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Global Research in Higher Education
ISSN 2576-196X (Print) ISSN 2576-1951 (Online)
Vol. 7, No. 3, 2024
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74
Original Paper
Under the Perspective of the Integration of Industry and
Education, Improving College Students’ Career Maturity: The
Mediating Effect of Career Decision-Making Self-Efficacy
Yuege Lai1, Jun Cheng1, Qinya Weng1, Jingcheng Wang1 & Baiyan Du1
1 College of Teacher Education, Quzhou University, Quzhou 324003, Zhejiang, China
Received: October 25, 2024 Accepted: November 6, 2024 Online Published: November 8, 2024
doi:10.22158/grhe.v7n3p74 URL:http://dx.doi.org/10.22158/grhe.v7n3p74
Abstract
This study explores the impact of career activity participation satisfaction and teacher support on
college students’ career maturity, verifies the mediating role of career decision-making self-efficacy
therein, and finally proposes strategies for improving college students’ career maturity from the
perspective of the integration of industry and education. To this end, a total of 300 college students’
questionnaire survey results were analyzed. The results show that both career activity participation
satisfaction and teacher support have significant positive effects on career decision-making
self-efficacy and career maturity. Among them, the direct influence of teacher support on career
maturity is better than that of career activity participation satisfaction. In addition, career
decision-making self-efficacy mediates the relationships between career activity participation
satisfaction and career maturity, and between teacher support and career maturity, having a partial
mediating effect. This indicates that in the process of improving college students’ career maturity, it is
necessary to focus on increasing college students’ career practice opportunities, establishing a sound
integration mechanism of industry and education, and paying attention to teachers’ career guidance
and support to enhance students’ career decision-making self-efficacy, thereby ultimately promoting
students’ mature career awareness.
Keywords
Integration of industry and education, Satisfaction of career activity participation, Teacher support,
Career decision-making self-efficacy, Career maturity
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1. Introduction
Career maturity refers to an individual’s degree of preparedness for career-development tasks
corresponding to their age. If an individual has high abilities in career planning, implementation,
decision-making, etc., they can make career choices suitable for themselves and thus achieve good
career development. In recent years, phenomena such as graduates deferring employment and being
unemployed immediately after graduation have been occurring. The employment survey of China by
MyCOS (2023) shows that among the 2018-graduated undergraduates from undergraduate institutions,
73.6% were employed, and among vocational college graduates, 82.0% were employed; 2.7% of
undergraduate graduates were waiting for employment, and 7.5% of vocational college graduates were
waiting for employment. However, among the 2022-graduated undergraduates, the proportion of
employed undergraduates decreased to 62.2%, and that of employed vocational college graduates
decreased to 60.0%; the proportion of undergraduate graduates waiting for employment increased to
6.9%, and that of vocational college graduates waiting for employment increased to 12.3%. More
seriously, some graduates will leave their jobs in a short time even if they are successfully employed
because they have difficulty adapting to the work. From 2018 to 2022, the turnover rate of graduates
within half a year has long remained at 42%. Among the 2022-graduated students, 43% left because
they were dissatisfied with salary and benefits, 31% because they were dissatisfied with personal
development space, and 19% because they were not adapted to the management system and culture.
The survey of 2,650 college students by Jiang, Feng (2021) shows that 41.62% of newly-graduated
college students are dissatisfied with salary income; 46.24% of college students are dissatisfied with
career development prospects.
Correspondingly, most college students get employed when their career plans are not yet mature.
Among them, 25% of the 2021-graduated students were forced by reality to take a job first and then
choose a career in their career development; among the 2022-graduated students, the number of
students forced by reality to take a job first and then choose a career continued to rise to 28% (MyCOS,
2023). Wang’s (2018) survey of career planning during school among 586 college students in Shanxi
Province, China, showed that only 9.56% of college students had clear career plans for themselves,
41.13% of college students chose to “take one step at a time”, and 13.38% of students had not thought
about career planning. In Qin’s (2022) survey of college students in Hohhot, Inner Mongolia, only 9%
of students clearly knew the career they wanted to pursue in the future during school, and 41% of
college students did not have a specific career they clearly wanted to work in the future.
Modern educational theories emphasize that the combination of knowledge and practice is the key to
promoting learning outcomes, and the importance of practical experience in the learning process has
been mentioned by most researchers (Dewey, 1938; Kolb, 1984; Schunk, 2012). For college students,
the current highly competitive job market has put forward higher requirements for the accumulation of
pre-employment experience of college students. Therefore, students need to constantly look for
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internship and part-time opportunities related to their majors, understand industry trends, accumulate
work experience, and at the same time master the latest technologies and working methods in the
current industry (Lei & Zhang, 2023). Chen, Qi, and Li (2022) proposed that college students need to
adapt and evaluate their own abilities and work platforms in advance, reduce the trial - and - error costs
of knowledge and vocational skills, and make effective career preparations for their clear career plans.
It can be seen that the career development of college students requires the joint efforts of industry and
education to form an ecological system of career support, helping students to provide necessary career
guidance in the case of establishing practical experience, so that students can form a good sense of
career maturity (Monteiro, Almeida & García, 2020; Peeters, Nelissen, Cuyper, Forrier, Verbruggen &
Witte, 2019). Fang, Leixin, and Zhenyi (2024) believe that college students with ideal career
development can better understand how to show high efficiency and creativity in work, thus promoting
the innovation and development of the industry. Ying and Hua (2024) indicated that college students
with a good career consciousness are more likely to flexibly apply their abilities in the workplace, bring
more benefits to relevant industrial sectors, and solve practical problems.
Career maturity is the basic guarantee for college students’ employment, industrial talent demand, and
educational talent cultivation. In order for college students to get employed smoothly and achieve
high-quality employment development, it is necessary to promote the career maturity of college
students from the perspective of the integration of industry and education. Some researchers have
proposed that improving students’ career maturity requires the joint efforts of the external and the
internal, that is, providing them with more practical guidance and opportunities and attaching
importance to their experience in participating in career activities (Kanjana & Surachai, 2023). On this
basis, career activity participation satisfaction and teacher support can be used as paths to improve
students’ career maturity. As an internal factor, career activity participation satisfaction mainly focuses
on an individual’s recognition of the work itself, environment, salary, colleague relationships, career
development opportunities, etc. in career activities (Jiang, 2023). For college students, career activity
participation satisfaction refers to their recognition of activities related to their careers, such as
internships, part-time jobs, campus job fairs, career planning lectures, and vocational skills training
(Kim, 2019). Studies by Kim (2019) and Jiang (2023) both indicate that career activity participation
satisfaction can have an impact on career maturity. Because career activities with high satisfaction can
enhance college students’ self-awareness, improve vocational skills, cultivate career decision-making
ability, and increase career confidence (Kyungok & Junghee, 2021; Baiyan, Yuege, Yuzhe & Jun,
2024). Through active participation and obtaining satisfactory career activity experiences, students can
clearly understand their own interests and abilities and enhance their sense of identity with the chosen
career (Baek, Park & Kwon, 2017). This active participation attitude and experience can not only
improve their vocational skills but also help them better cope with challenges in future careers and
make wise career decisions (Baiyan, Xiaojing, Qun & Yuege, 2024).
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As for teacher support, an external factor, its main role is to help students clarify career goals through
guidance and encouragement. Because when students receive support and feedback from teachers
during the career planning and development process, they will feel more confident and have a sense of
direction (Baiyan, Xu, Siyu & Yuege, 2024). When this kind of support not only helps students acquire
necessary vocational skills and knowledge but also cultivates their career consciousness, and the
contribution of teacher support to career maturity has also been confirmed by relevant studies
(Dongsim & Joo, 2017; Joo, Kang & Choi, 2013). In addition, during an individual’s career
development process, after receiving joint assistance from both internal and external sources, a positive
psychological resource will be generated, namely career decision-making self-efficacy (Lee & Park,
2019; Youn & Hyun, 2019). Career decision-making self-efficacy often also plays an important
mediating role, involving an individual’s confidence in effectively choosing, setting goals, solving
problems, and achieving career goals during the career decision-making process (Xinqiao, Xinyuan,
Yiming & Wenjuan, 2023; Baiyan, Xiaojing, Qun & Yuege, 2024). For example, the research by Lee
and Park (2019) shows that career decision-making self-efficacy is enhanced through parents’ career
behaviors, thereby promoting students’ career maturity. Youn and Hyun’s (2019) research shows that
students learn from entrepreneurs’ abilities to help themselves make favorable career decisions, thus
promoting entrepreneurial intentions. It can be said that career decision-making self-efficacy not only
reflects how an individual utilizes and transforms externally provided resources but also reveals how
these external factors promote an individual’s career development path and outcomes by influencing
the individual’s internal psychological state. The understanding of this mediating role has certain
significance for designing and implementing effective integration of industry and education strategies
and promoting students’ career development.
Therefore, in the current context of difficult employment, various situations such as taking a job first
and then choosing a career, unclear career planning, and early turnover after employment have
significantly restricted the career development of college students. It is necessary to attach importance
to cultivating career consciousness among college students during their school years. Currently,
however, there is still a lack of empirical research in this field. The improvement mechanisms of career
activity participation satisfaction, teacher support, and career decision-making self-efficacy on career
adaptation remain to be proposed. This study examines the positive effects of college students’ career
activity participation satisfaction and teacher support on career maturity, and analyzes whether career
activity participation satisfaction and teacher support will enable students to form career
decision-making self-efficacy and thus improve career maturity under this path. This in-depth analysis
helps relevant research to more comprehensively understand the relationships and functions among
various factors and provides inspiration for college students’ employment guidance. To this end, this
study has proposed the following four research questions:
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Research Question 1: What are the situations of college students’ career activity participation
satisfaction, teacher support, career decision-making self-efficacy, and career maturity?
Research Question 2: What are the impacts of college students’ career activity participation satisfaction,
teacher support, and career decision-making self-efficacy on career maturity?
Research Question 3: Do career activity participation satisfaction and teacher support indirectly affect
career maturity through career decision-making self-efficacy?
Research Question 4: Based on the research analysis, how to effectively promote college students’
career maturity in the context of the integration of industry and education?
2. Research Foundation
2.1 Integration of Industry and Education
The integration of industry and education refers to the in-depth cooperation between industry and
education. It is the in-depth cooperation carried out by colleges and universities with industrial
enterprises in order to improve the quality of talent cultivation (Zhu, 2024). In the mode of the
integration of industry and education, students’ practical activities in industrial departments are the core
manifestation form of cooperation between colleges and universities and industries. These practical
projects can be divided into college students’ internship and training projects, innovation and
entrepreneurship education, industry-university-research projects, etc. The purpose is to help students
accumulate vocational practical experience in the actual working environment (Lu, 2022). Students can
deepen their understanding and certainty of their own career planning based on the experience of
vocational practical activities provided by the school. Therefore, students’ satisfaction with
participation in vocational activities can reflect students’ vocational practice situation. At the same time,
schools can also flexibly adjust the ways, plans, and objects of cooperation with off-campus industries
according to students’ satisfaction with participation in vocational activities, and understand the
matching situation between the educational content within the school and the external industrial
requirements, as an indicator for realizing the actual docking of educational content and the industry.
The high-quality career development of college students is inseparable from the support of teachers.
Teachers are the guides of students’ practical experience and also the participants in students’
vocational education. It can be said that teachers’ support has a direct driving force for industrial
demand and talent cultivation. According to the views of Dongsim and Joo (2017), teachers’ support
for students in the vocational field is mainly reflected in information, emotional, and strategic support.
Information support refers to the information related to learning content, career development, and
industry trends provided by teachers. Emotional support refers to the care and help provided for
students when they are dealing with crises. Strategic support is the clear planning of task goals and
plans for students by teachers. Based on these research viewpoints, in this study, the “industry” in the
integration of industry and education refers to college students’ satisfaction with participation in career
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activities. The “education” refers to teacher support. Under the combined action of college students’
satisfaction with participation in career activities and teacher support, the benign development of
students' personal career consciousness is formed.
2.2 Satisfaction of Career Activity Participation
Satisfaction of career activity participation not only covers an individual’s feelings about specific work
tasks but also includes a comprehensive evaluation of multiple aspects such as the overall work
environment, colleague relationships, and career development opportunities (Hyun, 2018). It can reflect
the internal and external satisfaction obtained during one’s career and directly affects subsequent work
performance, career commitment, and well-being. For students, although their status is different from
that of formal employees, they will also experience satisfaction of career activity participation in
internships, part-time jobs, volunteer services, and other career-related activities. This concept has
varying degrees of impact on students’ career development and learning outcomes (Jinhee, 2019).
Dongsim and Joo (2017) believe that when the tasks undertaken by students in career activities such as
internships or part-time jobs are challenging and diverse, they can stimulate students’ interests and
enable them to improve their knowledge and skills in practice. Although the career activities in which
students participate may be short-term, this learning process can still effectively enhance students’
professional abilities and also boost their self-confidence and sense of achievement.
Most studies have revealed that career activity participation satisfaction has a positive effect on career
decision-making self-efficacy. For example, Royle, Fox, and Gonzalez (2016) believe that when
college students obtain satisfactory and positive experiences in career activities, such experiences will
promote them to establish a sense of identity and belonging in the industry they are engaged in, and
increase students’ confidence in career decision-making. Sun’s (2012) research found that when
participating in career activities with high participation satisfaction, individuals will trigger the
motivation to independently cope with and solve challenges in the work, improving the ability to solve
career decision-making problems. At the same time, it also promotes students’ ability to adapt to new
environments and career roles. Xinqiao, Xinyuan, Yiming, and Wenjuan (2019) believe that positive
feedback and recognition obtained by students in career activities can significantly enhance students’
self-evaluation and make them believe that they have the ability to make correct decisions. Career
activity participation satisfaction also has a positive impact on career maturity. As Jeong’s (2023)
research points out, career activity participation satisfaction can directly strengthen college students’
cognition and attitude towards careers, and also has a positive impact on career consciousness and
attitude, enabling students to have clear goals and plans for their future self-planning and clarify their
own positioning. Zhang (2022) verified that when interns have high internship satisfaction, their career
attitude maturity is significantly improved.
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2.3 Teacher Support
Teacher support is a constituent element within the social support system. Originally, the three
elements of social support were family support, friend support, and teacher support (Baiyan, Yuege,
Yuzhe & Jun, 2024). Originally, teacher support aimed to provide students with help and
encouragement in various ways to promote their academic, emotional, and social development, meet
their multiple needs, and assist them in achieving personal goals (Oh, 2015). In the field of student
vocational education, teacher support means providing systematic help through resources such as
information and emotion to promote the development of students’ vocational cognition, the
improvement of skills, and the achievement of vocational goals (Baiyan, Yuege, Yuzhe & Jun, 2024).
Moreover, the scope of students’ social activities on campus is relatively limited, and their cognition is
still in the development stage. School is the second social environment for students. Therefore, teachers
have an important influence on students’ career development in this environment (Lee, 2016). In Oh’s
(2015) research, it is suggested that teachers actively help students understand the characteristics and
requirements of different careers by sharing career information and employment market trends, which
can enable students to save the cost of career exploration and make wise career choices. Joo, Kang, and
Choi (2013) indicated that teachers have always been the basic external resource for students’ career
development. During the career planning process, teachers help students prepare for career activities by
guiding them and providing practical operation suggestions in many aspects, such as resume writing,
interview preparation, and internship opportunity selection. Through good experience support, students
can not only obtain specific operation suggestions but also have clear goals and plans to cope with
career challenges and confusion.
In the examination of the impact of teacher support on students’ career exploration, Hou (2013)
verified that teachers’ emotional and information support for students, along with guidance to enhance
the ability to solve career challenges, significantly improved students’ career decision-making
self-efficacy. Zhang and Zhao (2018) believed that teachers’ professional guidance and career
counseling can help students better understand the career world and enhance their ability to solve
career problems, thereby increasing career decision-making self-efficacy. Zhang (2021) discussed that
the direct impact of teacher support on career decision-making self-efficacy is reflected in the feedback,
encouragement, and guidance of students’ career preparation behaviors. Wong, Yuen, and Chen (2021)
pointed out that school teachers have a significant influence during students’ career planning and
decision-making processes. Teachers’ positive encouragement and support not only help improve
students’ self-confidence but also assist them in dealing with confusion and challenges in career
development, thereby promoting students’ career maturity. Meanwhile, Kathryn, Ashlie, Robyn,
Nelson, and Clarke’s (2023) research also emphasized that educators should promote students’
personal and professional growth by organizing various practical activities. Therefore, it can be seen
that teacher support has a positive effect on college students’ career decision-making self-efficacy and
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career maturity.
2.4 Career Decision—Making Self-efficacy
Career decision-making self-efficacy refers to an individual’s belief and ability to successfully
complete vocational tasks. It was initially developed after Hackett and Betz (1981) applied Bandura’s
(1977) self-efficacy theory to the vocational field. Self-efficacy often serves as an intermediary factor
for an individual to continuously perform specific behaviors or tasks, and career decision-making
self-efficacy has inherited this role and become an intermediary factor affecting the process of
career-related decision-making behaviors. In the research of Hackett and Betz (1981), the role of career
self-efficacy in women’s career decision-making is particularly important. Women’s perceived career
self-efficacy can increase the range of career choices and career outcomes. Taylor and Betz (1983)
defined career decision-making self-efficacy as an individual’s confidence in successfully completing
tasks related to career decision-making. If career decision-making self-efficacy is low, it means that
there is a higher likelihood of lacking the executive ability of one’s own decisions. In recent years,
career decision-making self-efficacy has received more attention among college students. Jiang and
Feng’s (2021) research shows that college students will experience compromise and decision-making
during the career decision-making process, specifically formulate career goals, and make detailed
future plans to achieve these goals. However, due to rapid economic development and the lack of
employment positions, career decision-making self-efficacy is particularly important in helping college
students cope with employment difficulties. Good career decision-making self-efficacy is an evaluation
and driving factor of career behavior.
Among the constituent factors of career decision-making self-efficacy, there are four factors including
goal selection, career information, problem-solving, and future planning (Oh, 2020; Taylor & Betz,
1983). Goal selection refers to an individual’s ability to determine and select specific career goals
during their career. Efficient goal selection means that an individual can clearly identify and pursue a
career direction suitable for themselves (Baiyan, Xiaojing, Qun & Yuege, 2024). Career information
involves an individual’s ability to obtain and utilize career-related information. This includes
understanding the requirements, working environment, salary level, and development prospects of
different occupations. Mastering sufficient career information can help an individual make wiser and
more suitable career decisions. Problem-solving is when an individual can effectively analyze and
identify obstacles in career decision-making, formulate solutions, and implement these solutions when
facing problems during the career decision-making process (Lee, 2017). Future planning is when an
individual formulates long-term and short-term plans to achieve career goals. Effective future planning
can help an individual move forward in an orderly manner during their career, ensuring that their career
development path is clear and feasible (Byunghwa, 2020; Oh, 2020).
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In previous studies, the contribution of career decision-making self-efficacy to the maturity of students’
career consciousness has been confirmed. For example, in Oh’s (2015) research, students with higher
career decision-making self-efficacy are also more active in career exploration and other behaviors, are
more planned, and have an optimistic attitude towards challenges. Kyungok and Junghee’s (2021)
research indicates that career decision-making self-efficacy positively affects students’ career maturity.
That is to say, the prerequisite for students’ career maturity is to have confidence in themselves and not
be afraid of difficulties and challenges. Shin and Park (2017) believe that students with strong career
decision-making self-efficacy can more actively obtain and utilize career-related information and fully
understand the requirements, prospects, and development paths of different careers, enabling them to
make wiser and more mature decisions when making career choices.
2.5 Career Maturity
The concept of career maturity was put forward by Super (1955). In the early stage, career maturity
research explored the development of adolescents’ career interests. Later, it was found that career
behaviors change systematically with age (Savickas, 1984). Subsequently, researchers began to conduct
extensive research on the concept of career maturity. Marasaoli, Hadi, Aryani, and Nurbaiti (2024)
define career maturity as the degree of preparedness in career choice or career planning. Creed and
Patton (2003) claim that career maturity is a developmental concept, which is a cognitive process of
understanding, planning, and choosing between the self and work of an individual. Crites and Savickas
(2011) hold that career maturity is an individual’s ability to improve their adaptability so as to make the
right degree of preparation for self-understanding of the career. Based on the arguments of these
researchers, career maturity is a developmental concept, which is related to the ability to choose a
career and the degree of knowledge acquisition. Moreover, an individual’s career-related preparation
for the future cannot be completed in a short time. It requires a continuous development process such as
human cognitive characteristics to mature.
For students, career maturity is not only related to students’ career attitudes but also an important
indicator for evaluating career planning education in colleges and universities, which can reflect the
talent-cultivation ability of colleges and universities (Xie, 2023). Shen (2024) believes that good career
planning ability of college students means that schools design curriculum content by following the
demands of the talent market and adopt practical and innovative educational models. This includes
strengthening project-based learning with off-campus enterprises, providing internship and training
opportunities, etc., to make education closer to actual demands. Ren, Li, and Zhu (2023) think that
career maturity is the specific manifestation of the organic combination of students’ knowledge and
skills, theory and practice in schools, and it also means the in-depth integration of school education and
the industry. Therefore, career maturity can meet the actual needs of the cooperation between industrial
departments and educational institutions. It has practical fundamental benefits for college students. At
the same time, it means that the integration of industry and education is not only the result of the joint
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efforts of education and industry but also a necessary path to promote college students’ career maturity
and enhance their employment competitiveness.
3. Results
Since online questionnaires can sample at a relatively low cost and are not limited to a single location,
and have the characteristics of fast collection speed (Tan & Teo, 2000). Therefore, this study used the
online questionnaire collection method for data collection. The questionnaire measurement all used the
Likert 5-point scale, and the research purpose and objects to be confirmed in this study were explained
before answering the questionnaire. After collecting the data, the SPSS 25.0 program was used for
analysis. First, a reliability test was conducted, and 300 samples were analyzed. Among them, the
career activity participation satisfaction used the scale in Jinhee’s (2019) research as the tool of this
study, with a total of 12 items, and the Cronbach α was 0.814. It was divided into 3 sub-factors, among
which there were 4 items with a Cronbach α of 0.943. There were 4 items for activity instructors with a
Cronbach α of 0.897. There were 4 items for facilities and environment with a Cronbach α of 0.877.
Teacher support used the scale in Oh’s (2015) research, with a total of 8 items. The Cronbach α was
0.930. Career decision-making self-efficacy used the scale developed by Taylor and Betz (1983) and
revised by Oh (2020). It consisted of 4 factors: goal selection, career information, problem-solving, and
future planning, with 12 items. Among them, there were 3 items for goal selection with a Cronbach α
of 0.914. There were 3 items for career information with a Cronbach α of 0.973. There were 3 items for
problem-solving with a Cronbach α of 0.941. There were 3 items for future planning with a Cronbach α
of 0.989. Career maturity used the tool in Jinhee’s (2019) research, consisting of 14 items in total. It
was composed of 5 factors, namely, decision-making with 3 items and a Cronbach α of 0.987. Purpose
had 3 items with a Cronbach α of 0.992. Confirmation had 3 items with a Cronbach α of 0.976.
Preparedness had 2 items with a Cronbach α of 0.955. Independence had 3 items with a Cronbach α of
0.957. According to the description of Hair, Black, Babin, and Anderson (2009), a Cronbach α of 0.7 or
above indicates good reliability of the scale. Among the demographic characteristics, in terms of
gender, there were 89 male students, accounting for 29.7%, and 211 female students, accounting for
70.3%. Among the grades, there were 131 lower-grade students, accounting for 43.7%, and 169
upper-grade students, accounting for 56.3%. Among the professional categories, there were 166
students majoring in humanities and social sciences, accounting for 55.3%. There were 134 students
majoring in natural sciences, accounting for 44.7%. In this study, since the questionnaire used in this
study was the scale used in previous research and there were many factors and items involved, this
study followed the practice of Mathieu and Farr (1991) to avoid excessive complexity in research
measurement and analysis caused by too many factors under examination. The sub-factors of career
activity participation satisfaction, career decision-making self-efficacy, and career maturity were
combined and packaged, that is, the levels of these factors and the differences in various population
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variables were comprehensively examined. Subsequently, the path influence relationships and
mediation effects among various variables were tested.
3.1 Correlation and Comprehensive Statistical Analysis
Table 1. Correlation of Each Variable and Comprehensive Situation Level
Constituent
Career activity
participation
satisfaction
Teacher
support
Career
decision-making
self-efficacy
Career
maturity
Career activity participation
satisfaction
1
teacher support
.595**
1
Career decision - making self -
efficacy
.547**
.612**
1
career maturity
.502**
.599**
.531**
1
average value
3.05
3.09
2.95
3.23
standard deviation
0.59
0.77
0.64
0.60
skewness
.923
.518
.725
.347
kurtosis
.914
-.161
-.111
.111
Descriptive statistical analysis was conducted to understand the level of the main variables in this study.
The compared mean, standard deviation, skewness, and kurtosis are shown in Table 1. The mean value
of career activity participation satisfaction is M=3.05, and the standard deviation is 0.59. The mean
value of teacher support is M=3.09, and the standard deviation is 0.77. The career decision-making
self-efficacy is M=2.95, and the standard deviation is 0.64. The mean value of career maturity is M=3.2,
and the standard deviation is 0.60. Both the skewness and kurtosis tests show values less than 2 and -2,
indicating that the data is approximately normally distributed. Career activity participation satisfaction
is positively correlated with teacher support, career decision-making self-efficacy, and career maturity.
Teacher support has a positive correlation with career decision-making self-efficacy and career
maturity. Finally, career decision-making self-efficacy and career maturity also have a positive
correlation.
3.2 Difference Analysis
In order to understand the differences of demographic variables among various factors, a t-test analysis
was conducted for gender and professional category, and an ANOVA variance analysis was conducted
for grade. See Table 2 for details. First, among genders, career activity participation satisfaction, career
decision-making self-efficacy, and career maturity are significant, while teacher support is not
significant. The career activity participation satisfaction (M=3.1) and career decision-making
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self-efficacy (M=3) of females are higher than those of males (career activity participation satisfaction
M=2.91 and career decision-making self-efficacy M=2.85). However, the career maturity of males
(M=3.35) is better than that of females (M=3.18). In terms of grade differences, career activity
participation satisfaction and career decision-making self-efficacy are statistically significant, while
teacher support and career maturity are not significant. The career activity participation satisfaction of
lower-grade students is M=2.97, and the career decision-making self-efficacy is M=2.86. The career
activity participation satisfaction of upper - grade students is M=3.11, and the career decision-making
self-efficacy is M=3.03. It can be seen that career activity participation satisfaction and career
decision-making self-efficacy tend to increase with the rise of grade. Among professional categories,
no statistical significance was found for each variable.
Table 2. Difference Analysis
Constituent
Career activity
participation
satisfaction
Teacher
support
Career
decision-making
self-efficacy
Career
maturity
Gender
(M±SD)
Male(N=89)
2.91±0.42
3.01±0.53
2.85±0.39
3.35±0.53
Female(N=211)
3.1±0.64
3.13±0.84
3±0.72
3.18±0.63
t
-3.061**
-1.425
-2.190*
2.311*
Grade
(M±SD)
senior grade(N=169)
3.11±0.66
3.16±0.88
3.03±0.73
3.24±0.72
junior grade(N=131)
2.97±0.47
3±0.58
2.86±0.48
3.22±0.42
t
-2.205*
1.910
2.423*
0.385
Category
of
specialty(
M±SD)
humanities and social
sciences category
(N=166)
3.1±0.61
3.06±0.74
2.9±0.62
3.2±0.6
natural sciences
category(N=134 )
2.98±0.56
3.13±0.8
3.02±0.67
3.27±0.61
t
1.785
-.865
-1.634
-.946
Note. **p＜0.01，*p＜0.05.
3.3 Direct Impact
Analysis Regression analysis was conducted to test the path impact of variables, and the results are
shown in Table 3. In the path where career activity participation satisfaction affects career
decision-making self-efficacy, the overall regression is significant with F=126.943, β=0.547, and
t=11.267, indicating a significant positive (+) impact. The descriptive power of the regression model is
approximately 29.9%. In the impact on career maturity, F=100.228, β=0.502, t=10.011, and R² is
25.2%, showing a significant positive (+) impact. In the path analysis of teacher support affecting
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career decision-making self-efficacy, the overall regression is also significant with F=178.315
(p<<0.001), β=0.612, t=13.353, and R² is 37.4%. Teacher support has a significant positive (+) impact
on career decision-making self-efficacy. In the impact of goal-orientation on employment preparation
behavior, F=167.037, β=0.599, t=12.924, and R² is 35.9%, showing a significant positive (+) impact.
The results of the impact of career decision-making self-efficacy on career maturity show that
F=116.901, β=0.531, t=10.812, and the descriptive power of the regression model is approximately
28.2%. Therefore, career decision-making self-efficacy can also positively (+) enhance career maturity.
Table 3. Direct Impact
Path
B
β
t
F
R2
Career activity
participation satisfaction
→
Career decision-making
self-efficacy.
.598
.547***
11.267
126.943
.299
Career activity
participation satisfaction.
→
career maturity
.517
.502***
10.011
100.228
.252
teacher support
→
Career decision-making
self-efficacy.
.513
.612***
13.353
178.315
.374
teacher support
→
career maturity
.473
.599***
12.924
167.037
.359
Career decision - making
self - efficacy.
→
career maturity
.500
.531***
10.812
116.901
.282
Note. ***p＜0.001.
3.4 Indirect Impact Analysis
Table 4. Mediation Effect Analysis
path
B
S.E
β
R²
F
Career activity participation
satisfaction.
→
Career decision-making
self-efficacy.
.598
.053
.547***
.299
126.943
Career activity participation
satisfaction.
→
career maturity
.517
.052
.502***
.252
100.228
Career activity participation
satisfaction.
→
career maturity
.311
.058
.302***
.346
78.419
Career decision-making
self-efficacy.
.345
.053
.366***
teacher support
→
Career decision-making
self-efficacy.
.513
.038
.612***
.374
178.315
teacher support
→
career maturity
.473
.037
.599***
.359
167.037
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teacher support
→
career maturity
.347
.045
.439***
.402
99.927
Career decision-making
self-efficacy.
.247
.053
.262***
Note. ***p＜0.001.
When career decision-making self-efficacy is incorporated into the relationship between career activity
participation satisfaction and career maturity, as shown in Table 4, the β value in the impact of career
activity participation satisfaction on career maturity is 0.502, with an explanatory power of 25.2% for
prediction. When career activity participation satisfaction and career decision-making self-efficacy
simultaneously predict career maturity, the β value of the effect of career activity participation
satisfaction decreases and is significant. Secondly, when career decision-making self-efficacy is
incorporated into the relationship between teacher support and employment preparation behavior, the β
value of the impact of teacher support on career maturity is 0.612, and R²=37.4. When teacher support
and career decision-making self-efficacy simultaneously predict employment preparation behavior, the
β value also decreases and is significant. Therefore, it can be confirmed that career decision-making
self-efficacy has a partial mediating effect in the impact of career activity participation satisfaction on
career maturity and in the relationship between teacher support and career maturity respectively.
4. Discussion
This study, within the context of the integration of industry and education, explores the impact of
career activity participation satisfaction and teacher support on college students’ career maturity and
further analyzes the mediating role of career decision-making self-efficacy in this process. Firstly, to
address research question 1, “What are the situations of college students’ career activity participation
satisfaction, teacher support, career decision-making self-efficacy, and career maturity?” In the overall
situation level, the four factors of career activity participation satisfaction, teacher support, career
decision-making self-efficacy, and career maturity are all at a medium-level situation. This indicates
that the surveyed college students have certain positive experiences in participating in career activities
and receiving teacher support, but there is still room for improvement as a whole. These results reflect
the actual situation of students in terms of career development support and career maturity in the
current higher education environment. Further combined with the difference analysis, female students’
career activity participation satisfaction (M=3.1) and career decision-making self-efficacy (M=3) are
higher than those of male students (career activity participation satisfaction M=2.91 and career
decision-making self-efficacy M=2.85), while male students’ career maturity (M=3.35) is better than
that of female students (M=3.18). This result suggests that female students are more inclined to seek
career-development opportunity resources and obtain more social support. Male students may be more
clear and firm in setting and achieving career goals, thus performing better in career maturity. In terms
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of grade differences, senior-grade students are better in career activity participation satisfaction
(M=3.11) and career decision-making self-efficacy (M=3.03) compared with lower-grade students
(M=2.97 and M=2.86 respectively). This finding indicates that as the grade increases, students’
participation in career activities and career decision-making self-efficacy gradually increase. From this
situation, it can be seen that with the accumulation of study and life experience, students’ career
resources and support gradually increase, enabling them to have a steady improvement in career
decision-making ability and confidence.
Secondly, in the direct-impact analysis, it can be seen that career activity participation satisfaction has a
significant positive correlation with career decision-making self-efficacy and career maturity, and can
effectively influence these two factors. This finding is consistent with Jinhee’s (2019) research.
High-satisfaction career activities can increase students’ career skills, enhance their self-awareness and
career confidence, and can also promote their sense of identity and belonging to the career, enabling
them to be more actively involved in career planning and development (Jeong, 2023; Kyungok &
Junghee, 2021; Baiyan, Xiaojing, Qun & Yuege, 2024; Baek, Park & Kwon, 2017). The role of teacher
support in enhancing college students’ career decision-making self-efficacy and career maturity has
also been verified, which is consistent with the research results of Oh (2015) and Wong et al. (2021),
emphasizing the guiding role of teachers in students’ career development. Moreover, this support is
particularly significant in improving students’ career decision-making self-efficacy (Zhang & Zhao,
2018). By comparing the influence of career activity participation satisfaction and teacher support on
career decision-making self-efficacy, it can also be seen that the influence of teacher support (β=0.612)
is higher than that of career activity participation satisfaction (β=0.547). Based on these results,
research question 2 of this study, “What are the impacts of college students’ career activity
participation satisfaction, teacher support, and career decision-making self-efficacy on career
maturity?” is answered. In terms of the impact on career maturity, teacher support (β=0.599) is better
than career decision-making self-efficacy (β=0.531) and career activity participation satisfaction
(β=0.502). Therefore, the importance of teacher support can be shown in these results, because its
contribution is relatively excellent whether in career decision-making or career maturity.
Continuing to verify research question 3 of this study: “Do career activity participation satisfaction and
teacher support indirectly affect career maturity through career decision-making self-efficacy?” In the
results of the indirect impact analysis, career decision-making self-efficacy can mediate the
relationships between career activity participation satisfaction and career maturity, and between teacher
support and career maturity respectively. That is, in the process of career activity participation
satisfaction and teacher support enhancing career maturity, part of it is achieved indirectly by
enhancing students’ self-confidence and decision-making ability. Just as described in the studies by Lee
and Park (2019), Youn and Hyun (2019), Oh (2020), and Shin & Park (2017), career decision-making
self-efficacy has an indispensable position in career development and is an important positive
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psychological resource linking career-related outcomes. Combined with the previous direct impact
results, although the impact of career decision-making self-efficacy on career maturity is not as great as
that of career activity participation satisfaction and teacher support, it is a factor that enables the two
factors to achieve indirect influence. Especially for teacher support with a relatively high contribution,
this mechanism is more needed.
Finally, based on the results of this study, it can be seen that teacher support and career
decision-making self-efficacy are two factors that need to be focused on. Therefore, research question 4
is addressed: “How to effectively promote college students’ career maturity in the context of the
integration of industry and education?” In terms of strengthening teacher support, colleges and
universities should focus on the training of teachers in career guidance so that teachers can provide
students with comprehensive career information and advice and strengthen teachers’ career-activity
services for students. For improving students’ career decision-making self-efficacy, under the condition
of ensuring that students have plenty of career practice opportunities, relevant educational institutions
can set up activities related to the cultivation of career decision-making ability when necessary,
focusing on career decision-making skills, problem-solving, future planning, etc. In addition, colleges
and universities still need to promote the improvement of the school-enterprise cooperation mechanism
and establish a close cooperative relationship with enterprises because the impact of career activity
participation satisfaction is still significant and effective. Therefore, it is necessary to construct a
student-centered career support ecosystem with the joint participation of schools, enterprises, teachers,
and all sectors of society to provide students with comprehensive career support and resources, ensure
that what students learn matches market demands, and help them achieve success in career
development.
5. Conclusion
This study explores the impact of career activity participation satisfaction and teacher support on
college students’ career maturity. By introducing career decision-making self-efficacy as a mediating
variable, it reveals the important role it plays in the career maturity process. Finally, from the
perspective of the integration of industry and education, corresponding strategies are proposed. On the
one hand, this provides a new perspective and verification for the existing career maturity theory and
also offers a new framework and method for the theories in the fields of vocational education and
higher education. In previous studies, although the importance of career activity participation
satisfaction and teacher support for career development has been gradually verified by different
researchers, there has been no combination and comparison of them. This study, while clarifying the
specific impact paths and degrees of these variables, provides relevant empirical support, offering new
solutions to solve the current problems such as the difficulty of graduates in finding jobs and the high
early turnover rate, and helping to improve the employment quality and career development stability of
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college students. However, this study also has certain limitations. For example, the sample size of the
study is relatively limited and may not fully represent the situation of college students in other regions
and schools. Educational resources, student backgrounds, and career development opportunities in
different regions and schools may vary greatly. Moreover, the research data rely on students’
self-reports, and there may be social desirability bias and recall bias. All these situations may have
affected the universal results of the study. In this study, although female students’ career activity
participation satisfaction, teacher support, and career decision-making self-efficacy are all higher than
those of male students, male students’ career maturity is still higher than that of female students,
indicating that the factors that play an important role in male students’ career maturity have not been
captured in this study. Therefore, future research can introduce other relevant factors for improving
career maturity to further explore their structural relationships, and expand the sample size to improve
the representativeness and robustness of the results. It can also consider combining interviews,
observations, and experiments to improve the diversity and accuracy of the data.
Project Funding
This project is a research achievement of the Quzhou Philosophy and Social Sciences Planning Project
“Research on the Promotion Mechanism and Strategy of College Students’ Career Maturity from the
Perspective of the Integration of Industry and Education” (24QSKG03ZD), and is funded by the
Quzhou Philosophy and Social Sciences Planning Project.
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