Multi-Factorial Variables On Career Choices of Different Cohorts

Republic of the Philippines
EASTERN VISAYAS STATE UNIVERSITY

College of Graduate Studies
Tacloban City
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MULTI-FACTORIAL VARIABLES ON CAREER CHOICES OF

DIFFERENT COHORTS
BY
MARIA THERESA M. HERBOLINGO

ARBETH A. BABIANO
RANDY P. VILLENA
Master of Arts in Education major in
Guidance and Counseling
Presented to:
FATIMA SOCORRO M. QUIANZON, Ph.D.

Professor
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INTRODUCTION
Education is universally recognized as the answer to socioeconomic problems of the
world. Nations and individuals look up to education to provide a cure for poverty,
ignorance, drought, excessive rainfall, mental deficiency, joblessness, bad government,
poor communication system, hunger and inadequate shelter among other things.
Every nation of the world aspires toward quality of life and social status. Career
selection is one of many important choices students will make in determining future
plans. This decision will impart them throughout their lives. The essence of who the
student is will revolve around what the student want to do with their lifelong work.
The choice of career has been a serious problem among the secondary school students
in Nigeria. No matter what ones age is, the choice of career or desire is an important
question for everybody. A lot of student in secondary schools believe that their future
is a glorious adventures in which they are bound to succeed. Many of them have the
idea that they would be able to work in the public or private establishments as soon as
they complete secondary school education. Some have planned to become lawyers,
engineers, medical doctors, accountants and so on. Students in secondary schools like
many other young adults are always worried about what they will do with their lives,
the kind of adult they will become. They are concerned about early entry into the
occupational world and finding productive and rewarding places in and out rapidly,
fast changing societies where wages employment is unlikely to be available on a scale
sufficient to absorb more than a small fraction of the young people when they do
arrive at the labour market. How the young people of today meet the problems of
tomorrow will depend upon the amount of success they make in planning for that
tomorrow. Planning for tomorrow itself is primarily the responsibilities of the parents,
teachers and school counselor. Students need general orientation into the world of
work through the curriculum. The choice of career is a delicate issue that requires
caution and serious considerations. The kind of career the youths pursue can affect
their lives in many ways. For example, it can determine where the individual lives and
the type of friends kept. It can reflect how much education one will have and
determine the amount of money one will earn. People desires from a career are
different, many people desire high income; others want adventures while some others
want to serve people to make the world a better place. Every student carries the
unique history of their past and this determines how they view the world.
That history created, in part by the students’ environment, personality and

opportunity will determine how students make career choices. It then follows that how
the student perceives their environment, personality and opportunity will also
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determine the career choices students make. The first factor in career choice, the
environment, may influence the career students choose. For example, students who
lived on an island may choose a career dealing with the water, or they may choose to
leave the island behind, never to have anything to do with water again. Maybe
someone in the student’s life has made a significant impact or impression, leading to a
definite career choice. Parent’s educational background may influence student views
on whether or not to continue their education. Someone they saw on television may
have influenced the student, or parents may have demanded that they assume a
family business. These are various environmental factors that would lead a student to
a chosen career.
How students have seen themselves in a role in which personality is a determining

factor may influence a chosen career. Some careers demand that you have the
personality to match the qualities of the occupation. For example, sales people have to
be out- going. Splaver (2000) said “personality” plays an important role in the choosing
of the right career. A student’s personality must be self-motivated type, as to
investigate career possibilities from early on in their lives, and not the procrastinating
type that waits till they are compelled to decide. Students must take seriously the role
grades play in limiting opportunities in the future. Splaver went on to say “It is
important for you to have a good understanding of yourself, your personality, if you
are to make intelligent career plans”. (Splaver 2000, p. 12). Opportunity is the third
factor that has shaped career choices for students. Opportunity may influence how
students have perceived their future in terms of the reasonable probability of a future
in particular career fields. The issue of poverty has played an important determining
role in the opportunities available to all.
The income level of secondary school families may determine what career a student
chooses during a specific time in the student’s life; choices that will determine a large
part of that student’s future. Some students will have to budget education according
to their personal income. Thout (1969) addressed those in desperate needs, “Where
necessary, these persons (individuals described as living under poverty level) must be
assisted through special training programs to overcome educational and social
handicaps so that minimum job standards can be met” (p.1). Students in many cases
will need the proper mentoring opportunities to succeed. These support groups will be
another opportunity that if properly implemented, can help a student in the career
choice process. The creation of support groups will have to be in place to sustain the
student through times of financial, emotional and educational need. There are
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indications that students take the path of least resistance to enter the tertiary
institutions. If a parent had exerted enough pressure on the student to enter a
particular career field and the student had no current plans, then students followed
their parents’ suggestion. Student should be thinking about career decisions in their
senior year of secondary school. It should become apparent at that time that the
student will have to do something. The environment plays a large part in a student’s
career choice. Students traditionally stay at home to either obtain education or start
employment. Examples such as these are opportunities that can play a large
determining factor in student’s career choice.
Other environmental determinants would include recreational facilities and articles

the student has seen in local papers or on the television. The student’s support system
made up of parents, relatives, siblings, peers, teachers and counselors may be the
most environmental factor. As we can see, there are many opportunities or paths to be
explored by secondary school students. Secondary school senior students will have
accomplished choosing a career if a complete, thoughtful, education decision was
made, evaluating all of the factors possible in career choice process. According to
Alutu (2001) career choice should be initiated as early as the nursery school years
through the primary, secondary and to the tertiary school levels. Individual social
status, income, lifestyle, choice of friends, mental and physical health is influenced by
the type of work he or she does. In other words, a person‟s career choice plays an
important role in his or her entire life. Career choice decision making is not an easy
task, yet at one time or the other, individuals are faced with the task of making choice
in career, preparing for it, starting it and making progress in it. This choice point is
undoubtedly the most critical stage. This is because making a wrong career decision
can mar one’s happiness in life as this could result to career maladjustment.
Inappropriate career decision made may spell doom not only for the individual but
also the entire society. In view of the foregoing, the need to equip our students with
appropriate Career decision skills becomes highly imperative.
STATEMENT OF THE PROBLEM

The problem of career choice among students has generated a lot of questions. The
problem has been a delicate issue that has to be approached with caution. There is no
clear process that elementary, secondary and tertiary students have used to make
career choice. All students should have the opportunity to explore all of the choices
available in order to make a logical educated plan when choosing a career.
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2.1. RESEARCH QUESTIONS

This research work sought to provide answers to the following questions.
[1] How does the environment affect career choices among cohort of elementary,
secondary and
tertiary students?
[2] Is opportunity an important factor in determining the choice of career among
elementary, secondary and tertiary students?
[3] What influence does personality has in career choosing among elementary,
secondary and
tertiary students?
2.3. SIGNIFICANCE OF THE STUDY
It has been recognized that for a person to make realistic decision, his level of self-
efficacy can indeed be very influential. It is one thing to demonstrate interest in a
particular occupational field; it is another thing to have confidence in one’s ability to
successfully undertake the task involved.
The significances of the study are as follows:

[1] That student begins to explore real career possibilities from elementary, secondary
and tertiary.
[2] That student seriously consider many alternatives choices in career selection more
than through some influence such as parents, mentors and peer groups.
[3] That if career planning are implemented in an efficient manner, students would at
the very least be following a career plan of informed decision making rather than one
of coincidence.
2.5. SCOPE AND DELIMITATIONS OF THE STUDY

It would have been ideal to stretch the scope of this study to cover more schools in the
chosen local government in Tacloban City, but for the minimum resources available
and time factor, the area of the study of this project is delimited to Leyte Sports
Academy for Grade/Elementary students, Lyceum Del Verbo University for secondary
students and Eastern Visayas State University for College/Tertiary Students.
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2.6. DEFINITION OF TERMS
For clarity, the terms used in the study were clarified as follows:
CAREER CHOICE: The broad opportunities that exist for lifelong vocations. These
vocations are set out in a framework of strategies moving toward personal goals.
ENVIRONMENT: The complex physical factors that make up our surroundings and in
turn act upon us. This include the forces of family, political, social and economic
issues that both typical and non- typical students may deal with on a day- to- day
basis.
MOTIVATION: Forces acting on or within a person causing initiation of behavior or
what it is that moves us.
OPPORTUNITY: Those choices in one‟s life which are exposed either in a subtle or
obvious manner.
PERSONALITY: A characteristic way of thinking, feeling and behaving. The

personality is the collection of impression in the appearance of the student‟s body and
the impressions believed to have been made on others, good or bad. One‟s personality
may embrace attitudes and opinions that affect the way we deal with interactions of
people and, in particular to this study, the situations of choosing a career.
PEERS: Peers are adolescents who are about the same age of maturity level.
QUALITY OF LIFE: The depth in the content of richness and fullness in our day- to-
day existence. This includes observed and unobserved criteria that contribute to the
fulfillment with our expectations and aspirations.
RESEARCH: This is the study and investigation of inventors (to discover new facts)
either present, past and future.
STUDENTS: In this study, it refers to those individual who are officially admitted and
registered in the secondary and non- secondary school system as a full time
candidates.
SOCIO- ECONOMIC STATUS: This can be stated also as the family background of
people.
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VOCATION: The feeling of wanting to do special work to help others. The job which we
do because we think we have a special fitness or ability to give service to other people.
THEORETICAL FRAMEWORK
As basis for the study, several theories of career decision making were reviewed.
Parsons (1909) presented the first conceptual framework for career decision-making.
He developed a technique to identify the person’s interests, abilities and resources to
match them to different industrial demands. Parsons identified the importance of
choosing a vocation rather than just working in a job and tied worker.
In the past few decades, the theory by Holland (1985, 1997) has guided career interest
assessment both in the USA and internationally. The theory by Holland offers a simple
and easy-to-understand typology framework on career interest and environments that
could be used in career counselling and guidance. Holland postulated that vocational
interest is an expression of one’s personality, and that vocational interests could be
conceptualised into six typologies, which are Realistic (R), Investigative (I), Artistic (A),
Social (S), Enterprising (E), and Conventional (C). If a person’s degree of resemblance
to the six vocational personality and interest types could be assessed, then it is
possible to generate a three-letter code (e.g., SIA, RIA) to denote and summarise one’s
career interest. The first letter of the code is a person’s primary interest type, which
would likely play a major role in career choice and satisfaction. The second and third
letters are secondary interest themes, and they would likely play a lesser but still
significant role in the career choice process.
The study revolves around Donald Super’s Theory of Career Development. Among the
many theories of career choice and development, the theory by Super has received
much attention in the USA as well as in other parts of the world. Super (1969, 1980,
1990) suggested that career choice and development is essentially a process of
developing and implementing a person’s self-concept. According to Super (1990), self-
concept is a product of complex interactions among a number of factors, including
physical and mental growth, personal experiences, and environmental characteristics
and stimulation. Whereas Super presumed that there is an organic mechanism acting
behind the process of development and maturation, recent articulations (e.g., Herr,
1997; Savickas, 2002) of Super’s theory have called for a stronger emphasis on the
effects of social context and the reciprocal influence between the person and the
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environment. Building on Super’s notion that self-concept theory was essentially a

personal construct theory, Savickas (2002) took a constructivist perspective and
postulated that “the process of career construction is essentially that of developing
and implementing vocational self-concepts in work roles” (p. 155). A relatively stable
self-concept should emerge in late adolescence to serve as a guide to career choice and
adjustment. However, self-concept is not a static entity and it would continue to evolve
as the person encounters new experience and progresses through the developmental
stages. Life and work satisfaction is a continual process of implementing the evolving
self-concept through work and other life roles.
Super (1990) proposed a life stage developmental framework with the following
stages: growth, exploration, establishment, maintenance (or management), and
disengagement. In each stage one has to successfully manage the vocational
developmental tasks that are socially expected of persons in the given chronological
age range. For example, in the stage of exploration (ages around 15 to 24), an
adolescent has to cope with the vocational developmental tasks of crystallisation (a
cognitive process involving an understanding of one’s interests, skills, and values, and
to pursue career goals consistent with that understanding), specification (making
tentative and specific career choices), and implementation (taking steps to actualise
career choices through engaging in training and job positions). Examples of vocational
developmental tasks in each of the developmental life stages are described in Super
(1990). Accordingly, the concept of “career maturity” was used to denote the degree
that a person was able to fulfil the vocational developmental tasks required in each
developmental stage. Partially due to the mixed results obtained in empirical research
studies on career maturity, there have been suggestions to replace career maturity
with the concept of adaptability (e.g., Herr, 1997; Savickas, 1997, 2002, 2005).
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Graduate School
Tacloban City
Dear Student
We are currently conducting research on the Multi-Factorial Variables on Career Choices of Different
Cohorts. This study forms a search on Career Decision-making and Influential factors in Career
Choice. Part of this research requires your responses on the attached questionnaire. Please ensure
that you answer on the answer sheet. I understand that this is a substantial investment of your
time. However, your response is valuable as it will contribute towards understanding of Career
Decision-making patterns, clear any dilemmas, and will have an impact on formation and design of
career guidance program, and help building a clear-cut career vision. We would therefore like to
invite you to participate in this research.
Your responses will remain confidential and anonymity is guaranteed. At no time will we know who
you are since the questionnaire requires no identifying information. Completion and return of the
questionnaire will be considered to indicate permission for me to use your responses for the
research project. Should you choose not to participate, this will not be held against you in any way.
As I am only interested in group trends, and have no way of linking any individual’s identity to a
particular questionnaire, I will not be able to give you individual feedback.
Thank you for the cooperation.
Sincerely,
MARIA THERESA M. HERBOLINGO

Researcher/MAEd Guidance & Counseling
ARBETH BABIANO
RANDY
FATIMA SOCORRO M. QUIANZON, Ph.D.

Professor
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CAREER CHOICES SURVEY QUESTIONNAIRE

DIRECTIONS
Please use a Monggol 2 pencil to complete the questionnaire. Darken the circle that
corresponds to the number that best indicates your answer: 1. Disagree (2) 3. Somewhat
Disagree (3) 4. Agree (4) 5. Strongly Agree (5)
When the administrator asks you to start, answer each statement. Please keep the
following things in mind:
1. Read each statement and choose the answer that best describes you.
2. There are no “right” or “wrong” answers; just mark what is true for you.
3. If you want to change an answer, please erase the original one completely and
darken the circle of the number that best indicates your answer.
4. Please answer truthfully.
5. Complete the biographical information.
Please ask now if you have any questions.
Please answer correctly and properly. Put a check [/] inside the box for your possible
answer. Thank you.
1. Demographic Profile
1.1 Age [ ] 10-12 years old [ ] 13- 15 years old

[ ] 16-17 years old Others, please specify_______
1.2 Sex [ ] Male
[ ] Female
1.3 Highest Educational Attainment
[ ] Elementary [ ] College
[ ] High School [ ] Others, please specify. ______________
1.4 Religion
[ ] Roman Catholic [ ] Jehova’s Witness
[ ] Iglesia ni Cristo [ ] Protestant
[ ] Muslim [ ] Seventh Day Adventist
1.7 Locality
[ ] Rural Area [ ] Urban Area
If yes, please specify If yes, please specify
____________________ ____________________
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1.6. Parent’s Monthly Income:

[ ] 5,000- 10, 000 [ ] 20,001- 25, 000
[ ] 10, 000 – 15,000 [ ] 25, 001- 30, 000
[ ] 15, 001- 20,000
1.7. Number of Siblings: __ Sibling position: __
ENVIRONMENTAL FACTORS
CAREER CHOICE DETERMINANTS Disagree Strongly Undecided Agree Strongly
Disagree Disagree
1 My parents had/ will have great
influence in my career choice.
2 Teachers are/ have been the greatest
influence in my career choice
3 Secondary school students can be
influenced by their peers in
making career choice
4 Counselors are/ have been the
greatest influence in my career
choice
5 Deviant behaviour of students in
career choice are influenced by
the peer groups
6 Money has been an issue in
choosing a career
7 Studying and observing tertiary
institutions do affect students
career choice
8 Living in a low socio economic
environment can affect the choice
of career among secondary school
students
9 My parents, educators, someone
else chose my secondary school
subjects
10 Governmental policies do affect
choice of career among students
OPPORTUNITY FACTORS
Disagree Disagree
1 My grades will determine my
career choice
2 Socio economic status of student always
affect the student’s choice of career
3 I have access to employment in a
family business
4 I plan to work in a job for a while
attending a school or get a training
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5 I will have to work for the money

needed to attend any training after
secondary school
6 I am fully aware of what technical
colleges have to offer
7 I will consider the salary,
incentives and promotion of my
chosen career
8 I have an inspiration to motivate
me in making a career choice
9 Opportunities and privileges do
affect career choice (Scholarships)
10 Educational status of parents can
affect career choice
PERSONAL FACTORS
Disagree Disagree
1 I have definitely make a career
choice
2 I have no career plans at present
3 I did/ have done career choice on
my own
4 I made the decision choosing my
secondary school subjects
5 I will choose my career choice
based on my interest in a
particular occupation
6 My parents’ occupations
determine my choice of career
7 Thinking about career choice now
is a waste of time
8 My academic ability will
determine my career choice
9 Once I have my NCAE, Aptitude,
and interest results, then I can
make a decision on my career
choice
10 My characteristics do influence
my motivation in choosing a
career
Thank you for participating. God bless!
Researchers 
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Review of Related Literature
This review of related literature is divided into three sections. The first section describes the historical
perspective on career choice while the second section surveys major theories of career choice. The last
section discusses the related literature on multi-factorial and background variables which have an
important impact on one’s career decision-making in different groups or cohorts.
Historical Perspective in Career Choice
Parsons initiated the constructs for what is known as career choice and development theories in 1909,
being driven by the need for industrial and social efficiency. To be truly efficient meant to find “a close
correspondence between individual capacities and job requirements, since a worker unsuited to the
demands of a given occupational role was a source of great waste” (Kliebard, 1999, p. 163). It became
evident that educational systems would have to “undertake the responsibility for matching individual
capacities with ultimate social roles and for the differentiated training that would be required to
perform successfully in those roles” (p. 163).
In Parsons’s book, Choosing Your Vocation, a tripartite model was introduced that directed the career
development practice into the middle of the twentieth century. According to Parsons, a wise career
choice involved the following three factors:
“(a) a clear understanding of yourself, your aptitudes, abilities, interests, ambitions,
resources, limitations, and their causes; (b) a knowledge of the requirements and
conditions of success, advantages and disadvantages, compensations, opportunities,
and prospects in different lines of work; (c)true reasoning on the relations of these two
groups of facts” (Calhoun & Finch, 1982, p. 124).
Thus, the vocational guidance movement in the United States began. The 1950s and 1960s provided a
time for concentrated theorizing about career development (Isaacson & Brown, 2000).
Career Theories
The efforts of the 1950s and 1960s, plus additional decades of research and theorizing, provided for
many theories of career choice and development. The theories that were developed fall into distinct
categories. They are – trait and factor theories; developmental theories; learning theories;
socioeconomic theories; and recent theoretical statements (Isaacson & Brown, 2000). These theories
are by no means all the theories of career development or attempt to develop a theory. However, these
particular theories have the greatest impact on research and practice today (Isaacson & Brown, 2000).
Trait and Factor Theories. Trait and factor theories place priority on the development of one’s individual
traits. “Traits include one’s interests, values, personalities, and aptitudes, as well as select environments
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that are congruent with them” (Isaacson & Brown, 2000, p. 21). Holland’s (1959) Theory of Vocational
Choice and the Theory of Work Adjustment (TWA) (Dawis, 1996, Dawis, England, & Lofquist, 1964;
Dawis & Lofquist, 1984; Dawis, Lofquist, & Weiss, 1968; Lofquist & Dawis, 1991) are two of the most
notable in this field. The basic assumption of Holland’s (1959) Theory of Vocational Choice is that the
unique patterns of ability or traits of an individual can be measured and matched to occupations
(Zunker, 2002). Holland (1992) outlines six types of personalities of individuals and six types of work
environments. The personalities and environments are both labeled as realistic, investigative, artistic,
social, enterprising, and conventional. Individuals search for a match between their personalities and
environments in order to perform to the best of their abilities. The basic assumption of TWA is that the
biological 14 needs and psychological needs of individuals drive vocational behaviour (Isaacson &
Brown, 2000; Zunker, 2002). The embracing of “how individuals interact in their everyday lives as well as
how they interact in the work environment” evidences the inclusiveness of this theory (Zunker, 2002, p.
30).
Developmental Theories. The developmental theories incorporate the supposition that the stages of
personal and psychological development are primary factors that influence career choice and
development (Gray & Herr, 1998; Isaacson & Brown, 2000). Within this category, one can find two
theories: Super’s Life-Span, Life-Space (Savickas, 2002; Super, 1980; Super, Savickas & Super, 1996), and
Gottfredson’s Theory of Circumscription and Compromise(Gottfredson, 1981, 1996, 2002). Super’s Life-
Span, Life-Space (Savickas, 2002; Super 1980; Savickas & Super, 1996) provides for a comprehensive
view of the vocational development of an individual. Self-concept is an integral part of Super’s theory.
“Thus, individuals implement their self-concepts into careers that will provide the most efficient means
of self-expression” (Zunker, 2002, p. 37). Gottfredson’s theory (Gottfredson, 1981, 1996, 2002) focuses
on how career aspirations develop. This theory, in an approach similar to Super (Savickas, 2002; Super
1980; Savickas & Super, 1996), describes the how and why people are attracted to areas of vocational
life (Zunker, 2002).
Learning Theories. Krumboltz (1979) began to theorize about career selection based on the self-efficacy
behavioural theory presented by Bandura (1977). This theory, named the Social Learning Theory of
Career Decision Making (SLTCDM), is rooted in learning theory and has evolved through the works of
Mitchell and Krumboltz (1984, 1990, and 1996). In this theory, individuals are seen in a position of
continually encountering learning experiences. Therefore, “SLTCDM posits that the generalizations and
skills that develop as the result of one’s learning experiences lead to such career-relevant behaviours or
actions as applying for specific jobs or 15 training, accepting job offers and promotions, and changing
jobs” (Mitchell & Krumboltz, 1996, p. 268).
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Socio-economic Theories. Socioeconomic theories make fewer notes of psychological traits than do
other types of theories. Intellect is addressed in the career-choice process, but the main focus is related
to the socioeconomic status of the individual. Status Attainment Theory (SAT)(Hotchkiss & Borow, 1984,
1990, 1996) is an example of a socioeconomic theory (Isaacson & Brown, 2000). SAT posits that the
combination of parental status and cognitive variables drive an individual’s educational pursuits, which
directly affect occupational achievements and monetary earnings (Isaacson & Brown, 2000; Hotchkiss &
Borow, 1996; Zunker, 2002).
Related Literature
A cohort group of 57 female Perdro Pan Adolescents from 14, 038 cuban immigrants study were
identified subjects in a study determining factors influencing career decision-making and post-secondary
career choices of a group of Hispanic females (Angela Lopez, 2001). This study showed that there are
several important factors that affected the career-decision-making choices of the cohort group. Those
factors are: (1) socio-economic, which include culture, parent’s educational attainment, and economic
status, (2) academic (3) linguistic, (4) a supportive educational infrastructure necessary to implement
educational programs. The study also conducted in-depth interviews which documented life story case
studies and presented a unique experience. The approach was considered due to a great value in
identifying “epiphanies” or “existentially problematic moments in the lives of individuals”. The four
structures of problematic experiences are describe as follows (a) the major epiphany, (b) the
commulative epiphany, (c) the illuminative minor epiphany , and (d) the relieved epiphany.
In a quantitative study done by Fassinger (1990), the author suggests that the career orientation
and choices of college women are determined by a combination of factors, such as ability, agentic
personality, characteristics, and sex role attitudes. High ability (manifested by achievement), liberal sex
role attitudes (in relation to work and family roles), and instrumental personality tendencies (confidence
to make decisions and engage in math-tasks) predict high levels of career orientation towards science-
related areas, high in prestige and non-traditional for women.
Subsequently, In a study conducted by Olawaiye & Olamadi (May, 2013), 100 students were
randomly selected from five secondary schools in ogun state. The sample consists of 37males and 63females. A
questionnaire designed on the basis of likert-type scale on the factors determining the choice of career based on
environment, influence and opportunity of the students was administered. Their responses were analyzed using
percentage, mean, standard deviation and T-test at p.05.Significant difference was found on the environmental
factor (tcal at p.05=220.25,tcrit=1.960),Significant difference was also found on the personality(t cal at
p.05=673.48;tcrit1.960)and the significant difference of the opportunity the students see(t cal at
p.05=148.69;tcrit1.960).The percentage on male and female was also carried out. 52% of male and 46% of female
agreed that opportunity do affect career while 42% disagreed for both male & female, 51% of male and 51% of
female agreed that personality do affect career choice while 42% and 45% of both male and female disagreed, 50%
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of male and 54% of female agreed that environment do affect career choice but 41% and 49% of male& female
does not agree. Conclusively, all the factors affect the students in determining their career.
STATISTICAL ANALYSIS
ARBETH:
The responses of the respondents must be analysed using mean, standard deviation &t-test responses
on the likert –type scale identified as Strongly Agree(5),Agree(4),Undecided(3),Strongly
Disagree(2),Disagree(1).
I. Analysis of perceptions of male and female students in LSA, LVD, EVSU schools on the
environment in determining career choice among secondary school students.
II. Percentage of responses of male and female students in LSA, LVD, EVSU schools on the
effect of environment in making career choice among secondary school students.
III. Analysis of perceptions of male and female students in LSA, LVD, EVSU schools on the effect
of opportunity on career choice among secondary school students.
IV. Percentage of responses of male and female students in LSA, LVD, EVSU school on the effect
opportunity on career choice among secondary school students.
V. Analysis of perceptions of male and female students in LSA, LVD, EVSU school on the effect
of personality on career choice among secondary school students.
VI. Percentage of responses of male and female students in LSA, LVD, EVSU school on the effect
of personality on career choice among secondary school students.
VII. T- test on secondary school students’ perception on the influence of personality in
determining career choice among secondary school students.
VIII. T- test on the influence of opportunity on career choice among LSA, LVD, EVSU secondary
school students.
IX. T- test on the effect of environment on choice of career among LSA, LVD, EVSU school
students.
DISCUSSION OF FINDINGS
CONCLUSIONS
RECOMMENDATIONS
REFERENCES
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Benin. Unpublished. University of Benin.
Bailyn, L. (2003). Academic career and Gender Equity. Lesson learned from MIT. Gender Work and
Organisation.
Borchert (2002). Career choice factors of high school students. Unpublished Master of Science thesis.
University of Winsconsin- Stout.
Caprara, G.V. and Cervone, D. (2000). Personality; Determinants, dynamics and potentials. Cambridge
University Press. NewYork.
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Cavanagh, S. (2002). CA district: Talk career talk or no graduation walk. Education Week, 21 (36).
Retrieved June 17, 2012 from EBScohost AN 6728703.
Creed, P.A., and Patton, W. (2003). Differences in career attitude and career knowledge for high school
students with and without paid work experience. International
Journal for Educational and Vocational Guidance.
Edet, A.N. (2008). Attitude of Secondary School Students towards guidance and counseling services in
Yakurr Local Government area in Cross Rivers State. An unpublished B.Ed Thesis. Cross rivers university
of Technology. Calabar.
Herkert, T.M., et al (2002). Gender differences in anticipation. Edo Journal of Counseling Vol. 4, Nos. 1 &
2.
Kniveton, B.H. (2004). The influences and motivations on which students base their choice of career.
Research in Education. Manchester University Press. Landy, F.J. and Conte, J.M. (2006). Work in the 21st
Century; an introduction to industrial and organizational psychology (2nd Ed.), Malden, M.A. Blackwell
Publishers.
Lounsbury, J.W. and Gilbson, L.w. (2006). Personal Style Inventory: A personality measurement system
for work and school setting. Knoxville, TN: Resource Associates Inc.Marcia Greenberger, M. (2002).
Nation‟s high schools still operate “Separate and unequal” vocational education for male and female
students. Retrieved August 12,2012 from http://www.nwic.org/details.cfm?id=1135&section=education
Maze, R. (2002). Parents push college over service. Army Times, 62 (42), 24.EBScohost AN 6639265.
Retrieved August 21, 2012
ELECTRONIC REFERENCES
wysisyg://bodyframe.40//http://ehostvgw6.elearnTerm=vocational%20guidance. Miller, L., Lietz, P., and

Kotte, D. (2002). On decreasing gender differences and attitudinal changes: factors influencing Australian
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18
Tacloban City
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Multi-Factorial Variables On Career Choices of Different Cohorts

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Republic of the Philippines

EASTERN VISAYAS STATE UNIVERSITY

MULTI-FACTORIAL VARIABLES ON CAREER CHOICES OF

MARIA THERESA M. HERBOLINGO

FATIMA SOCORRO M. QUIANZON, Ph.D.

That history created, in part by the students’ environment, personality and

How students have seen themselves in a role in which personality is a determining

Other environmental determinants would include recreational facilities and articles

STATEMENT OF THE PROBLEM

2.1. RESEARCH QUESTIONS

2.3. SIGNIFICANCE OF THE STUDY

The significances of the study are as follows:

2.5. SCOPE AND DELIMITATIONS OF THE STUDY

2.6. DEFINITION OF TERMS

PERSONALITY: A characteristic way of thinking, feeling and behaving. The

environment. Building on Super’s notion that self-concept theory was essentially a

Republic of the Philippines

Thank you for the cooperation.

MARIA THERESA M. HERBOLINGO

FATIMA SOCORRO M. QUIANZON, Ph.D.

CAREER CHOICES SURVEY QUESTIONNAIRE

Please ask now if you have any questions.

1.1 Age [ ] 10-12 years old [ ] 13- 15 years old

1.6. Parent’s Monthly Income:

1.7. Number of Siblings: __ Sibling position: __

5 I will have to work for the money

Thank you for participating. God bless!

Review of Related Literature

Historical Perspective in Career Choice

wysisyg://bodyframe.40//http://ehostvgw6.elearnTerm=vocational%20guidance. Miller, L., Lietz, P., and

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1.7. Number of Siblings: Sibling position: