1

Academic Fit, Adolescent-Parent Career Congruence as predictor of Career

Exploration in University Students

Submitted by:

Aguilar Quecia Ann A.

Ramirez, Joan Chyra O.

Tiangco, Czarina M.

Date:

January 14, 2019

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TABLE OF CONTENTS

Table of Contents………………………………………………………………….............. i

Chapter 1 Introduction………………………………………………………..... 4

Conceptual Framework …………………………………..... 6

Definition of Terms……………………………………………. 6

Statement of the Problem…………………………………... 7

Hypotheses…………..……………………………….................... 7

Chapter 2 Method......................................................................................... 8

Research Design…………………………..…………………..... 8

Participants………………………………..……………………... 8

Sampling Procedure……………..…………………………..... 8

Measures………………………..………………………………….. 8

Procedure…………………………………………………………... 9

Data Analysis…….………………..………………………………. 9

Chapter 3 Results……………………………………………………………… 10

Preliminary…………………………..…………………………...... 10

Primary …………………………..………………………………..... 12

Supplementary…………………………………………………. 16
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Chapter 4 Discussion………………………………………………………….. 17

Discussion…………….……………...…………….……………............. 18

Limitations of the Study…………………………………………….. 20

Implication of the Study…………………………………………….. 21

Chapter 5 Summary, Conclusions, and Recommendations………………… 22

Summary …………………………........................................................ 22

Conclusion……………………………………………………................. 22

Recommendation……………………................................................ 23

References ……………….………………………………………………………… 24

Appendices…………………………………………………………………………. 26

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Academic Fit, Adolescent-Parent Career Congruence as predictor of Career

Exploration in University Students

Introduction

According to a survey on January 2013, the Philippines has 7.1%

unemployment rate, in the countries from the Southeast Asian nation and from which, 16.9%

of which are college students. Researchers presume that misfit graduates are one of the

considered reasons why the country has high unemployment and underemployment rate.

According to (Chickering 1969; Chickering & Reisser, 1993) Individuals are attending

college at a time when they are subsequently in the process of developing autonomy,

competence, and identity. One of the aspects of their identity growth is based on their

career. One wrong decision regarding individual’s career can change the fate of a person.

Individuals who are in the wrong career path have a higher tendency to feel unsatisfied on

his future job. We currently living in a society where in the status are in high rate of

unemployment and underemployment. These kinds of problems can affect the economic

growth and especially the people of the country.

To know the root cause of these problems a lot of studies were done.

The vocational behavior also known as person-environment approach by Holland’s. The

approach stated a good match, or “congruence” between a person’s personality and his or

her environment is expected to be associated with outcomes such satisfaction, stability,

achievement and personal adjustment. Extending the theory of person-environment fit

(Caplan, 1987) which states that a person is more successful in work and learning when the
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environment best suits them. If the developmental needs of the person are not considered

the opportunity of the person to learn will be weaken.

Another aspect to consider when an individual is choosing a career is the influence of

their family. For a country like Philippines who is collectivist in culture it not easy to avoid

family support when it comes to making decision. Researchers in field vocational

psychology examined the wide range of influence that affect the career decision-making

process of young adults, Among those factors, family influence has been given increasing

attention (e.g., Paa & McWhirter, 2000; Schulenberg, Vondracek, & Crouter, 1984; Whiston

& Keller, 2004). A study conducted by (Lee, Hung-Chang, Chou, Mei-Ju) their findings states

that family influence was correlated in expected ways with family obligation, work volition,

work values, calling, and occupational engagement. For better understanding and to

contribute knowledge to the next researchers we conduct a study in which

adolescent-parent congruence and academic fit.

The purpose of this study is to (1) describe the relationship between parental

influences regarding to career choice of young adults; (2) determine if academic-fit

(person-environment fit) plays an important role in choosing a career. The experimenter

chose to survey graduating students in order to examine these research questions.

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Conceptual Framework

Academic Fit

Career
Exploration

Adolescent-Parent
Congruence

Definition of Terms

Conceptual Definition

Academic fit is consistent concerns of students perception towards to their academic needs

and environment (Universities/College).

Adolescent-Parent Congruence similar shared interest, preferences, goals and expectation

between Parent and Adolescent.

Career Exploration includes activities of gathering information relevant to the career

progress of the individual and contains self- and environmental explorations.

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Operational Definition

Academic Fit is operationally defined as scores of academic fit scale.

Adolescent-Parent Congruence is operationally defined as scores of adolescent-parent

congruence scale.

Career Exploration is operationally defined as scores of career exploration scale.

Statement of the Problem

The study aims to answer and analyze the following questions below.

 How does Academic Fit predict career exploration of students.

 How does Adolescent-Parent Career Congruence predict career exploration of

students.

Hypothesis:

 Hypothesis 1: Academic Fit and Adolescent-Parent Career Congruence predict

Career Exploration

 Hypothesis 2: Academic Fit and Adolescent-Parent Career Congruence does not

predict Career Exploration

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CHAPTER II

Research Design

Independent variables Academic Fit Adolescent-Parent Career Congruence,

Dependent variable Career Exploration in University Students

Participants

A total of 150 chosen male and female students of first year students of Bataan

Peninsula State University took part in the experiment. Participants were given certificates

for participating the experiment.

Sampling Procedure

The researchers used convenience sampling procedure to select a sample (n) of

students from population.

Measures

We use the 12-item Adolescent-Parent Career Congruence Scale to asses’

adolescent–parent career congruence. The responses of the participants were made by

a6-point Likert-like scale (1= strongly disagree to 6 = strongly agree). Higher scores show

higher levels of each construct. A sample item, “My parents want the same career for me as

I want for myself”.

To measure the Academic fit we use a 6 item scale developed by Schmitt et al. A

sample item, “The courses available at this school match my interests.”

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To evaluate Career exploration of the respondents we use two subscales from Stumpf

et al.’s Career Exploration Survey. The subscales assess individual’s degree of self and

career exploration behavior. A sample item from the 6-item career exploration subscale:

“I have been investigating career possibilities”.

Procedure

The experiments provide all the materials needed before the experiment and used

random assignment to assign 150 respondents for answering three Scales the Academic Fit

Scale, Parent- Adolescent Congruence and Career Exploration. Respondents are classified

as first year students of Bataan Peninsula State University.

The researchers provided an inform consent for the respondents with a preview of the

study. After giving consent form, the researchers will distribute the provided survey

questionnaire to the respondents (freshmen’s)

The respondents were given a time of 15 minutes to answer the entire

questionnaire. After answering the questionnaire, surveyors will provide certificates,

credits / incentives for 150 freshmen’s (BPSU) respondents.

Data Analysis

The researchers used Multiple Regression Analysis to understand whether career

exploration can be predicted, based on academic fit and adolescent-parent congruence.

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CHAPTER III

RESULTS

Preliminary

Scale Reliability

The internal consistencies of the original scales were α = .72 for academic fit α =. 88 for

adolescent parent career congruence. The items of criterion variable, career exploration

which is composed of several subscales (environmental exploration, self exploration,

intended-systematic exploration, amount of information, focus, satisfaction with

information, exploration stress, decisional stress, external search instrumentality, internal

search instrumentality, method instrumentality) has a reliability coefficient of α= .87 (see

table 1). Meanwhile, the scales we measure present a reliability score of α =0.449 for

academic fit, α =0.593 for adolescent-parent career congruence, α = 0.963 for career

exploration.

Table 1 Reliability Analyses of Variables

Original Cronbach's N of

Cronbach's Alpha Items

Variables Alpha

Academic fit 0.72 0.449 6

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Adolescent-parent career congruence 0. 88 0.593 12

Career exploration 0.87 0.963 45

Descriptive Statistics

The participant was first year college student of Bataan Peninsula State University.

There were 93 female participants (63%) and 57 male participants (38%) a total of 150

participants (100%). (see tables 3). In terms of age, both gender fall under the age range of

(18-21 years old).Participants were classified under the late adolescence period (15-21

years old). (see tables 2).In addition, frequencies and percentages of the demographic

variables are presented correspondingly (see tables 2,3).

Table 2

Developmental age of participants

Age Frequency Percentage

18 92 61.3

19 50 33.3

20 5 3.3

21 3 2

Total 150 100

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Table 3

Gender of participants

Gender Frequency Percentage

Female 93 62

Male 57 38

Total 150 100

Primary

Table 3

Hypotheses

Table 3 shows that two variables namely Academic fit and Adolescent-Parent Career

Congruence were all significant predictors of Career Exploration. Meanwhile, Academic fit

has are greater predictor of Career Exploration compare to Adolescent-Parent Career

Congruence. With the supporting result of p=value of Academic fit Scale which is .001 and

Adolescent-Parent Career Congruence with a P=value of .007. Adolescent parent career

congruence and academic fit predicts career exploration alternative hypothesis are

accepted.
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Hypotheses Accept or Reject

Academic fit predict Career Exploration Accepted

in first year student of BPSU .

Adolescent-Parent Career Congruence Accepted

Predicts Career Exploration in first year students

of BPSU

Academic fit does not predict Career Rejected

Exploration

Adolescent-Parent Career Congruence Rejected

does not affect Career Exploration.

Table 4 present the frequency distribution of the predictor variables, academic fit and

adolescent-parent career congruence and the criterion variable career exploration has a

mean of 139.8387 (SD=32.08275) . Academic fit with a mean of 22.1122 (SD=3.02824)

lastly, adolescent parent career congruence having only a mean of 49.87 (SD=9.77962)
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Table 4 Means and Standard Deviations of the Variables

Mean Std. Deviation N of Items

25.84 3.5617 6
Academic fit scale
53.647 10.392 12
Adolescent-Parent
143.08 32.807 45
Career Exploration

Table 5 shows the multiple regression to see if the two predictor variables predict the

variability of the criterion variable which is Career Exploration. The result of the analysis

revealed that the combination of the two variables explains 12.2% of the variance in the

scores of the criterion variables.

Table 5

Multiple Correlation Coefficients

Adjusted R
Model R R Square Square sig. F change

1 .366a .134 .122 0.00025

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Table 6

Analysis of Variance

Sum of Mean
Model Squares df Square F Sig.
1 Regression 20587.105 2 10293.552 11.396 .000b

Residual 147 903.259

Total 149

Table 7 present the standardized Beta coefficients of the predictor variable the table

below present the statistical significance and relative importance of each predictable

variable. Academic fit is significant with a statistic of β=.270 t (3.488), this implies the

more academically fit a individual the more an individual become involved to his/her

career exploration. Lastly, adolescent-parent career congruence has a predicted

congruence of β=.212 t (2.737)

Table 7

Coefficient table

Standardized
Coefficients
Model Beta t Sig.
1 (Constant) 2.011 .046

AFS .270 3.488 .001

APCCS .212 2.737 .007

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Supplementary

Analysis of variances between groups was performed to determine if there were any

significant differences between the categorical variables in the study. In terms of Academic

fit there were no significant differences between the age. LSD Post-Hoc analysis was used

for differences across the age of the participant.

Table 8 Multiple Comparison

Academic fit scale

df F Sig.
Between Groups 3 0.876 0.455
Within Groups 146
Total 149

Dependent Variable:
AFS
Mean Sig.
(I) age Difference Std. Error
18 19 -0.57428 0.53272 0.283
20 -1.15761 1.39232 0.407
21 -1.99094 1.77885 0.265
19 18 0.57428 0.53272 0.283
20 -0.58333 1.42214 0.682
21 -1.41667 1.80229 0.433
20 18 1.15761 1.39232 0.407
19 0.58333 1.42214 0.682
21 -0.83333 2.21428 0.707
21 18 1.99094 1.77885 0.265
19 1.41667 1.80229 0.433
20 0.83333 2.21428 0.707
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CHAPTER IV

Discussion

This study tested the role of adolescent parent career congruence and academic fit on

Filipino adolescent’s career exploration, whether there were specific factors that predicted

career exploration. The researcher used three scales namely 12-item adolescent-parent

career congruence scale, academic fit (Schmitt) and career exploration survey (Stumpf).

Academic fit and adolescent-parent career congruence was both found significant predictor

of career exploration. However, result revealed that Academic fit were found to be most

significant predictor of career exploration. The more academically fit an individual the

more an individual become involved to his/her career exploration.

The results may support the person environment fit theory which people seek out and

create environments that allow them to behaviorally manifest their traits (e.g., dominant

individuals seek leadership positions); the extent to which people fit their work

environments has significant consequences (e.g., satisfaction, performance, stress,

productivity, turnover), with better fit associated with better outcomes; and P-E fit is a

reciprocal and ongoing process whereby people shape their environments and

environments shape people (Rounds & Tracey, 1990). Another theory Hollands (1997)

theory of vocational personalities and work environments is one of the most prominent

theories in vocational psychology. It centers on the tendency of individuals to seek and

create work environments that allow them to manifest their work personalities.
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The finding also extends previous research which found a positive relationship between

academic fit and academic satisfaction. We also found a positive relationship between

adolescent-parent career congruence and career exploration, suggesting that students who

are congruent with parents regarding career matters are more likely to engage in career

exploration, Despite of this result the analysis revealed the combination of two variables

which can only predict a 12.2% of the variance in scores of the criterion variable (career

exploration).

Discussion of Quantitative Analysis

Academic fit and career exploration

Academic fit was measured using a six item scale developed by Schmitt et al. The result of

the scores revealed that academic fit predicts career exploration. Academic fit has vital role

in students which result in career exploration. Astin (1993) argues that students with

certain personality characteristics are more likely to choose particular majors. For example,

he suggests that those who rated high on a social activism scale were more likely to major

in the social sciences and education. Those who had artistic inclinations were most likely to

major in the fine arts, music, theater, journalism and English. Students scoring high on a

hedonism scale were most likely to major in business, nursing, health technologies and

secretarial studies. Leaders were most likely to major in pre-law, communications and

military science. Status-striving students were most likely to major in architecture and

agriculture.
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Several recent studies of students have applied Holland’s theory of careers (Holland, 1966,

1985) to further our understanding of the importance of person–environment fit in

relation to academic major choice. The basic premise of Holland’s theory is that human

behavior is a result of the interaction between individuals and their environments.

Applying Holland’s theory, Smart, Feldman, and Ethington, suggest that students ‘‘choose

academic environments compatible with their personality types’’ and in turn ‘‘academic

environments reward different patterns of student abilities and interests.’’ Recent research

suggests that congruence between person and environment is critical to the success of

college students (Feldman, Smart, and Ethington, 1999; Smart et al., 2000). They argue,

‘‘congruence of person and environment is related to higher levels of educational stability,

satisfaction, and achievement’’ (Feldman et al., 1999, p. 643). Based on preferred activities,

interests and competencies, Holland has developed six model environments that can be

translated into a typology for academic disciplines—realistic, investigative, artistic, social,

enterprising, and conventional (Smart et al., 2000).

Adolescent-Parent Career Congruence and Career exploration

Adolescent parent career congruence is one of the factors that result of career

exploration. Adolescent-parent career congruence is the perceive compatibility , to which

the adolescent perceive parents as fulfilling career exploration, planning and goal setting

needs and the degree to which they perceive their parents happy proud, contended, or

agreeable with their career progress, and the perceived similarity between adolescents and
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their parents, that is, the level to which the adolescents perceive that their parents possess

similar or corresponding ideas regarding career interests, values, plans, and goals. Family

influence is a powerful factor affecting students’ decisions to attend college (King, 2012).

The research study of The National Postsecondary Education Cooperative (2007)

proposed that parents play the strongest role in the college decision-making process.

Furthermore, students who feel supported by their parents demonstrate an increased

interest in and expectation to attend college along with a higher likelihood of college

enrollment (Hallett &Griffen, 2015; Perna& Titus, 2005). Research indicates that when

parents and adolescents agree on future plans, career development is more positive and

when disagreement occur career development can be impeded (Leung, Hou, Gati, & Li,

2011).Parental support can have many positive outcomes on students’ futures; however,

the literature suggests that the benefit of parental influence depends on whether or not

adolescents view their parents’ influence as supportive and congruent with their own

views (Garcia, Restubog, Toledano, Tolentino, &Rafferti, 2012).

Limitation

The present result of this study cannot be generalize the population of whole first

year college students in the Philippines because of sample mostly came from Bataan

Peninsula state university. In addition to this the total number of sample is fewer than the

normative standards of a study employing a multiple regression analysis. We also

encountered several flaws in scale such as career exploration scale that contained some

items are irrelevant to the college students and only applicable for the workers and

employee’s. The questionnaires that we have given to the respondents were too long that
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makes them bored that is why they didn’t took the following test seriously. We had no

consistent giving instructions to all the 155 participants.

Implications

The finding of our study suggests that academic fit and adolescent-parent career

congruence are factors that predict career exploration. For the Philippines which

collectivist in culture it is important to involve parents or family when it comes to decision

making. It is one of the most significant factors that individual considered when it comes in

decision making. On the other hand academic fit found most significant factors. Academic

fit is a sense of belongingness of individual. People who have high academic fit tend to excel

and do much better than the people who are not academically fit.
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CHAPTER V

SUMMARY, CONCLUSION/S AND RECOMMENDATIONS

The findings of the study revealed the influence of two predictor variable academic fit and

adolescent-parent career congruence towards to criterion variable career exploration. The

results shows support in our hypothesis, both can be predictor variable of the criterion

variable career exploration. Fascinatingly, academic fit turned out to be grater predictor

than adolescent-parent career congruence. In addition, we used LSD post-Hoc analysis for

differences across the age of the participants. It turned out that there is no significant

difference between academic fit and the age of participants.

CONCLUSION

Holland (1997) theory of vocational personalities and work environments is one of the

most prominent theories in vocational psychology. It centers on the tendency of individuals

to seek and create work environments that allow them to manifest their work personalities.

This may be true for our study because predictor variable academic fit appeared to be

grater predictor than adolescent-parent career congruence. However, we do not intend to

say that theory is true the results of the study have weaknesses point we missed some

factors. The results of study may add to the current body of literature.
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RECOMMENDATION

We recommend to the future researchers to use a scale that is suitable for their country.

For them to ensure that participants will clearly understand their scales. We also suggest to

them to have a greater numbers of participants. Researchers must come up with several

demographic variables such as career guidance, stress factors, gender discrimination in

schools, values etc.

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References:

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friom the January 2013 Labor Force Survey) www.census.gov.ph[March 25, 2013]

Chickering, A.W. (1969). Education and identity. San Francisco: Jossey-Bass.Chickering, A. &
Reisser, R. (1993). Education and identity (2nd ed.). San Francisco: Jossey- Bass.

Evans, N.J., Forney, D.S. & Guido-DiBrito, F. (1998). Student Development in College: Theory,
Research, and Practice. San Francisco: Jossey-Bass.

Holland, J. L. (1966). The psychology of vocational choice.Waltham, MA: Blaisdell.

Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and

work environments (3rd ed.). Odessa, FL: Psychological Assessment

Resources.Clarke, J. H. (1987). Improving student fit with the academic environment.

Journal of College StudentPersonnel, 28, 115–122.

Conyne, R. K. (1978). An analysis of student-environment mismatches. Journal of College

Student Personnel,19, 461–465.

Cook, J. R. (1987). Anticipatory person-environment fit as a predictor of college student health

andadjustment. Journal of College Student Personnel, 28, 394–398.

Dawis, R. V., & Lofquist, L. H. (1984). A psychological theory of work adjustment. Minneapolis:
University of Minnesota Press.

Edwards, J. R. (1996). An examination of competing versions of the person-environment fit

approach to stress. Academy of Management Journal, 39, 292–339.

Muchinsky PM, Monahan CJ. What is person-environment congruence? Supplementary

versus complementarymodels of fit. Journal of Vocational Behavior1987;31: 268-277.

Swanson JL, Fouad NA. Applying theories of person-environment fit to the transition from
school to work.Career Development Quarterly1999;47: 337-347.

Schmitt N, Oswald FL, Friede A, Imus A, Merritt S. Perceived fit with an academic
environment: Attitudinaland behavioral outcomes. Journal of Vocational Behavior2008;72:
317-335.

Sawitri DR, Creed PA, Zimmer-Gembeck MJ. The Adolescent-Parent Career Congruence
Scale: Developmentand initial validation. Journal of Career Assessment2013;21: 210-226.
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Blustein DL. A context-rich perspective of career exploration across the life roles. Career
DevelopmentQuarterly1997;45: 260-274.

Stumpf SA, Colarelli SM, Hartman, K. Development of the Career Exploration Survey (CES).
Journal of Vocational Behavior1983;22: 191-226.

Zikic J, Klehe UC. Job loss as a blessing in disguise: The role of career exploration and career
planning inpredicting reemployment quality. Journal of Vocational Behavior 2006;69:
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Hoffman, L. R., & McDaniels, C. (1991). Career development in the elementary schools: A
perspective for the 1990s. Elementary SchoolGuidance & Counseling, 25, 163-171.

Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and

work environment.(3rd ed.). Eaglewood Cliffs, NJ:Prentice-Hall.Leung, S. A. (2008). The big
five career theories. In J. A. Athanasou., A. V. Esbroeck., International handbook of
careerguidance.(pp115-132). New York: Springer.

Kammer. P. (1985). Career and lifestyle expectations of rural eighth grade students. The
School Counselor, 33(1), 18-25.

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Psychological Review, 84, (2) pp. 191-215.

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aspirations. TSU Bulletin of Educational Research, 3(1), 23
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Appendices

BATAAN PENINSULA STATE UNIVERSITY

BACHELOR OF SCIENCE IN PSYCHOLOGY
Balanga Campus

OCTOBER, 2018

Dear Sir/Madam

Warmest Greetings!

We would like to ask your permission to allow us to conduct a survey among the Students
in your school. This is in view of our thesis entitled Academic Fit, Adolescent-Parent Career
Congruence as predictor of Career Exploration in University Students. I am conducting this
survey among Senior High-school Students in Bataan. Attached herewith is the survey
questionnaire for this study.

The survey would last only about 10-15 minutes and would be arranged at a time
convenient to the teacher’s schedule (e.g. during break). Participation in the survey is
entirely voluntary and there are no known or anticipated risks to participate in this study.
All the information provided will be kept in utmost confidentiality and would be used only
for academic purposes. The names of the respondents and the name of your school will not
appear in any thesis or publication resulting from this study.

If you agree, kindly sign below acknowledging your consent and permission for us to
conduct this study/survey at your school and returned the signed form on an enclosed
enveloped.

Your approval to conduct this study will be greatly appreciated. Thank you in advance for
your interest and assistance with this research.

Sincerely,
 27

Aguilar, Quecia Ann A.

0936-357-6653
Tiangco, Czarina M.
0929-818-8118
Ramirez, Joan Chyra 0.
0999-312-2594
Bachelor of Science in Psychology Noted By:

Dr. Rachel Reyes Laureano

Dean of the College of Social
and Behavioral Sciences
 28

INFORM CONSENT FORM

Name of Researchers:
Quecia Ann A. Aguilar, Czarina M. Tiangco, Joan Chyra O. Ramirez

Good Day Students!

We are the fourth year BS students from College of Social and Behavioral Sciences. We are
conducting an experiment title Academic fit and Adolescent-parent congruence as
predictor Career exploration of students.

It is our requirement for our research psychology. We would like you to be our participants
as we conduct our experiment.

This research study will only take maximum of 10-15 minutes. We are asking for your time
by answering the survey. There would be no risk on this research project because there is
no need for the participants to go other places. Every participant will receive a reward of
certificate of participation from the experimenters for participating.

We want to stress that your participation in this experiment is voluntary. If you agree to
participate, you are free to withdraw from the experiment anytime without penalty. All the
information you provide in this study will be anonymous. Your identity and the
information you gave will be confidential.

I have enclosed a consent form for your review to have a copy of this form to keep. Please
read the form and feel free to approach us if you have further questions about the
experiment. Your participation will be greatly appreciated.

I have read the inform consent form and I understand the requirements of the study.
_____ I agree to participate in the study.
_____I do not agree to participate on the study.

_______________________________________
(Participant’s name and Signature)
Date: ___________________
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Adolescent-parent career congruence scale

Strongly Neither Strongly

disagree agree

Questions 1 2 3 4 5 6 7

1. My parents encourage
me to explore the career
areas I am interested in.

2. My parents support me in
my career plan.

3. My parents show me how

to get the information I
need for my career
interest.

4. My parents approve of
the plans I am making for
my future career.

5. The progress I have made

towards my career goals
makes my parents happy.

6. My parents help me
explore my career
interest.

7. My parents are satisfied

with the effort I have put
in so far to achieve my
career goals.
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8. My parents want the

same career for me as I
want for myself.

9. My parents and I have

similar career interest

10. The career plans I have

for myself are similar to
The plans that my
parents have for me.

11. My parents are satisfied

with the effort I have put
in so far to achieve my
career goals

12. My parents and I have the

same way of defining
career success.
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Academic Fit Scale

Strongly Neither Strongly

disagree agree

Questions 1 2 3 4 5 6 7

1. The courses available at this

school match my interests.

2. I know other students here

whose academic interest
match my own
3. My current courses are not
really what I would like to be
doing.

4. All things considered, my

current major suits me.
5. I feel that my academic
goals and needs are met by
the faculty at this school.

6. I am able to use my talents,

skills, and competencies in
my courses.
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Career Exploration Scale

Environmental exploration
To what extent have you behaved in the following situation?
Not at To a To To a To a
all small some moderate large
extent extent extent extent
1 2 3 4 5
1.Investigated career possibilities

2.Went to various career orientation

programs

3.Obtained information on specific jobs or

companies
4.Initiated conversation with knowledgeable
individuals in my career area
5.Obtained information on the labor market
and general job opportunities in my career
area
6. Sought information on specific areas of
career interest.

Self exploration
To what extent have you done the following in the past three months?
Not at To a To To a To a
all small some moderate large
extent extent extent extent
1 2 3 4 5
1.Reflected on how my past integrates with
my future career

2.Focused my thought on me as a person

3. Contemplated my past.
4.Been retrospective in thinking about my
career
5.Understood a new relevance of past
behaviors for my future career
 33

Intended-Systematic Exploration
To what extent have you behave in the following ways over the last three months ?
Not at To a To To a To a
all small some moderate large
extent extent extent extent
1.Experimented with the different career
activities
2.Sought opportunities to demonstrate skills
3.Tried specific work roles just to see if I like
them

Amount of Information
How much of information do you have on what one does in the career areas have been
investigated?
Not at To a To To a To a
all small some moderate large
extent extent extent extent
1. I currently have a moderate amount of
information on jobs, organizations and job
markets.
2. I currently have a lot of information
3. I currently have a moderate amount of
information on how ill fit into various career
paths
4.I have thoroughly explored myself and
know what to seek and what to avoid in
developing career path

Focus
How sure are you?
Not at To a To To a To a
all small some moderate large
extent extent extent extent
1.That you know the type of organization
you want to work for

2.That you know exactly the occupation you

want to enter

3.In your preference for a specific

organization
 34

4. In your preference for a specific position

Satisfaction with Information

How satisfied are you with the amount of information you have on?
Not To a To To a To a
at all small some moderate large
extent extent extent extent

1.The specific job in which you are

interested?

2.The types of organizations that will meet

your personal needs

3.The specific occupation in which you are

interested

4.The specific occupation in which you are

interested

5.The specific organization in which you are

interested

6. The occupation that are related to your

interest and abilities.

Exploration stress
How much undesirable stress have the following caused you relative to other significant issues
with which you have had to content?
Not To a To To a To a
at all small some moderate large
extent extent extent extent

1.Exploring specific jobs

 35

2.Interviewing with specific companies

3.Looking for a job

Decisional stress
How much undesirable stress have the following caused you relative to other significant issues
with which you have had to contend?
Not To a To To a To a
at all small some moderate large
extent extent extent extent

1.Deciding what I want to do

2.Deciding on an occupation
3.Deciding on a specific job

4.Deciding on a specific organization.

Certainty of Career exploration outcome

How certain are you that you will begin work upon graduation?
Not To a To some To a To a
at all small extent moderate large
extent extent extent

1.At the specific job you prefer (e.g CPA

accountant)

2.For the specific companies or

organization you prefer.

3.In the specific occupation you prefer

samples accounting, marketing.

External Search Instrumentality

 36

What is the probabilities that each of the following activities will result in obtaining your career
goals
Not To a To some To a To a
at all small extent moderate large
extent extent extent
1.Obtaining information on the labor
market and general job opportunities in
my career area.

2.Initiating conversation with friends and

relatives about careers.

3.Initiating conversation with several

other students about their career
interviews

Internal Search Instrumentality

What is the probability that each of the following activities will result in obtaining your career
goals?
Not To a To some To a To a
at all small extent moderate large
extent extent extent
1.Assessing myself for the purpose of
finding a job that meets my need

2.Learning more about myself

3.Understanding a new relevance of past
behavior for my future career

4.Focusing my thoughts on me as a
person.

Method Instrumentality
What is the probability that each of the following activities will result in obtaining your career
goals?
Not To a To some To a To a
at all small extent moderate large
extent extent extent
 37

1.Planning my job search in details.

2.Developing a specific process for

investigating firms
3.Developing questions to ask at
interviews.

4.Systematically investigating the key

firms in my career area’s

Importance of Obtaining Preferred Position

How important is to you at this time to?
Not To a To some To a To a
at all small extent moderat large
extent e extent extent
1. Work at the job you prefer?

2. Become established in a specific

organization?
3. Work in the occupation you prefer?

4. Become established in a specific

position?
 38

Transcription

Ma’am Fatima: what is the difference of your study to the study you replicated?
Quecia: we use k-12 as our participant rather than using university students. Because in
our replicated study they use students in college who has program such as fishery courses.

Maam Fatima: so only the participant angbinagonyo, you didn’t add or change or remove
any variables.

Quecia : and also ma’am we change the number of our participant. We don’t copy the
numbers of participant in our study rather we use 50 participants each variable so that we
have 150 participants all in all.

Sir Huevos: is it quantitive , qualitative what type of experiement ?

Qucia: correlational and quantitative sir.

Sir Huevos : paki update nyo yung RRL nyo make it more recent. Then paki ayos yung
conceptual framework nyo mukhag tatakbo yung bilog e

US: Okay po

Dean: Ahh for me, let me just point out the things you need to change, Uhmm statement of
the problem how do academic fit, adolescence career congruence affects student career
decision. First of all dapat naka bullet points tapos qualitative, correlational

US: Predictive po

Dean: So it should be how does per variable noh, predictor 1 and then criterion, predictor 2
and criterion isa-isa, so how does academic fit predict not affect student career decision
making and how does parent adolescence congruence predicts career decision making of
students. Ano tong number 3? May competence? Wala nayun, wala nayung problem 3 and
wala na din yung problem number 4. Okay so tandaan niyo yung word na affect is for
experiments so ito predicts to predicts, so academic fit does not predict students career
decision making and the next one and adolescence career congruence does not predicts in
decision making ganun, Dalawalangnaman2 hypothesis 2 statement of the problem

US: Opo

Dean: Yung tanong ko academic fit ba talaga yun o yung adolescence congruence yung
pangalan ng scale

US: Academic fit po

 39

Dean: Pero parang pwede din gawing academic fit congruence ano? Parang kapareho ng
parent career congruence, pero kung iyun ang pangalan okay naman din.Sa operational
definition walang box, sa inform consent walang box , ang hilig niyo sa box.

US: Laughing

Dean: Sa research design walang box , mahilig kayong mag kahon-kahon e. Tapos
randomly ba talaga?
US: Opo

Dean: Bakit randomly? Ibihsabihin you will be getting a list and from the list you will draw
a names and then you will find the names. Kung sino lang pwede niyo makuha
convenience sampling yun.

US: Convenience po

Dean: Random ibig sabihin meron kayong systematic way of gagawin niyong sample and
everyone pwede maging member ng sample so hindi siya random okay,Next APA format,
nakalabas yung unang line and naka pasok ang mga sumusunod na line ha. APA format mga
journal, author, pati letter niyo naka box pa rin ang hilig niyo sa box

US: laughing (quecia: para daw po organize)

Dean: O sige , Paano sasagutan tong career exploration survey?

Quecia: Yan po maam ginawa po namin ganyan ung sinabi niyo po. Ay maam yan po yata
yung luma na pinasa namin, nagpasapo kasi kami kahapon, diba sir?

Dean: San napunta yung pina saniyo?

Quecia: Nag pasa po kami ng bago 3 copy din po

Sir Huevos: Bakayungisa

Quecia: Ayan po yung luma, iyun po yung bago kasi po diba po nagpa-consult po kami
sainyo tas po nirevise po namin lahat, ayan po

Dean: Kaya pala, O sige. Ayun ah tandaan niyo yung mga sinabi. Okay that’s all, you can go

US: THANK YOU PO!!! (laughing)

Dean: Sige, bye bye!