Future Time Perspective Associated With Career Maturity Among Final Year Students

General Background: Career maturity represents a crucial developmental task for vocational high school students transitioning to higher education or the workforce. Specific Background: Many students experience uncertainty in career planning due to unclear self-understanding and vague future orientation, which may hinder structured career decision-making. Knowledge Gap: Previous studies have predominantly examined self-concept and future time perspective separately, with limited research integrating both variables simultaneously in explaining career maturity among vocational students. Aims: This study aims to examine the relationship between self-concept and future time perspective with career maturity among twelfth-grade students of SMK X Sidoarjo. Results: Using a quantitative correlational design involving 264 students selected through proportionate random sampling, the findings reveal significant positive relationships between self-concept and career maturity, as well as between future time perspective and career maturity. Multiple regression analysis indicates that both variables simultaneously contribute significantly to career maturity. Novelty: The study offers an integrated correlational model combining two internal psychological constructs within a single framework for vocational students. Implications: The findings underline the importance of strengthening self-understanding and structured future orientation through school-based career guidance programs to support adaptive career planning and decision-making. Keywords: Self-Concept, Future Time Perspective, Career Maturity, Vocational High School Students, Career Development Key Findings Highlights: Internal psychological factors jointly explain substantial variance in students’ vocational readiness. Positive self-evaluation aligns with structured planning and autonomous decision processes. Long-term goal orientation relates to systematic exploration of occupational pathways.

Final-year students often have difficulty achieving career maturity due to a lack of mature career planning which also affects career decision-making. Many final-year students have not planned their careers properly. This study aims to determine the relationship between internal locus of control and career maturity in final-year students at Mulawarman University. The research method used is quantitative with a correlational approach. The sample used was 120 final-year students. The data collection method in this study used a Likert-type scale consisting of two scales, namely the career maturity scale and the internal locus of control scale. Validity and reliability tests were carried out on both scales. The analysis technique used was the Pearson Product Moment correlation and previously descriptive testing and assumption tests were carried out in the form of normality tests and linearity tests. The study results showed a strong and significant relationship between career maturity and internal locus of control in final-year students at Mulawarman University.

This study investigates the correlation between family influence and career adaptability, with the future time perspective as a mediator, in final-year students residing in Bandung. We used the snowball sampling technique to collect data from 386 final-year students of D3, D4, and S1 programs. This study used the Future Time Perspective Scale, with a validity value of 0.30-0.648 and a reliability value of 0.834, the Family Influence Scale, with a validity value of 0.326-0.698 and a reliability value of 0.865, and the Career Adapt-Abilities Scale-Short Form, with a validity value of 0.561-0.759 and a reliability value of 0.896. The data analyzed using the Hayes Process Model 4 method revealed that the future time perspective partially mediates the relationship between family influence and career adaptability. The findings indicate that students who receive support from their families regarding financial, informational, and personal beliefs have a better outlook on their future. Such support enables them to identify their career goals, explore their potential and future work environment, and plan their career effectively. Students actively engaged in career preparation activities also had higher career adaptability. These students were more proactive in identifying obstacles and preparing for future career transitions after graduation.

BackgroundOne facet of motivation relevant to students' learning is their perceptions of the future, including future career goals and how those perceptions influence their present actions; this is collectively referred to as their future time perspective (FTP).Purpose/HypothesisThis study describes the different FTPs of engineering students. We aim to help researchers and practitioners leverage students' motivations to improve learning experiences and inform future studies by providing a model of engineering students' FTP.Design/MethodA phenomenographic approach was used to determine students' different characteristic FTPs within the context of their engineering courses. Interviews with engineering students (n = 18) at a southeastern US research‐intensive university were analyzed for differences and similarities in their descriptions of their FTPs.ResultsThree groups emerged from the data that were visualized as different shapes within the outcome space. Cone, a long narrow shape, represents students who narrowed down their future careers deep into the future. Cup, a wider truncated cone, represents students who have conflicting desired and realistic future careers. Bowl, a short and wide shape, represents students who have broad perceptions of their future careers and do not describe how their future goals affect their present actions.ConclusionsUsing a phenomenographic approach to examine engineering students' FTPs revealed three characteristic groups and allowed us to document how different FTPs affect students' perceptions of tasks in their engineering courses. Our findings can help educators foster students' interest in and value of learning engineering concepts and their positive perceptions of their future careers.

Relationship between career education, sex, and career maturity of sixth and eighth grade pupils

The main purpose of this study was to determine the level of career maturity in a sample of university students in one public university in Jordan. The study also sought to determine differences in career maturity based on gender and educational level. The sample of the study consisted of 284 students enrolled in social studies classes. Results of the study indicated that participants had high levels of career maturity on self-knowledge, career decision-making, and career implementation. However, participants exhibited moderate levels of career maturity on knowledge of occupations, knowledge of the world of work, and career planning. The results also showed no differences in levels of career maturity based on gender and educational level except for the career planning dimension where juniors and seniors were more mature than sophomores. Finally, this study provided several recommendations with regard to preparing university students for the work environment.

Abstract. Studies that discuss the influence of self-regulated learning with career maturity produce varying strengths of influence ranging from low to high. This study aims to evaluate the effect of self-regulated learning on the career maturity of polytechnic students in Bandung City. This study used a quantitative approach with participants totaling 117 polytechnic students in Bandung City. Data collection used questionnaires filled out by participants by utilizing the Motivated Stategies for Learning Questionaire (MSLQ) and Career Adapt-Abilities Scale (CAAS) measuring instruments. Data analysis was conducted using simple linear regression. Today the results of data analysis show some results of the level of self-regulated learning in polytechnic students in Bandung City, the majority are in the low self-regulated learning category. Second, the level of career maturity in polytechnic students in Bandung City is mostly in the low career maturity category. Third, self-regulated learning affects career maturity by 29.8% in polytechnic students in Bandung City. This study found that the effect of self-regulated learning on career maturity in polytechnic students in Bandung City is in the low category. Future researchers can pay attention to the proportion of the sample so that the data is more representative and can be generalized. Abstrak. Penalitian-penelitian yang membahas pengaruh self-regulated learning dengan kematangan karir menghasilkan kekuatan pengaruh yang bervariasi mulai dari rendah hingga tinggi. Peneliatian ini bertujuan untuk mengevaluasi pengaruh self-regulated learning terhadap kematangan karir mahasiswa politeknik di Kota Bandung. Penelitian ini menggunakan pendekatan kuantitatif dengan partisipan berjumlah 117 mahasiswa politeknik di Kota Bandung. Pengumpulan data menggunakan kuesioner yang diisi oleh partisipan dengan memanfaatkan alat ukur Motivated Stategies for Learning Questionaire (MSLQ) dan Career Adapt-Abilities Scale (CAAS). Analisis data dilakukan dengan regresi linear sederhana. Hari hasil analisis data menunjukkan beberapa hasil tingkat self-regulated learning pada mahasiswa politeknik di Kota Bandung mayoritas berada pada kategori self-regulated learning rendah. Kedua, tingkat kematangan karir pada mahasiswa politeknik di Kota bandung mayoritas berada pada kategori kematangan karir rendah. Ketiga, self-regulated learning mempengaruhi kematangan karir sebesar 29,8% pada mahasiswa Politeknik di Kota Bandung. Penelitian ini menemukan bahwa pengaruh self-regulated learning terhadap kematangan karir pada mahasiswa politeknik di Kota Bandung berada pada ketegori rendah. Peneliti selanjutnya dapat memperhatikan proporsi sampel agar data lebih representative dan dapat digeneralisasikan.

Vocational high schools (SMK) are educational institutions designed to produce graduates who are mature and ready to face the world of work. However, several factors that cause the increase in the level of career maturity of students are a consideration that must be considered. The purpose of this study was to determine the level of relationship between social support and career maturity and to determine whether there is a significant relationship between social support and career maturity of class XII students of SMKS Al-Mahrusiyah Lirboyo Kediri City. This study uses quantitative methods with inferential statistical data analysis techniques. the sample of this study amounted to 77 students using purposive random sampling technique. The data analysis technique uses Spearman's Rho correlation using the help of the IBM SPSS Statistic version 25 application. Based on the results of the study found that the average grade XII student of SMKS Al-Mahrusiyah Lirboyo Kota Kediri has a level of social support in the moderate category with a percentage of 77% as many as 59 students, and a level of career maturity in the moderate category with a percentage of 74% as many as 57 students, with a significance of 0.000 <0.05, it can be concluded that there is a significant positive relationship between social support and career maturity. The correlation between social support and career maturity is 0.557, which means the relationship is strong.

This study aims to determine the level of self-esteem and career maturity of students in the final year of the Guidance and Counseling Study Program at Sanata Dharma University and determine the relationship self-esteem and career maturity of final year students of the Guidance and Counseling Study Program at Sanata Dharma University. This study used quantitative descriptive research with a correlational research design. The sample for this research consisted of 84 respondents consisting of final year students from the 2020 class of the Guidance and Counseling Study Program at Sanata Dharma University. Data collection techniques through surveys using Google forms. The number of valid items on the self-esteem scale is 36 items with a Cronbach's Alpha value of 0.914 and valid items on the career maturity scale are 38 with a Cronbach's Alpha value of 0.865. The results of study show that 1) the level of self-esteem of final year students is at a high level, 2) the level of career maturity of final year students is at a high level, and 3) there is a relationship between self-esteem and career maturity with significant (correlation coefficient, r=0.782, significance level 0.000 <0.05).

Adolescence, through their development years, has tasks to be completed. One of the developmental tasks is to choose and prepare for their career in the future. Mastering all the necessary skills is important to decide for the right career. However, according to a survey involving students of class XII of SMA Negeri 10 Bogor (10 Senior High School Bogor), 50% of the participants have not yet decided what they are going to be in the future. This study showed that these students have not yet engaged in career maturity to plan for their career. Based on this study, the researchers planned to design a career maturity training to enhance their skills on deciding for the right career. The purpose of the research is to discover the effectively of career maturity training on grade XII high school students. This research uses quasi-experimental approach, with Single Group Pre-test-Post-test research design and involves and involves 21 students with low-to-medium career maturity level. Before the pre-test result was handed over, the training score of all students were 57. After the training was finished, the post-test result was 154. Based on this data analysis results, we can conclude that there is a significant result difference between the before and after the researchers gave the training to grade XII students. It means that the training given is considered effective. Article visualizations:

The current study investigates how future time perspective (FTP) is linked to career decision-making difficulty among 1,074 Chinese undergraduates. We specifically examined different components of FTP (valence and connectedness) as well as their interactions. The results confirmed the following: (1) Valence is positively associated with career decision-making difficulty, whereas connectedness is negatively associated with anxiety and career decision-making difficulty; (2) both career adaptability and anxiety significantly mediate the link from valence/connectedness to career decision-making difficulty, and the serial mediations of valence/connectedness–career adaptability–anxiety–decision-making difficulty are significant; and (3) connectedness moderates the association of valence with career adaptability and career decision-making difficulty but not its association with anxiety. The relationship between valence and career adaptability is higher at a lower level of connectedness, and the relationship between valence and decision-making difficulty is weaker at a higher level of connectedness. Implications for incorporating FTP into adaptability-based career intervention practices are discussed.

This study aimed, first, to determine whether the intra-individual variability in positive affect was related to the intra-individual variability in career decision-making self-efficacy, and career choice anxiety. The second objective was to examine whether social support moderates the relationship between affect and these outcome variables. The third objective was to find out how career decision-making self-efficacy and career choice anxiety change according to self-esteem and future time perspective. We conducted a study using the daily diary method in which participants were asked to rate their affect or attitudes for 21 consecutive days. In total, 128 university students participated in this study. The main results were as follows. First, positive affect was associated positively with career decision-making self-efficacy and negatively with career choice anxiety. Second, social support had a synergy effect with positive affect to influence career choice anxiety. Third, self-esteem was related positively to career decision-making self-efficacy and negatively to career choice anxiety. We discuss theoretical and practical implications.

The purpose of this study was to understand how intergenerational family conflict and relational-interdependent self-construal influence the career decision status of Chinese American youths. Participants were 129 Chinese American youths, with ages ranging from 14 to 21 years. Results from regression analysis indicated that high intergenerational family conflict was predictive of career indecision. High relational-interdependent self-construal, on the other hand, was predictive of career certainty. Implications for counseling and future research are also discussed. Selecting a career can be a daunting task for many Chinese American youths who must balance their own interests with what is acceptable to their parents (Leong & Serafica, 1995). Career decision making is especially challenging for youths if their immigrant parents believe that only certain careers will lead their children to success. Due to the influx of Chinese immigrants into the United States (U.S. Census Bureau, 2000), counseling professionals are increasingly likely to encounter firstor second-generation Chinese American youths seeking career guidance, because they tend to present with career concerns rather than personal problems (Tracey, Leong, & Glidden, 1986); therefore, it is important to gain a better understanding of the variables that influence their career decision-making process. In this study, we sought to understand how intergenerational family conflict and relationalinterdependent self-construal (defined as the tendency to think of oneself in terms of close others) influence the career decision status of Chinese American youths. Career decision status'is defined as the certainty or indecision about one's career choice (Osipow, Carney, Winer, Yanico, & Koschier, 1976). Certainty and indecision are two variables that have been designed to assess career decision status. Career certainty refers to one's degree of certainty of having made a career decision. Career indecision refers to an inability to make a decision about the career that one wishes to pursue (Guay, Senecal, Gauthier, & Fernet, 2003). Career decision status has been used to assess an individual's career maturity (Crites, 1978; Levinson, Ohler, Caswell, & Kiewra, 1998; Patton & Creed, 2001). Lopez and Andrews (1987) suggested that career indecision was related to inadequate psychological separation of adolescents from their parents. Because many Western cultures consider independence from parents to be a major developmental task, it is likely that career counselors would view those who are not able to make independent career choice as less mature in terms of their career development (Leong, 1991 ). For example, because Asian Americans are more likely to follow their parents' suggestion for a career, they may be perceived as less career mature compared with their peers (Leong & Hardin, 2002). The idea of career maturity can certainly lead to a biased perception of Asian American adolescents. Previous studies suggest that Asian American college students demonstrated career attitudes that were less mature compared with their European American peers (Hardin, Leong, & Osipow, 2001; Leong, 1991 ). However, Hardin et al. suggested that because the definition and measurement of career maturity were grounded in White middle-class norms, they may not be valid for Asian Americans. Leong and Hardin stated that when examining the cultural validity of career development theories that are based on Western values, variables that are more specific to each culture should be considered. Because career decision status is an important component of career maturity, the current study was an attempt to understand career decision status from a perspective that is meaningful for Asian Americans. The first step was to identify culturally responsive variables that might influence career indecision and career certainty within cultural group. Due to the strong emphasis on family involvement (Leong & Hardin, 2002) and the collectivistic value orientation (Leong & Tata, 1990) in Chinese cultures, we decided to examine how family and one's notion of self as inextricably linked to others (Markus & Kitayama, 1991) influence Chinese youths' career decision status. …

The study aims to map the maturity of career guidance and counseling students which includes self-appraisal ability, work information, goal selection ability, planning ability, and skill in solving problems related to career development tasks.In approach, it used the explorative-descriptive research model.Involved as research subjects were students of the Graduate Study Program of Guidance and Counseling, Faculty of Education, Yogyakarta State University (YSU).The conclusions that could be drawn are as follows: 1). the career maturity level of guidance and counseling students is moderate in category (since M=72.42), with the students included in the moderate category being 69.3%, 2).The great percentage in "the middle category" is a group which is quite vulnerable in experiencing instability in career maturity if not well intervened/facilitated, and 3).there is no significant difference in career maturity among students' batches of different years entrance (since F=0.855 with Sig.=0.427).

Purpose This study investigates psychological factors influencing retirement decisions, focusing on how career adaptivity and adaptability impact retirement intentions. Design/methodology/approach Data were collected in three waves from 235 employees of French insurance companies. Findings Career adaptivity (i.e. proactive personality and occupational future time perspective) directly and indirectly (via career adaptability) increases the likelihood of bridge employment and reduces full retirement intentions. Practical implications Organizations can promote career adaptivity traits to encourage delayed retirement and retain experienced employees. Originality/value The study extends the career construction theory by showing how career adaptivity and adaptability shape retirement-related career decisions.