Comparative Analysis of Career Guidance Effectiveness Among High School and College Students

Thesis Abstract

The effectiveness of career guidance programs in shaping students’ career decisions remains a critical concern in educational psychology and counseling literature, particularly as students at different educational levels encounter unique developmental and contextual challenges. This study aims to conduct a comparative analysis of career guidance effectiveness among high school and college students, with the specific objectives of evaluating the perceived relevance and impact of guidance services, identifying differences in students’ career decision-making confidence, and examining the influence of socio-demographic factors on guidance outcomes. The overarching hypothesis posits that significant differences exist in the perceived effectiveness of career guidance between high school and college students. Employing a comparative quantitative research design grounded in the social cognitive career theory (Lent, Brown, & Hackett, 1994), the study investigates two distinct populations 300 high school students from three secondary schools and 300 college students from two universities within an urban region. Stratified random sampling was employed to select participants, ensuring representation across gender, socioeconomic status, and academic performance. Data were collected through standardized questionnaires, including the Career Decision Self-Efficacy Scale (Betz et al., 1991) and a researcher-developed Career Guidance Effectiveness Inventory (CGEI), validated through expert review and pilot testing. To enhance the robustness of findings, focus group discussions with counselors complemented the quantitative data, providing contextual insights. Data analysis involved descriptive statistics to outline demographic characteristics, followed by inferential techniques including Analysis of Variance (ANOVA) to compare mean scores of career decision self-efficacy across groups. Multiple regression analysis was used to ascertain predictive variables influencing perceived guidance effectiveness, while thematic analysis of qualitative data from focus groups enriched understanding of contextual factors impacting results. Ethical approval was obtained from the university’s ethics committee, ensuring informed consent, confidentiality, and voluntary participation. The anticipated findings suggest that college students exhibit higher perceived effectiveness of career guidance, attributable to more mature cognitive development and greater exposure to career resources, compared to high school students. However, specific subgroups—such as students from lower socioeconomic backgrounds—may report lower guidance efficacy, highlighting socio-demographic disparities. The study is expected to reveal that factors such as counselor-student relationship quality, relevance of guidance content, and students’ intrinsic motivation significantly influence perceived effectiveness. These insights will advance understanding of how guidance programs can be tailored to the developmental stage and contextual needs of students. This research contributes to existing knowledge by systematically comparing career guidance impacts across educational levels within an urban context, filling a notable gap in the literature on stage-specific guidance strategies. The findings will inform policy and practice by emphasizing the need for differentiated guidance approaches, fostering more targeted interventions. Additionally, the study provides empirical evidence on the applicability of social cognitive career theory in explaining students’ career decision-making processes and perceptions of guidance effectiveness in diverse educational settings. In conclusion, the study underscores the necessity of customizing career guidance services to optimize their effectiveness at various educational stages. Recommendations include enhancing counselor training to address developmental differences, integrating socio-demographic considerations into guidance planning, and advocating for policy reforms that support accessible, contextually relevant guidance programs for both high school and college students. Further research is suggested to explore longitudinal impacts of career guidance over students’ academic and career trajectories, as well as qualitative explorations into students’ lived experiences with guidance services.