FACTORS INFLUENCING CAREER PLANNING ABILITY AMONG STUDENTS AT GUIZHOU QIANNAN ECONOMIC COLLEGE GUIZHOU PROVINCE
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บทคัดย่อ
This study examines the factors influencing career planning ability among undergraduate students at Guizhou Qiannan Economic College, Guizhou Province, China. Specifically, it investigates the effects of psychological capital, school cultural environment, career guidance curriculum and teaching, and instructor quality on students’ career planning development. A convergent mixed-methods design was employed, integrating quantitative survey data (n = 341) with qualitative semi-structured interviews (n = 18). Quantitative data were analyzed using descriptive statistics and multiple regression analysis, while qualitative data were examined through thematic analysis. Data integration was conducted through triangulation to enhance interpretive validity.
The results indicate that students’ career planning ability is at a moderate level ( = 3.42, SD = 0.61). Psychological capital emerged as the strongest predictor of career planning ability (β = 0.480, p < .001), followed by school cultural environment (β = 0.265, p < .001) and career guidance curriculum and teaching (β = 0.168, p = .005). The regression model demonstrated strong explanatory power, accounting for 66.4% of the variance in career planning ability (Adjusted R² = 0.664, F = 224.926, p < .001).
Qualitative findings corroborated the quantitative results and revealed three key themes: (1) lack of systematic career planning support, (2) psychological readiness accompanied by uncertainty, and (3) uneven institutional support quality. These findings suggest that while students possess relatively strong internal psychological resources, institutional mechanisms remain fragmented and insufficiently structured to fully support career development.
The study concludes that psychological capital is the most critical determinant of career planning ability, whereas institutional factors function as complementary but essential enablers. The findings highlight the need for integrated interventions that simultaneously strengthen students’ psychological resources and reform institutional career guidance systems in higher education.
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