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Factors Affecting Senior High School Athletic Class Students’ Career Decision
senior high school athetic class
social cognitive career theory
This study applied social cognitive career theory, stress coping theory, and cognitive motivation relationship theory to explore the status of social support, career self-efficacy, stress coping, emotional experience, and career decisions among high school students enrolled in physical education classes. It compared high school sports using various background variables and found that physical education students differ in social support, career self-efficacy, stress coping, emotional experience, and career decision. Accordingly, a linear structural model was verified to obtain a deeper understanding of influencing factors and pathways related to career decision making. A survey was conducted with high school students enrolled in physical education classes conducted for the year of 2015. Stratified cluster sampling was used for sampling and questionnaire distribution. A total of 736 valid questionnaires were obtained. Descriptive statistics, independent sample t-test, one-way ANOVA, and structural equation modelling were used for the data analyses. The conclusions are as follows:1. While high school students enrolled in physical education classes have specific career goals and plans, they still have considerable doubts. Those who perceive the strongest family support demonstrate the highest confidence levels in problem solving, although they tend to experience negative emotions in response to their career decision making and have a high degree of anxiety.2. Students with higher willingness to train show greater levels of social support and career self-efficacy than those with lower willingness. In addition, they report more positive stress coping and positive emotional experiences. Students in higher grades perceive greater career self-efficacy and make more definite career decisions than students in lower grades. Female students in physical education classes have more positive stress coping than male students. 3. The linear structure model for social support, career self-efficacy, stress coping, emotional experience, and career decisions for high school students in physical education classes has considerable explanatory power. It suggests that higher social support contributes to greater career self-efficacy among students, triggering positive emotional experiences, which in turn affect career decisions. In addition, social support and stress coping have no significant impact on career decisions among high school students enrolled in physical education classes. Drawing on these conclusions, this study offers the following suggestions. High schools should design and implement suitable career counselling courses and establish appropriate beliefs in career development. Students will also benefit from a systematic career support system and specific career development resources. It is important to improve self-career planning and knowledge exploration for high school students enrolled in sports programs. Further, promoting and implementing visits to sports classes can be useful. Finally, college application and counselling measures should be strengthened to smoothen the recruitment and transition of sports talents.
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