Factors Affecting the Formation of Career Orientation Capacity for Secondary School Students Through Organizing Experiential Activities
Bibliographic record
Abstract
Background: Career guidance programs in secondary education are crucial for directing students’ career paths, particularly through experiential learning and related activities. Teacher competence, institutional support, student motivation, and social influence are significant factors affecting the effectiveness of these programs. Purpose: This study aims to identify and analyze the factors influencing the organization of career guidance activities for high school students in Da Nang City, Vietnam, with an emphasis on those that enhance students' career orientation capabilities. Methods: A quantitative survey involving 223 high school teachers across various districts in Da Nang City, Vietnam was conducted. The analysis was conducted with SPSS, employing descriptive statistics to evaluate the influence of various factors. Results: The results indicated that the abilities of educators in the design and implementation of career guidance activities produced the greatest influence, followed by experiential activities, school resources, and organizational support. Student motivation and social influences, including familial and societal expectations, exhibited moderate effects. Conclusion: The research underscores the necessity for adequately funded and supported career guidance programs within educational institutions to effectively improve career guidance for students. Future research may enhance these findings by examining various educational contexts and integrating qualitative data.
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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 | 0.001 | 0.000 |
| 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 | 0.001 |
| 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 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".