VIETNAM NATIONAL UNIVERSITY, HA NOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF LANGUAGE EDUCATION AND PROFESSIONAL DEVELOPMENT

RESEARCH PAPER

FACTORS AFFECTING CAREER CHOICES

AMONG THIRD-YEAR STUDENTS IN FLE, ULIS

Supervisor: MS. KHUONG QUYNH NGA

Students: Bui Phuong Thao
Ho Ngoc Ha
Khuat Thi Thu Huyen
Nguyen Thi Huyen Trang
Course: QH2020.E2

HANOI, 2023
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 ABSTRACT

The decision to choose a job is a critical one that can impact students' future careers and lives.
However, there is a gap in knowledge about the specific factors that play a significant role in
shaping these decisions among groups of students, specifically, 3rd-year students of Faculty
Of Language Education And Professional Development (FLE). Understand the importance of
factors affecting third-year students' job selection decisions in FLE. This study aims to
provide information on important factors affecting students' decisions, and at the same time
can help companies and employers better understand the needs of students. Policies to attract
more students can be guided by this resource. For the purpose of achieving these goals, 46
students participated in the data collection process. To contact possible respondents, the
reseaerchers used questionnaires. Additionally, surveys are a tool for acquiring data.
Following that, the data analysis revealed factors that affected the third-year students' choice
of employment in FLE. The most remarkable finding of this research is that the Family factor
will be the factor that has the greatest influence on the employment decision of the third year
in FLE. Besides, Personal Interests, Job security, and Peer influence all influence the
students' decision to choose a job. In addition, Financial benefits will have less impact than
the rest of the factors. The limitations of the study, such as sample size and scope, are
acknowledged, and suggestions for future research are provided. Overall, the paper
recruitment contributes to enhancing students' career planning, informing educational
institutions, and guiding enterprises in refining their strategies.

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 TABLE OF CONTENTS
ABSTRACT..............................................................................................................................1
LIST OF ABBREVIATION....................................................................................................4
LIST OF TABLES...................................................................................................................5
CHAPTER ONE: INTRODUCTION....................................................................................6
1. Statement of the problem and rationale for the study.......................................................6
2. Aim and objectives............................................................................................................7
3. Significance of the study....................................................................................................7
CHAPTER TWO: LITERATURE REVIEW.......................................................................8
1. Definition of key concepts.................................................................................................8
1.1. Career choice...............................................................................................................8
1.2. Family Factors.............................................................................................................8
1.3. Personal interest..........................................................................................................9
1.4. Financial Benefits........................................................................................................9
1.5. Peer Influence............................................................................................................10
1.6. Job security................................................................................................................11
2. Review of related studies................................................................................................11
CHAPTER THREE: METHODOLOGY............................................................................13
1. Setting and participants....................................................................................................13
1.1. Setting of the research...............................................................................................13
1.2. Research participants.................................................................................................13
2. Data collection instrument and procedures.....................................................................13
2.1. Instruments...............................................................................................................13
2.2. Procedure...................................................................................................................15
3. Data analysis methods and procedure..............................................................................16
CHAPTER FOUR: RESULT AND DISCUSSION............................................................17
1. Reliability test..................................................................................................................17
2. Research Question: What factors affect career choices among third-year students in
FLE, ULIS?..........................................................................................................................17
2.1. Family Factors..........................................................................................................19
2.2. Personal Interests......................................................................................................19
2.3. Financial Benefits......................................................................................................20
2.4. Job Security...............................................................................................................20

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 2.5. Peer Influence............................................................................................................20
CHAPTER FIVE: CONCLUSION......................................................................................22
1. Major findings of the research........................................................................................22
2. Suggestion for third-year students in FLE, ULIS when considering decision-making
implications for careers........................................................................................................23
3. Limitations and suggestions for further studies..............................................................24
4. Contribution of the research.............................................................................................25
REFERENCES.......................................................................................................................26
APPENDIX.............................................................................................................................32

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 LIST OF ABBREVIATION

Abbreviation Explanation

FLE Faculty of Language Education and Professional Development

ULIS University of Languages and International Studies

SD Standard Deviation

4
 LIST OF TABLES

Table 1. Reliability test............................................................................................................17

Table 2. Level of agreement towards factors affecting career choice......................................18

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 CHAPTER ONE: INTRODUCTION
Chapter one sets out the problem and theoretical basis of the research as well as the
purpose, objectives, and meaning. Most importantly, this chapter identifies research
questions that guide the entire document.

1. Statement of the problem and rationale for the study

The decision to choose a job is a pivotal moment in an individual's life, directly influencing
their career trajectory, financial stability, and personal satisfaction. Among third-year
students, this decision becomes even more critical, as they stand on the threshold of
transitioning from academia to the professional world. As indicated by Sarwar and Azmat
(2013), starting a career is a defining moment of a person’s life which is chosen through
earlier influencing factors.

The majority of students choose their careers without systematically researching any options.
According to Ahmed, Sharif, and Ahmad (2017), the country won't be able to flourish in such
a complicated and dynamic environment if the educated people is unable to make the
appropriate profession decisions. According to Boon and Illias (2011), students choose
careers in a variety of ways. For example, some students lack a thorough understanding of the
range of careers because they are uninformed about them. Due to this situation, they tend to
base their work choice on what their family members have done or what is obvious from the
outside.

Understanding the factors that influence these students' job choices is essential for
educational institutions, policymakers, and employers to provide relevant guidance and create
a conducive environment for successful career transitions.

Factor effect on choosing a job has also concerned students, specifically, the third-year
students of Faculty of Language Education and Professional Development (FLE) at the
University of Languages and International Studies (ULIS). It dramatically impacts students'
future. Yet, there is only a limited body of research on punctuation in the specific context of
FLE in ULIS. Acknowledging the gravity of the situation, the researchers decided to pursue
an investigation into the factors that affect choosing a job for FLE students in ULIS with the
aim of having a deep insight into these factors. Thus, this paper is titled “Factors affecting
career choices among third-year students in FLE, ULIS?”.

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2. Aim and objectives

This study aims to provide information on important factors affecting students' decisions, and
at the same time can help companies and employers better understand the needs of students.
Policies to attract more students can be guided by this resource.

The study aims to answer the following question, in brief:

What factors affect career choices among third-year students in FLE, ULIS?

3. Significance of the study

The study "Factors affecting the decision to choose a job among third-year students" is meant
to find out which factors will affect the decision of third-year students when choosing a job.
This study aims to provide information on important factors affecting students' decisions, and
at the same time can help companies and employers better understand the needs of students.
Policies to attract more students can be guided by this resource.

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 CHAPTER TWO: LITERATURE REVIEW

The second chapter outlines the literature in this study, providing an overview of the
research context as well as clarifying key terms related to “Career choices” and “Factors
influencing career choices".The review of related studies in this chapter will reveal research
gaps, thereby providing arguments for the purpose and objectives of this research paper.

1. Definition of key concepts

1.1. Career choice

A career is the variety of experiences that you have spent throughout your life. Career path
takes account of your education, training, and paid or unpaid work. It also includes your
family and life roles, activities, volunteer work, community involvement, and more (“What is
a career,” 2021). certain profession or profession. Therefore, they need to have their own
"career choices". In a book titled "Handbook of Research on Contemporary Theoretical
Models in Information Systems," it is pointed out that "career choice" is "the process of
choosing a career path which can involve choices regarding education and training for a
given career" (Lounsbury et al., 2009).

Another definition taken from the Psychology Dictionary, "career choice" or "career
decision" is the decision to choose a specific career path or occupation. Parental guidance,
career counseling, and training opportunities frequently have an impact on this. Additionally,
it is impacted by individual interest and affinity with figures of authority and role models
(Sam, 2015). Another study by Hartung (1995) supported this definition. He makes the
assumption that choosing a job as a career depends on a person's preparation, competence,
interests, decisiveness, comfort, and self-clarity. The definitions of career choice used in this
study are those of Hartung (1995) and Sam (2015).

1.2. Family Factors

Parents always wish for their youngsters to have a secure future and their children must gain
decent compensation and consistent employment. Several studies have shown that among the
most important influences are those of the family (Arnold, Budd, & Miller, 1988; Cherry &
Gear, 1987). Parental influences are both distal and proximal contextual cognitive factors and
exert a salient effect on their offspring’s career choice intention (Wong & Liu, 2010).

Families are viewed by the majority of young people as being quite important when it comes
to making decisions or taking advice concerning their own careers, according to Mortimer

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and Kumka (1982). Additionally, the family appears to be one of the most significant
categories of informational and supportive resources for young people as they make the
transition from school to the workforce (West & Newton, 1983).

Guay et al.(2003) found that the acceptance of parental authority is greater in the Asian
culture. They claimed that there is a significant relationship between parental influence and
career choice. However, due to the strong emphasis on perceived behavior, some advice from
parents leads their children to choose a career that mismatches their personality.

Family factors refer to the advice, guidance, wish, expectations, and support from family
members (Fouad et al., 2016). According to Saleem, Hanan and Shamshad (2014) the
profession of parents, their knowledge and income level in various professional areas, the
norms, beliefs, information about modern occupations, the spotlight on the local and
international job market, and the skills they acquire can all influence students' career choices.

1.3. Personal interest

There is a more comprehensive definition of “self-interest” that serves as a guiding principle

throughout the article. Self-interest refers to students' personal preferences for their chosen
profession (Liaw et al., 2017). According to the Dutch "career type" theory, individuals
choose the career environment that best suits their personality and interests (Holland, 1966).
Personal preferences are learned from your parents, school, friends, and lifetime experience.
Hobbies play a very important role in motivating people to do the good things they love. A
very strong and motivated interest in anything drives me to do it with all my heart. Studies
conducted in many countries and in different cultures have produced different results; for
example, personality types and interests are a factor influencing students' career choices in
Ahmed & Kenya (2017).

AlMiskry, Bakar, & Mohamed (2009) in their research paper valued students' interest in
choosing their careers. They note that career preferences depend on students' likes and
dislikes. Apathy towards careers and career-related activities predicts students' career choices.
Tekke, Ghani, & Kurt (2015) discuss the different stages of behavior change and how an
individual thinks when choosing a career.

1.4. Financial Benefits

Financial benefits refer to the situation of the local economy where individuals seek their
careers (Meddour et al., 2016). It is true that the economic growth of the country is associated
with an increase in the employment rate and an increase in the purchasing power of the

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people. As a business grows, there will be more expansion and more job opportunities. This
naturally attracts students to these fields. They see great potential for life development and
stable income. This fact is consistent with other studies showing how students seek a career
with high wages and economic stability and thus choose the most relevant major while
attending college (Fizer, 2013).

Many people aspire to pursue a career that can give them a solid foundation for a better
standard of living (Cavus, Geri, & Turgunbayeva, 2015). A study conducted in South Africa,
where cultural demographics are completely different, shows that economic factors influence
students' career choices (Abrahams, Jano, & van Lill, 2015). Job security and benefits are
economic considerations that drive people to pursue careers the right way, and people have
been shown to be satisfied with this part of the job. On the other hand, due to a lack of good
instruction, students often do not get an accurate picture of the current economy (Sarwar &
Azmat, 2013).

There are also several studies in Nigeria (Awujo, 2007; Ogunrinola, 2011; Onijigin, 2009)
that were conducted on high school students in various parts of the Nigerian states. Each
study had mixed results, but nearly all respondents considered monetary gain as a major
factor in career decision-making. These studies also reveal an important socioeconomic
factor, i.e. family income and family needs are important factors in determining the
occupation chosen by a person.

High school students in Nigeria. For example, Onijgin (2009) states that an individual's
motivation to embark on a career is economic because employment will provide him and his
family with adequate resources and money to meet economic and social needs.

1.5. Peer Influence

A representative definition is as follows: “Influence occurs when an individual acts or thinks

in ways that he or she might not otherwise act or think, an effect that can be attributed to
experiences with friends and affiliates”. Pursuant to Laursen (2018), Peer influence is
therefore described as situations in which one person influences, or is impacted by, one or
more individuals who are of a similar age.

Peer pressure may change people for the better or worse. Peer influence is an ambiguous
concept that refers to any kind of transformation. Peer pressure and socialization, which
characterize adaptive and maladaptive change, respectively, are distinct from peer influence
in this regard (Laursen, 2018). While socialization is a concept with good connotations that

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refers to the passing on of skills and competencies, peer pressure has negative connotations
that indicate compulsion or influence. Influence encompasses both concepts but is not the
same as either.

1.6. Job security

According to Moy and Lee (2002), job security is defined as a condition where an employee
would less worry about being fired or sacked by their organization because they have
protection against loss of employment. As defined by Erlinghagen (2008), Clark & Postel-
Vinay (2009), job security also refers in this paper to the situation where employees perceive
the continuance of their employment not to be under threat. The importance of job security is
used to express the degree to which employment continuity is assessed as important when
choosing a job.

In addition, job security refers to giving stable and unthreatened jobs for employees to
maintain the continuity of their employment. Meltz (1989) defines job security generally as
an individual stay employed with the same organization with no diminution of seniority, pay,
pension rights, and others.

Individual factors such as age, gender, and human capital are expected to influence the
importance of job security Alladarré, Hlaimi and Wolff (2011).

2. Review of related studies

Most students face a career choice at any point in their life. Many factors that determine a
student's career choice have been presented in a clear and convincing manner.

In 2019, Sharif & Ahmad discovered that the role of parents, tutors; Income, future status,
and social differences are collectively known as "Influential People" in young students' career
choices. In 2016, Nyamwange reported in a study on the Influence of student preferences on
the career choice of freshmen that having prior knowledge of a career and the possibility of
advancement in the classification system Job level is important to nurture and develop an
interest in the profession. Prior to that, in 2005, in a comparative study on Factors affecting
the career choice of international students, Hemla & Lyle showed that Environmental factors
including family and school counselors, schools, teachers, friends, and government are the
reasons for students to consider before choosing a career. Besides, in a study by Humayon,
Raza, & Khan (2018) indicated that the impact of family influence, personal preferences, and
economic considerations are the three main factors affecting the decision of career choice of
college students.

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In 2021, Siddiky & Akter reveals that several variables such as family preferences, teachers’
advice, job prestige or dignity, job security, the remuneration, the scope of promotion, the
scope of pension, the scope of professional development, students’ personal interests,
academic majors, educational attainments, and career development trainings have significant
association with the career decision-making.

In addition, there are many other research reports that show different factors affecting
students' choice decisions. In 2017, in a study, Shumba & Naong showed that family; the
learner's own ability to determine his or her preferred career choice; and teachers are
significant factors in determining the career choices and aspirations of students. Agarwala
(2008) again pointed out that “Skills, competencies, and abilities” are the most important
factors affecting students' career choices. In a 2001 study, Jones & Larke reported that salary,
retirement plans, and job opportunities were the determining factors in influencing job
choice. However, according to Owusu & Anderson (2018), students' decision to choose a
career is due to the importance of intrinsic value and job/financial prospects.

Acknowledging this issue, this article will delve deeper into the factors affecting the
employment decision of Third-year students at FLE, ULIS.

Akosah-Twumasi et al.'s Factors Affecting Career Choices

According to Akosah-Twumasi et al. (2018), there are several factors that influence students'
decision to choose a job. In their report, Akosah-Twumasi et al. (2018) have shown that only
three main factors including extrinsic factors, intrinsic factors, and interpersonal factors are
influencing factors. In the paper, the extrinsic factors examined in the evaluated articles
include financial remuneration, job security, professional reputation, and job accessibility.
The materials explore intrinsic factors such as personal preferences, self-efficacy, outcome
expectations, and career development opportunities. The literature discussed the extent to
which family members, teachers/educators, peers, and social responsibility influence youth
career decision-making.

Compared with other studies, their study includes numerous elements that are most relevant
to the present study and applicable in the context of FLE. As it can help reveal the root of
factors influencing third-year employment decisions. Therefore, the researchers decided to

use their findings on factors affecting job choice as the backbone for this paper.

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 CHAPTER THREE: METHODOLOGY

This chapter describes the research's methodology. Writing about research participants'
selection and sample methodologies would be crucial. Data collecting and analysis
methodologies will also be explained.

1. Setting and participants

1.1. Setting of the research

As implied in the title, the research was set in the University of Languages and International
Studies, specifically the Faculty of Language Education and Professional Development. ULIS
is acknowledged as a highly demanding university that requires students to possess
professional competence and specialist skills in their major. Due to the international learning
environment in which they are taught, before entering the third year of ULIS, students must
achieve a score of B2 on the VSTEP exam. This is an English proficiency test according to
the 6-level foreign language competency framework for Vietnam, issued and designed by the
Vietnamese Ministry of Education and Training in 2014. In parallel with the American-
standard academic program, ULIS students, in addition to having a good level of English
learning, can also hone their knowledge and skills through subjects with full requirements
such as group and individual essays, reflections, presentations, reports, and project
assignments.

1.2. Research participants

The data collection process involved students from 5 different grades from 20E1 to 20E5 at
FLE. Each class has 25-40 students and the report is representative of all classes, totaling 46
third-year ULIS students. However, only 43 answers were valid, so the report will analyze
based on the results of these 43 students.

In order to participate in the research, participants only have to meet one mandatory
condition: being a third-year student at ULIS and having a bachelor's degree in Economics
and Finance from the Faculty of Language Education and Professional Development.

In addition, third-year students are the ones who will soon be entering the workforce. As a
result, they will give serious thought to the variables that impact their career choice.

2. Data collection instrument and procedures

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2.1. Instruments

Structured questionnaire

Ballinger and Davey (1998) identified several benefits associated with the utilization of
questionnaires. One notable benefit of doing online survey research is its utilization of the
Internet's capacity to grant access to groups and persons that would otherwise be challenging,
if not unattainable, to reach through other means. Furthermore, an additional benefit lies in
the potential time-saving aspect of utilizing Internet-based survey research for researchers. In
addition, researchers conducting online surveys can achieve cost savings by transitioning
from a paper-based format to an electronic one.

According to Likert (1932, cited in Barua, 2013), Jamieson (2004, cited in Barua, 2013), and
Carifio & Rocco (2007, cited in Barua, 2013), a Likert scale is a psychometric scale
commonly involved in research based on survey questionnaires. Here, the respondents
specify their level of agreement or disagreement on a symmetric agree-disagree scale for a
series of statements while responding to a particular Likert questionnaire item. The range of
Likert scale captures the intensity of their feelings for a given item. However, the result of
analysis of multiple items reveals a pattern that has scaled properties.

Given the target population of this study, namely university juniors who have limited
availability, the implementation of this time-efficient approach can effectively attract a
substantial number of students who are eager to participate. Furthermore, the Likert Scale is a
straightforward tool for participants and researchers alike to utilize, particularly when both
parties are unfamiliar with the concept of research. Furthermore, given the constraint of a
restricted budget and a quite substantial number of participants, namely 43 students,
employing a structured questionnaire emerges as the most cost-effective approach, since it
just entails expenses related to printing.

In this study, the questionnaire was written in English and designed based on the framework
of Akosah-Twumasi et al. (2018). The survey, which was administered using a five-point
Likert scale ranging from “Strongly Agree” (1 point) to “Strongly Disagree” (5 points), was
directly distributed to the participants. In the initial section of the research survey, the
researchers provided an introduction that encompassed their identities, the focal area of
investigation, contact details, and conveyed their genuine appreciation towards the
individuals who participated in the study. The subsequent section pertains to the factors that

14
influence the selection of career paths among third-year students, encompassing a set of 15
closed-ended questions.

2.2. Procedure
The process of data collection had two phases.

Phase 1: Designing and Piloting the questionnaire

Phase 2: Surveying
• Design the Questionnaire based on the
framework of Akosah-Twumasi et al. (2018)
Deliver the questionnaire to
• Pilot the questionnaire 46 participants

Diagram 1. Data collection Procedure

Phase 1: Designing and Piloting the questionnaire

The initial phase was preparing for the data-gathering procedure, which included creating one
questionnaire. Based on the findings of Akosah-Twumasi et al. (2018), the researcher created
a questionnaire. All participants' personal information would be kept secure and anonymous
for research purposes only, regardless of the form the data gathering equipment took. The
questionnaire was then assessed by an experienced instructor and one of the third-year
students. As a result, both the content and presentation of the questionnaire's preface were
much enhanced. Following that, the researchers completed the questionnaire, and it was
ready to be distributed to the participants.

Phase 2: Surveying

Third-year FLE, ULIS students participated in the second phase of the research. Students
from several courses (20E1, 20E2, 20E3, 20E4, and 20E5) received questionnaires via online
platforms like Instagram and Messenger. In order to avoid interfering with their study time
and to guarantee a sufficient number of respondents, the survey took the students 10 minutes
to complete. Before asking the students for their cooperation, the researchers gave a brief
introduction to themselves, described the purpose of the study, and described the nature of the
research topic in order to establish a positive rapport with the participants and encourage
better participation in the survey. Last but not least, the researchers carefully examined the

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survey forms after collecting the participant questionnaires to make sure that all required
fields had been filled in. 43 of the 46 questionnaires that were submitted were legitimate.

3. Data analysis methods and procedure

Statistical Package for Social Science version 22.0 was used to look at the data in this study.
To begin with, the reliability test was used to evaluate the reliability level of the collected
data, which is recommended to maintain the proposed question for further investigation in
this study. In addition, the descriptive analysis was used to make sense of a lot of data and
make things easier to understand. The collected numbers were used to figure out the mean,
mode, and standard deviation, which were then used to figure out how many points each
statement got. The end result would help rank the factors based on how much people agreed
with them and how different their answers were. Also, it lets the researchers find out what the
most common answer is for each statement, which helps them get an overall picture of the
factors that affect job choice.

In conclusion, the researchers talked about where the study took place and who it was meant
for. Also, the study methods, such as the two-phased data collection method and the data
analysis method, were explained. This helped explain how the data would be analyzed in the
next chapter.

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 CHAPTER FOUR: RESULT AND DISCUSSION

The previous chapter examines critical analysis, research participant selection, respondent
justifications, instruments, data collection, and analysis. Above all, all obtained data will be
exemplified in this chapter to answer research questions. Furthermore, the parallels between
these findings and other comparable research, as well as fresh discoveries, will be
highlighted.

1. Reliability test

According to George and Mallery (2003), if the values of Cronbach’s Alpha are from more
than 0.9, its reliability level is at excellent level. If the values range from 0.80 to 0.89, it is at
good level. If these values are from 0.7 to 0.79, it is at acceptable level. If the values range
from 0.6 to 0.69, it is at questionable level. Additionally, if these values are from 0.5 to 0.59,
it illustrates a poor scale. Lastly, if the values of Cronbach’s Alpha are less than 0.59, it is at
unacceptable level (George and Mallery, 2003).

Number of question Number of respondents Cronbach’s Alpha

15 43 0.718

Table 1. Reliability test

The Cronbach's Alpha values obtained in this study are 0.718, surpassing the threshold of 0.7.
This indicates that the level of reliability is deemed satisfactory. Hence, the data obtained
from the pilot study suggests that the test is reliable and hence, it is recommended to maintain
the proposed question for further investigation in this study.

2. Research Question: What factors affect career choices among third-year students in
FLE, ULIS?

Based on the data presented in the table, it is evident that the Mean scores vary between 1.58
and 2.58. This indicates that certain factors influencing profession choice were evaluated by
students as having greater influence compared to others. Based on the available data, it is
evident that Family factors ranks as the most commonly acknowledged factor influencing
employment selection among third-year students in FLE, ULIS. This is supported by the
following mean scores: FF2 (m=1.58), FF3 (m=1.61), and FF1 (m=1.67). In contrast, the
Financial benefits category (FB2) received the lowest Mean ratings, with a mean value of

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2.58. These factors were perceived to have a lower likelihood of influencing the decision-
making process regarding career selection.

Career Choice Factors Items Level of agreement

Mean Mode SD

Family Factors FF1 1.67 2 0.71

(FF)
FF2 1.58 1 0.79

FF3 1.61 1 0.76

Personal Interests PI1 1.77 2 0.57

(PI)
PI2 1.98 2 0.59

PI3 2.14 2 0.64

Financial Benefits FB1 2.47 3 0.70

(FB)
FB2 2.58 3 0.82

FB3 2.16 2 0.72

Job Security JS1 2.12 2 0.69

(JS)
JS2 2.42 2 0.79

JS3 2.21 2 0.64

Peer Influence PS1 2.16 2 0.78

(PS)
PS2 2.47 3 0.96

PS3 2.49 2 1.06

Table 2. Level of agreement towards factors affecting career choice

Furthermore, it is imperative to place rigorous emphasis on the Standard Deviation (SD). Of

all the factors identified in the questionnaire, Personal interests and Job security had the

18
smallest Standard Deviation values (PI1, SD=0.57; PI2, SD=0.59; PI3 & JS3, SD=0.64). Put
simply, the participants in the sample exhibited a little degree of variation in their selections,
suggesting a general consensus among them that Personal interests play a role in influencing
their decision to pursue a career. On the other hand, the highest standard deviation (SD) was
seen in the category of Peer influences, specifically in JS3 with an SD value of 1.06. The
aforementioned statistics have presumably furnished a comprehensive depiction.

2.1. Family Factors

In the respondents' perspectives toward how family factors affect their employment decision,
the table above reveals only one trend. The participants strongly agreed that FF1 (m=1.67),
FF2 (m=1.58), and FF3 (m=1.61) explained career choice. It is also important to notice the
relatively low SD scores for FF1, FF2, and FF3, which show that participant responses were
not significantly different from one another.

As a result, Family factors are regarded as the most crucial element in career choice. This
result is consistent with the previous studies (Fouad et al., 2016; Paloş & Drobot, 2010).
Fouad et al. reported that family influence is a key factor in career-related decisions and
therefore of direct importance to researchers and clinicians developing effective career
interventions for a diverse population. As Paloş and Drobot (2010) have found, choosing a
career represents a very important decision for a person’s professional trajectory. Due to the
fact that the decision-making process starts quite early on, the child’s decisions are modeled
by family influences. Unlike the father, the mother involves herself more intensely when it
comes to career-related plans, by initiating concrete actions, but also by giving psychosocial
support. Parents who are affectionate, tolerant, stimulative and performance-oriented get
more involved in the children’s vocational development. Also, children with a securing
attachment are more open to guidance, to vocational exploring (Paloş and Drobot, 2010).

2.2. Personal Interests

As can be seen from the table, the Mean scores of Personal interests range from 1.77 to 2.14.
That is, the participants agreed on this issue as a factor influencing career choice.
Furthermore, the SD ratings for PI1, PI2, and PI3 are the lowest among the 15 statements. In
other words, there was some variation in the selections of the sample individuals.

As a result of the findings, Personal interests in career decision-making seemed to be a key

factor in the choice of a Life Career. This finding is consistent with the previous studies
(Siddiky & Akter, 2021; Atitsogbe et al., 2018). The finding is also supported by studies of

19
Schiefele, Krapp, and Winteler (1992) who examined that with the deeper passion and
knowledge on the selected career, the person will give their all efforts to do the best to
achieve the dream career. Additionally, the interest will encourage students to discover more
on activities that they are interested in.

2.3. Financial Benefits

According to the data in the table above, the lowest Mean scores went to Financial benefits
(FB2, m=2.58), and the mean scores for this component range between 2.16 and 2.58.
However, the majority of the answers for FB1 and FB2 were 3 (mode=3), which signaled
"Neutral" on the Likert Scale. That is, the participants did not strongly agree that Financial
benefits was the most important factor in their profession choice decision. In other words,
Financial benefits was just shown as an influential factor affecting career choice. This
findings differs from earlier research, which showed that Financial benefits have the greatest
influence on career choices (Akosah-Twumasi et al., 2018; Wust & Simic, 2017).

However, Wust and Simic (2017) also pointed out that some aspects of career preferences do
differ significantly: the most important issues for German students are a high income, a safe
job and contact to others while for Croatian students the most important aspects are
stimulating tasks and working conditions. The importance of the job for society is much more
important to Croatians than to Germans. Because collectivism is valued in Croatian society.
Southeast Asian nations, including Vietnam, have a collectivism culture. Vietnam has a
strong history of collectivism, which favors and values the collective and the community. The
collectivist society of Hanoi is home to the undergraduates for this research. As a result, there
is a weak relationship between financial benefits and career choices (Nguyen & Duong,
2022).

2.4. Job Security

The data in the table above shows that the majority of the answers for JS1, JS2, and JS3 were
2 (mode=2), which on the Likert Scale meant "Agree." That indicates that the participants
concur that Job security influenced their decision to choose a career. The results are
consistent with those of the previous studies (Siddiky & Akter, 2021; Wust & Simic, 2017).
Wust and Simic (2017) pointed out that some aspects of career preferences do differ
significantly: the most important issues for German students are a high income, a safe job and
contact to others while for Croatian students the most important aspects are stimulating tasks
and working conditions.

20
2.5. Peer Influence

As can be seen from the table, the highest SD scores went to Peer influence (PS3, SD=1.06).
That means there was a lot of variation in the selections of the sample participants. The mean
scores vary between 2.16 and 2.49. In other words, the participants agree that Peer influence
was an influential factor when choosing a job. This result is consistent with the previous
studies ( Kazi & Akhlaq, 2017; Kaur, 2020; Siddiky & Akter, 2021 ). The study of Kazi and
Akhlaq (2017) reveals that the youth is impressionable, and gets swayed by peers, and
impressed by media when it comes to choosing a career. Additionally, as Kaur (2020) has
found, there is a significant relationship between peer pressure and career decision making
process among adolescents. From the results it may be suggested that parents, teachers should
emphasis on promoting positive peer pressure among the adolescents and should try to keep
their wards away from the negative effects of peer pressure, this will lead to good career
decisions (Kaur, 2020).

21
 CHAPTER FIVE: CONCLUSION

Previous chapters have rigorously elaborated on the introduction, the literature, the
research method and the results of the study. This final chapter will recapitulate and assess
the outcomes of the whole paper by summarizing the findings, limitations, and contributions
of the research as well as proposing feasible suggestions for reducing the frequency of
academic procrastination, hence enhancing learning efficiency. Furthermore, suggestions
for further studies on this research topic will also be included in this chapter.

1. Major findings of the research

Overall, the research questions raised at the beginning of the paper are both addressed by the
current study. After a thorough examination and discussion of the survey and interview data,
the following important conclusions about the research topics were clarified.

An in-depth investigation of our original research question, "What factors influence career
choices among third-year students at Faculty of Language Education and Professional
Development?". The researchers discovered many gently related characteristics that underlie
the career choice behavior of these students through thorough quantitative analysis taking
into account mean scores and standard deviations. The researchers have summarized into 5
factors to conduct the research including: Family factor, Personal interests, Financial
benefits, Peer influence, and Job security.

These results support the notion that the most significant factor influencing career decisions
is Family factors. A youngster's professional exploration and decision-making can be greatly
influenced by family influences, especially from moms who offer both practical help and
emotional advice. Parents who are welcoming, receptive, supportive, and achievement-
focused are more likely to be involved in their kids' career development. Furthermore, kids
with strong relationships are more receptive to advice and open to considering various career
paths. These findings demonstrate the significant impact of familial influences on job choices
and highlight the need to bring familial dynamics into account when offering professional
advice and support to individuals.

Another finding of the study showed that deciding on a career was largely influenced by
Personal interests. They are more inclined to work harder to pursue their professional goals.
Additionally, this kind of interest encourages students to delve deeper into their studies to
hold their interest.

22
The study found that Financial benefits were an influential factor affecting career choices,
with the lowest mean scores for this component. However, some aspects of career
preferences differ significantly, such as job importance and collectivist culture. This suggests
that financial benefits may not be the most important factor in career choices.

That indicates that the participants concur that Job security influenced their decision to
choose a career. The study also found that Peer influence is an influential factor in choosing
a job. Previous studies show youth are impressionable and influenced by peers and media.
Parents and teachers should promote positive peer pressure to encourage good career
decisions.

Nevertheless , the study highlights that career decisions are not driven by a single factor but
rather by a complex interplay of many factors. Students are able to weigh different aspects,
prioritize certain factors over others, and navigate unique combinations of influences while
making career choices

2. Suggestion for third-year students in FLE, ULIS when considering decision-making

implications for careers.

Navigating career decisions can be both exciting and challenging. As third-year students at
FLE, they are at a crucial point where they are starting to transition from academic life to the
professional world. Here is some advice to consider when making career decisions, especially
with regard to the factors the researchers have mentioned:

Third-year students at FLE need to have careful consideration and thought when choosing a
job. Before considering external factors, they should take the time to reflect on their own
interests, strengths, values, and skills.

Additionally, they should just consider suggestions from the family as a consideration. While
family opinions are important, remember that their career are ultimately their decision. Some
advice from parents leads their children to choose a career that mismatches their personality.
It is essential to communicate with their family about their goals and explain why certain
career paths appeal to them. As a result, considering and discussing carefully with their
family about their opinions as well as their passions are crucial.

What is more, 3rd students’s interests and abilities are also a very important part that they need
to consider carefully to help them choose a job that is right for them. They should consider

23
the type of work environment they thrive in, whether it is a fast-paced startup, a corporate
setting, a research lab, or a creative studio. And, they ought to think about their preferred
work culture, work-life balance, and potential for growth within a company. This is also one
of the important factors to help them find the job that suits them best.

Besides, they need to be afraid to think more deeply about financial matters. Money matters
are significant, but do not let them be the sole driving factor. Evaluate the earning potential of
different career paths, but also weigh this against job satisfaction, growth opportunities, and
work-life balance. Financial success can come over time as they gain experience and advance
in their career.

In addition, the students should not compare their abilities with other friends and feel self-
deprecating because of it. While it is natural to be derived by peers, their preferences and
paths might not align with theirs. Furthermore, they should seek out helpful advice from their
friends and see it as a positive experience for them to grow. And, success will only come
when they can work confidently.

Moreover, they should take the time to research different career options within their field of
study. Attending career fairs, networking events, and informational interviews to learn about
various roles and industries are essential. This exploration can help third-year students in
FLE, ULIS make informed decisions. They should consider where they see themselves in the
next five, ten, or twenty years and try to choose a path that provides opportunities for growth,
skill development, and advancement.

The last recommendation the researchers have for this study is keep in mind that the career
path might not be linear. Many professionals change fields or roles multiple times in their
careers. These students should be open to new opportunities that align with their evolving
goals and skills, choose a career that challenges them and allows them to continually learn
and grow. Stagnation can lead to dissatisfaction, so look for roles that offer opportunities for
skill development and innovation.

3. Limitations and suggestions for further studies

The research endeavor encountered certain noteworthy limitations that warrant thorough
acknowledgment. Firstly, the constraint surrounding the sample size and scope of the study is
of paramount significance. By solely concentrating on the perspectives of third-year students
enrolled in FLE, the study's capacity to extrapolate its findings to a broader population might

24
be circumscribed. This specificity raises questions regarding the universality and applicability
of the conclusions drawn.

Furthermore, an equally salient limitation stems from the exigency of the preparation
timeline. The accelerated nature of the data collection process, owing to time constraints,
potentially curtailed the depth and diversity of the data pool. This rapid pace could have
inadvertently hindered the researchers from delving into certain aspects more profoundly and
gathering a more extensive array of viewpoints.

This study only focused on third year students in FLE (ULIS), may limit the applicability of
these findings to a wider range of third year students. Sample group characteristics, such as
age, education level, and cultural background, may not be fully representative of the diverse
group of third-year students. Therefore, the study's conclusions may not be universally
applicable and may not capture Both internal and external influences on the job choice of this
group of students. To address this limitation, future research should aim to include a more
diverse sample with different age groups, educational backgrounds, and perspectives. Future
studies could also expand the sample to include students from other academic years,
universities, and diverse geographical locations to gain a more comprehensive understanding
of career decision-making.

4. Contribution of the research

The research paper offers insights into third-year students' employment decisions, by
understanding these influencing factors, enabling informed choices and better job market
preparation. Understanding these factors empowers proactive career planning and aligns
interests, skills, and aspirations with potential job opportunities for third year student.

The research findings also can inform educational institutions about the specific factors that
students value when making employment decisions. Institutions can use this information to
improve their curriculum and programs, aligning them with the current needs and
expectations of the job market.

According through the paper, enterprises can gain insights into the factors that influence
third-year students' employment decisions, helping them refine their recruitment strategies.
Understanding what motivates and attracts potential candidates enables companies to tailor
their offerings and employer branding accordingly.

25
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 APPENDIX

FACTORS AFFECTING THE DECISION TO CHOOSE A JOB AMONG THIRD-

YEAR STUDENTS

Dear Mr/Ms,

We are a group of students from class 20E2- Faculty of Language Education and Professional
Development (FLE), University of Languages and International Studies (ULIS). We are
conducting research on Factors affecting the decision to choose a job for third-year students
at the Faculty of Language Education and Professional Development, University of
Languages and International Studies.

This questionnaire will help us better understand the specific criteria that influence choosing
decisions for a job and how it affects students. Finally, collect important data to arrive at the
final result. All information will be recorded for research purposes only and will not be
provided to a third party or utilized for commercial intention.

Before you get started, there are a few things you should bear in mind:

1. Your participation is entirely voluntary.

2. There are no right or wrong answers.

3. Please read the instructions carefully before giving answers.

Thank you very much for your cooperation!

For clarification on this study, you may contact us via Email:

khuatthuhuyen2002@gmail.com

Thank you for your support.

32
FACTORS AFFECTING CAREER CHOICES

Please rate on a 1- 5 scale by ticking the box indicating the extent to which the below
statements describe the influence of the above factors on your career choice decision Strongly
Agree = “1”, Agree = “2”, Neutral = “3”, Disagree = “4” and Strongly Disagree = “5”.

1 2 3 4 5

1. My family anticipates that my career choice will ☐ ☐ ☐ ☐ ☐

reflect their preferences.

2. My family explored job options with me from a ☐ ☐ ☐ ☐ ☐

young age.

3. My family advised me on which professions ☐ ☐ ☐ ☐ ☐

would be ideal for me.

4. I would do better in my chosen field. ☐ ☐ ☐ ☐ ☐

5. It is critical for me to apply my hobbies in my ☐ ☐ ☐ ☐ ☐

ideal job.

6. I would choose a career that is related to my ☐ ☐ ☐ ☐ ☐

passions.

7. Salaries and bouncing have had the most effect ☐ ☐ ☐ ☐ ☐

on my professional choice.

8. In my opinion, Financial benefits are the most ☐ ☐ ☐ ☐ ☐

important driver for career choice.

33
9. It is critical for me to have a high-paying job ☐ ☐ ☐ ☐ ☐
following graduation.

10. It is critical for me to have a secure job. ☐ ☐ ☐ ☐ ☐

11. In my opinion, Job security are the most ☐ ☐ ☐ ☐ ☐

important driver for career choice.

12. I feel comfortable when having a secure job. ☐ ☐ ☐ ☐ ☐

13. My friends have influenced me to choose a job. ☐ ☐ ☐ ☐ ☐

14. In my opinion, Peer influence are the most ☐ ☐ ☐ ☐ ☐

important driver for career choice.

15. It is critical for me to have a job that is similar ☐ ☐ ☐ ☐ ☐

to my peers’s job.

34