Research on the Influence of Occupational Value View on Career Decision-making Through the Mediating Path of a Sense of Self-Efficacy
Bibliographic record
Abstract
This study aims to explore the relationship among occupational value view, sense of self-efficacy, and career decision-making of university college graduates in the context of job hunting and employment. The research object is 498 graduates from six colleges and universities in Shaanxi Province, China, including A, B, C, D, E, and F. Data analysis is conducted using independent sample t-test, one-way ANOVA analysis, path analysis, and structural equation model test. The results show that there is no significant difference between genders in the occupational value view, but there is significant difference in sense of self-efficacy and career decision-making; The only child has no significant difference in occupational value view, but has significant difference in sense of self-efficacy and career decision-making; family income has no significant difference in the graduates' occupational value view, but has significant difference in sense of self-efficacy and career decision-making; there is no significant difference in the graduates' occupational value view, sense of self-efficacy and career decision-making at different school levels; the occupational value view have a positive and significant impact on sense of self-efficacy and career decision-making; a sense of self-efficacy has a positive and significant impact on career decision-making; the sense of self-efficacy plays a partial intermediary role in the relationship between occupational value view and career decision-making.
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How this classification was reachedexpand
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 | 0.007 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".