Ph.D., State University of

New York at Buffalo

American higher education is becoming more racially and ethnically diverse and researchers

have suggested that more attention should be given to better understanding the career

development of college students of color. Although there is substantial research on career

development and the career decision-making process, studies have overwhelmingly primarily

used data collected from White participants. Thus, little research has been done on the career

development of people of color and specifically, college students of color.

The primary focus of this study was to explore relationships between career decision-making self-

efficacy, career maturity attitudes, and racial identity attitudes of college students of color. In

addition, the study explored relationships between career decision-making self-efficacy, career

maturity attitudes, and various demographic and life experience variables.

A sample of 164 college students of color attending five institutions of higher education in the

Western New York area was used for this study. A survey packet consisting of four separate self-

report instruments was completed by each participant. This study employed a multiple correlation

and regression survey research design which was used to examine relationships between variables.

This study generated a number of important findings. First, strong relationships where found

between career decision-making self-efficacy and career maturity attitudes for this sample.

Second, career decision-making self-efficacy and career maturity attitudes were related both

positively and negatively, depending upon participants' current racial identity status, to

participants' racial identity attitudes. Third, participants' age, year in college, academic major,

P a g e 36 | 50
mother's educational level, and family income were predictors of their confidence in their ability

to make a career choice that would meet their preferred lifestyle. Lastly, none of the remaining

demographic variables were related to either career development construct.

This study also explored the implications of the findings on career counseling with students of

color, student affairs and academic advising practice, and higher education policy.

SYNTHESIS:

This study explores the relationships between career decision-making self-efficacy, career

maturity attitudes, and racial identity attitudes of college students of color. Overall, this study

provides new and relevant information regarding the career and racial identity development of

college students of color, a very limited body of scholarly literature.

IV. A Comparative Look at Student and Faculty Perceptions of Professors at a State

College (Duff, Suzanne M.) ProQuest LLC, Ph.D. Dissertation, Florida Atlantic University

Research shows that there is a disconnect between student and faculty perceptions in a range of

areas. One area that has not been researched is comparing student and faculty perceptions

regarding desirable and undesirable traits in professors. The purpose of this mixed methods study

was to identify what students perceive are the most and least desirable qualities in professors,

and how those qualities affect their overall college experience. This study also identified what

professors thought students perceive as the most and least desirable qualities in professors, and

how those qualities affect students' overall college experience. The findings indicate that the

largest disparity in perceptions between students and faculty was faculty perception that students

rate them based on class rigor and assigned grades, which were two of the least important

P a g e 37 | 50
qualities according to students. The largest similarity that faculty and students agreed upon is

that students desire professors who are knowledgeable, passionate, engaging, and able to connect

with students. Both groups also perceive that students do not like professors who are boring and

monotone. In addition, students and professors agree that students perceive professors as playing

an important role in their lives that affect their ability to learn, the grades they receive, and also

impact their overall college experience and trajectory in life. The two groups differed when

describing how professors' undesirable qualities can negatively affect students' emotions and

self-confidence. Faculty and students were in agreement in a variety of areas, but they were

disconnected in several areas as well. This is a problem as we move into the future. Cox (2009)

said, "the traditional college student is no longer the typical college student" (p. 7), especially

when it comes to state and community colleges. Professors would benefit from listening to

students instead of assuming that their ratings are untrustworthy and based on how hard or easy

the class was or what grade they received. The researcher asserts, along with others in the

literature, that expertise in content area is no longer good enough to be an effective educator in

higher education. Faculty also need to be experts in understanding students.

SYNTHESIS:

It says that professors in college has a big impact on the students because it affects their ability to

learn, the grades they receive, their emotions, their self-confidence and most importantly it

affects their college experience.

V. Casual factors that contribute to gender bias in career choice among junior high school

age females by Rodman, Richard A., M.A., California State University, Long Beach

This research study seeks to understand the antecedents that limit female career choice. These

antecedents occur during the junior high school age range. The researcher interviewed an 8-

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member female middle school focus group and an ROP (Regional Occupational Program) career

counselor to gamer their views concerning career choice; the results support the literature review.

Middle school aged females: are not significantly impacted by career presentations; have not

solidified their career choice; perceived peer males categorizing occupations by gender; have

powerful emotional connections with male dominated careers. Parents: play the most influential

role in their daughter's career choice; with less education steer their children toward traditionally

gendered careers; desire their children to pursue post-secondary education. Fathers have greater

influence than mothers. Culture plays the second greatest role in female career choice. Monetary

compensation is an important factor in career choice. The majority of females choose traditionally

female careers.

SYNTHESIS:

It is said that the mothers have lesser influence than fathers in the female respondents. The result

of this study in career presentations was females are not impacted while the male dominated career

have powerful emotional connections. It says that the majority of females choose traditionally

female careers maybe because culture plays the second greatest role in female career choice,

according to the result.

VI. Examining institutional career preparation: Student perceptions of their workplace

readiness and the role of the university in student career development

by Gonzales, Molly, Ed.D., Pepperdine University

Existing research suggests a misalignment between the preparation offered by higher education

and the workplace readiness skills employers are expecting recent graduates to have mastered.

Multiple studies completed on the topic of workplace readiness explored the views of employers,

while few gathered the perspectives of students or recent graduates. This embedded mixed

P a g e 39 | 50
methods study invited both undergraduate seniors’ and recent graduates’ to participate in an online

survey capturing perceptions of their own workplace readiness and their thoughts regarding the

role the university should have in student career development. Current undergraduate seniors and

first-year alumni of a private, 4-year non-profit university were surveyed resulting in two samples:

212 undergraduate seniors representing approximately 28% of the senior class and 42 first-year

alumni representing approximately 7%. The findings of this study revealed that undergraduates

and recent graduates believe the institution should support students’ workplace preparation,

including technical and soft skill development. While many undergraduate students’ and recent

graduates’ were pleased with their college experience, the majority cited a need for the integration

of targeted career development opportunities within their coursework that aligns with current

industry expectations. A triangulation of the findings, resulted in 5 conclusions: (a) alumni and

seniors share similar views as to the importance of the university’s role in supporting students’

career development by integrating career-preparation programming within all areas of the student

experience, (b) students expect the institution to serve as their talent scout for employers, (c) career

preparation programming and academics should not be mutually exclusive of each other, (d)

alumni and seniors believe college serves as a training ground for students to become independent

adults, and (e) despite having personal experience within the workforce, the views of alumni and

seniors were similar regarding workplace readiness. Higher education leaders are encouraged to

communicate with employers for career-related trends in the industry to help inform the integration

of career development programming into all aspects of student life. The study results contribute to

existing literature by providing insight into the student’s perspective on workplace readiness and

the university’s role in supporting students’ career development and transition into the workplace.

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SYNTHESIS:

This study proves that career-preparation can affect the workplace readiness of an individual.

The college journey serves as the training ground of students because it develops them to

become more mature and how to become independent. It is said that the universities are one of

the factors that can affects the students in their career development.

VII. High School Early Childhood Education Pathway: Impact on Future Career Choices

and Success by Sims, Selena, Ed.D., Piedmont College

This study examined the influences the Early Childhood Education Pathway (ECEP) had on

secondary students' career choice and postsecondary decisions. ECEP's with onsite laboratory

settings or off campus practicum were utilized in the study. The hands-on experiences in a

secondary setting provided students with authentic work experiences. Students' knowledge of the

Early Childhood Education and Care profession was measured using the National Occupational

Competency Testing Institute (NOCTI) Early Childhood Education and Care Basic assessment. A

dependent t test calculated the difference between the pretest and posttests. Eighty-six students

participated in this assessment. There were 100 participants who completed the GA College 411

Interest Profiler. A Wilcoxon Signed Rank test calculated the differences in ranks of how students'

career interest profile ranks changed from the eighth grade to the students' experience in the ECEP.

Lastly, interviews were conducted to determine if perceptions of the education profession changed

and if the student planned to continue a career in education or working with children. The results

indicate that the ECEP does significantly influence students' knowledge about the profession. The

findings of this study suggest that the ECEP does help students to make career decisions and

postsecondary choices.

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SYNTHESIS:

It is said that the hands-on experiences in a secondary setting provided students with authentic

work experiences. It also calculated the difference between the pretest and posttests. Also it

determines the if the perceptions of the students was changed it says that the results of ECEP does

significantly influence students’ knowledge about their profession.

VIII. The ones who hold the world: Career choice process of Asian American first-

generation college students by Fujii, Allison M., M.S., California State University, Long Beach

Asian American first-generation college students, those who are the first in their families to attend

college comprise a growing yet understudied population within U.S. higher education. This

qualitative study explored the career choice process of eleven Asian American first-generation

college students who were majoring in arts, humanities, and social science fields. The findings

suggest that students' cultural and class identities influenced the way they and their families

approached the career choice process. Students often experienced family challenges in pursuing

culturally non typical majors. Participants' stories underscored the importance of culturally

relevant support, and receiving such support on campus was instrumental to students' self-efficacy.

Contrary to what the model minority myth purports, Asian American first-generation students are

complex individuals with unique struggles and motivation in attaining higher education.

SYNTHESIS:

It says that the first-generation of Asian American college students cultural and class identities are

influenced the way they and their families approached the career choice process. It also means that

truly, the family is the main influence of an individual, the cultural adjustment also occurs in this

study.

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IX. Criterion validity of common career interest inventories: Relative efficacy with high

school seniors by Martin, Summer M.G., Ph.D., University of North Texas

Professional school counselors frequently use career interest inventories as part of a

comprehensive guidance program to help students create a post-secondary school plan. The present

study evaluates the validity of three commonly used interest inventories, the Myers- Briggs Type

Indicator, Self-Directed Search, and Strong Interest Inventory on field of study choice for

graduating high school seniors (N = 616) from a large, suburban high school in Texas. Students

identified their intended postsecondary field of study category, were randomly assigned using

stratification to three groups, and each group completed a different inventory. Group membership

was evaluated to establish covariate balance on a wide variety of indicators. Data from each group

was evaluated to determine the extent to which the inventory predicted the chosen field of study,

as well as Other and Undeclared categories using logistic regression models. None of the inventory

models suggest that the inventory accurately predicts Other or Undeclared outcomes. For students

selecting intended postsecondary fields of study, the Self Directed Search predicts such outcomes

better than other measures. Professional school and career counselors should consider the SDS in

addition to narrative counseling strategies to add greater precision with career decision making

among clients and students.

SYNTHESIS:

This study shows how the significance of career counseling is a big help for the students’ career

path. Because it develops the students’ interests, practicality and choice of career.

X. Career development activities of school counselors at predominantly Latino high schools

by Varquez, Paolo, M.S., California State University, Long Beach

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This embedded case study explored and described the delivery of career development activities by

high school counselors (n=9) at predominantly Latino high schools within a Southern California

school district. Using the ASCA National Standards as a guide, participants were queried about

their adherence to said standards. The following themes emerged: (a) The Need for Parental

Involvement in Students’ Education, (b) Counselors’ Barriers to Delivering Career Development

Activities, (3) Perceptions of a Potential Career Development Course, (4) Career Exploration, (5)

and Lack of Accountability for ASCA Standards. The results from the questionnaire highlighted

inconsistency among the participants’ delivery of career development competencies. Limitations

include a small sample size and questionnaire flaws. Implications include the need to track fidelity

for ASCA National Standards, improve parental involvement, reduce non-counseling tasks, and

reduce the student-to-school counselor ratio. Recommendations for future research for educators

in predominantly Latino high schools are provided.

SYNTHESIS:

There are different factors that affects an individual in choosing a career path as the implications

include that need to track, one of those is, the parental involvement must improve, which means

the parents must support the students’ decision. The non-counseling tasks must reduce, which is

the other one, this will help the students to focus on his/her career path.

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THEORETICAL FRAMEWORK

Factors influencing the career choice of the grade 12 students of St. Nicholas Catholic School

of Mariveles, S. Alvin Leung, (2008) studies revealed that the main concern for managements

students is the choices made by them at critical points concluding their career paths. The

educational aspirations, financial aspect, peer/friends, gender and family background are the

factors that add force to career choice.

This research paper analyzes the theories and determine the factors in career choice that may

influence the grade 12 students in order for them to be prepare for the next journey.

This paper critically reviews a couple themes in this area: the factors that influencing the career

choice of the students of the grade 12 students, and the possible things that may affect them from

choosing a career path. This paper considers the readiness of grade 12 students for their next

chapter of life which is college and summarizes each studies

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CONCEPTUAL FRAMEWORK

The conceptual model will be used in this research study is the input-process-output model where

it shows the series of the boxes that are connected to each other. Qualitative research adopted to

determine the factors that influencing the career choice of grade 12 students’ department in St.

Nicholas Catholic School of Mariveles. With interviewing, the respondents which the data are

needed to realize the objectives of this study are satisfactory obtained.

INPUT PROCESS

I. Profile of the respondents:

1.1 Name Conducting an interview
1.2 Gender Observation
1.3 Section Collecting, interpreting, and
II. Will you continue your college journey? analyzing the data and
Why or why not? information
III. Do you think you are financially
prepared?
IV. What course will you take? Why?
V. Does your strand is related to a college
course you would take?
VI. Who influence you in making career OUTPUT
decision? Is it your choice?
VII. After 10 years, have you seen yourself
succeed with your chosen course?
Factors influencing the career
VIII. How significant were factors of the choice of Grade 12 students in
educational aspirations in making career
choice? St. Nicholas Catholic School of
Mariveles
IX. How influential were factors of financial
aspect in deciding a college course?
X. How significant were factors of influence
of friends affects you in choosing a course?
XI. How significant were factors of gender
in choosing career choice?
XII. How influential were the factors of
family background in making career choice?
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CHAPTER III: METHODOLOGY

This chapter will present the research design, locale of the study and the respondent of the study,

sampling procedure, research instrument, data collection procedure, and the treatment of the data.

A descriptive method such as frequency and, percentage computation, analysis of variance and

analysis was used to describe the general findings of the study.

RESEARCH DESIGN

The aim of this qualitative research is to determine the different factors influencing the grade 12

students’ career choice in Saint Nicholas Catholic School of Mariveles.

Some sample questions that are included to our questions are:

1. Will you continue your college journey? Why or why not?

2. Do you think you are financially prepared?

3. What course will you take? Why?

4. Does your strand is related to a college course you would take?

5. Who influence you in making career decision? Is it your choice?

6. After 10 years, have you seen yourself succeed with your chosen course?

7.How significant were factors of the educational aspirations in making career choice?

8.How influential were factors of financial aspect in deciding a college course?

9.How significant were factors of influence of friends affects you in choosing a college course?

10.How significant were factors of gender in choosing career choice?

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 11.How influential were the factors of family background in making career choice?

RESEARCH LOCALE

We selected forty respective students in St. Nicholas Catholic School of Mariveles. The forty

selected students are from St. Clare of Montefalco and St. Magdalene of Nagasaki. We choose the

grade 12 students for their college preparation.

RESPONDENTS OF THE STUDY

Grade Section Strand Male Female Class Total

12 St. Magdalene of Nagasaki ABM 8 8 16

12 St. Clare of Montefalco HUMSS 5 6 11 40

12 St. Clare of Montefalco STEM 7 6 13

RESEARCH INSTRUMENT

Some sample questions that are included to our questions are:

1.Will you continue your college journey? Why or why not?

2. Do you think you are financially prepared?

3. What course will you take? Why?

4. Does your strand is related to a college course you would take?

5. Who influence you in making career decision? Is it your choice?

6. After 10 years, have you seen yourself succeed with your chosen course?

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7.How significant were factors of the educational aspirations in making career choice?

8.How influential were factors of financial aspect in college?

9.How significant were factors of influence of friends affects you in choosing a course?

10.How significant were factors of gender in choosing career choice?

11.How influential were the factors of family background in making career choice?

DATA COLLECTION PROCEDURE

The realistic interview were used in a depth observation and interview, which aim is to determine

the factors that may influence the grade 12 students in choosing a career choice. The researchers

aim to know their choices and what is the most influential factor in choosing their college course.

The main advantage of observation and interview is that it involves physical contact and face-to-

face confrontation between interviewers and interviewees. However, there is a risk that the

interview and observation may deviate from specified research aims and objectives.

DATA ANALYSIS PROCEDURE

This chapter presents and analyzes the data collected during the interview. The researchers used a

recorder and a sheet of paper to write what they have observed and used it as a basis in analyzing

the data given by the respondents. To analyze the data collected, the researchers used the

questionnaire to determine the factors that influence the grade 12 students in deciding a career

choice in St. Nicholas Catholic School of Mariveles. The researchers conduct an interview about

the names, sections and their opinions regarding the factors that influence their career choice. The

main objective of the researchers is to gather opinions and perspective if those factors really

influence their career choice or does those factors only confused them in choosing a right path.

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