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All Journal International Journal of Educational Research and Social Sciences (IJERSC) Jurnal Pendidikan dan Profesi Keguruan
Corbeta-Gomez, Serena
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Education Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Perceived Authenticity In Narrative-Based Career Planning Education: An Experimental Study Among Vocational Students At Weifang Vocational College, China Zhenzhen, Yang; Corbeta-Gomez, Serena; E. Borines, Marissa
International Journal of Educational Research & Social Sciences Vol. 6 No. 3 (2025): June 2025 ( Indonesia - Nigeria - Uzbekistan - Philippines )
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v6i2.985

Abstract

This study investigates how narrative framing affects students’ perceived authenticity and learning responses in career planning education. A total of 189 students from Weifang Vocational College (Mage = 18.6, 52.4% female) were randomly assigned to one of three experimental conditions: original (graduate self-narrated), reenacted (actor-performed), or reconstructed (scripted voiceover). All groups received the same career story content, differing only in delivery. Participants completed standardized scales measuring perceived authenticity (trustworthiness, typicality, vividness, control), emotional involvement, situational vocational interest, and career misconceptions. Structural equation modeling (SEM) with MLR estimation and bootstrapping (5,000 resamples) was employed to test direct and mediated effects. Results indicated that narrative framing significantly influenced perceived authenticity (F = 11.84, p < 0.001), which in turn fully mediated effects on outcomes. Perceived authenticity predicted emotional involvement (β = 0.41, p < 0.001), vocational interest (β = 0.36, p = 0.002), and career misconceptions (β = 0.23, p = 0.017). Students in the original framing group reported 23.7% higher authenticity ratings and 19.5% greater emotional engagement than those in the reconstructed group. Direct effects of framing on outcomes were non-significant, underscoring the mediating role of authenticity perception. These findings offer new empirical support for designing perception-driven narrative interventions in career education and contribute to the theoretical refinement of authentic learning in vocational contexts.
The Role of Career Guidance Support in Shaping College Students' Career Motivation and Planning Behavior Yang, Zhenzhen; Corbeta-Gomez, Serena; E. Borines, Marissa
Jurnal Pendidikan dan Profesi Keguruan Vol. 5 No. 1 (2025): Jurnal Pendidikan dan Profesi Keguruan
Publisher : Jurusan Pendidikan Teknik Elektro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/progresif.v5i1.9748

Abstract

Objective: Against the backdrop of growing labor market uncertainty and the rising need for students' career self-management, this study aims to explore the longitudinal development trajectories of college students' career motivation and planning behaviors, and to analyze the predictive role of perceived career guidance support at different stages. Method: Drawing on the Situated Expectancy-Value Theory, a four-year longitudinal tracking survey was conducted on 812 undergraduates. Latent Growth Modeling (LGM) was employed to assess the dynamic changes in career expectancy, valuing, exploration, planning, and participation behaviors, while examining the initiating, sustaining, and contemporaneous effects of career guidance support. Results: All motivational and behavioral indicators showed a downward trend, with a sharp decline observed between the first and third years. Perceived career guidance support exerted three effects: it enhanced the initial levels of motivation and behavior (initiating effect), mitigated the decline in expectancy and exploration (sustaining effect), and significantly predicted concurrent outcomes at each stage (contemporaneous effect). Novelty: This study integrates motivational and contextual perspectives to reveal the stage-specific mechanisms of career support. It highlights the importance of early and continuous institutional intervention in curbing motivational decline, providing a theoretical basis for designing developmentally adaptive career guidance systems in higher education.
Co-Authors E. Borines, Marissa Yang, Zhenzhen Zhenzhen, Yang