Modelling Job-related and Personality Predictors of Intention to Pursue Accounting Careers among Undergraduate Students in Ghana
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Bibliographic record
Abstract
This study principally investigates job-related and personality factors that determine Ghanaian accounting students’intentions to pursue careers in accounting. It draws on a rich body of existing literature to develop a research model.Primary data were collected from a cross-sectional survey of 516 final year accounting students in a Ghanaian publicuniversity. Data were analysed using SmartPLS 2.0 to conduct Partial Least Squares Structural Equation Modelling(PLS-SEM). The results show that five factors are key determinants of accounting students’ intentions to pursueaccounting careers. Among the significant predictors, feelings about accounting profession made the greatestinfluence on career intentions, followed by accountants’ reputation, job requirements, job outcomes and self-efficacy.Two factors, negative perception of ethical behaviour of accountants and accounting knowledge did not contributesignificantly to predicting students’ career intentions in the research context. Finally, the results show that strongerintention to pursue accounting career influences accounting students’ recommendation of accounting careers toothers. This study contributes to filling the dearth of empirical research in developing countries in Sub-SaharanAfrica (SSA) on career-choice predictors of accounting students’ career intentions and its behavioural consequence.Theoretical, managerial and educational policy implications of this study are discussed.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it