Figure 1
Research model framework.
Table 1
Statistical description of the sample (N = 360).
| CRITERIA | CHARACTERISTICS | NUMBER OF RESPONDENTS | % |
|---|---|---|---|
| Gender | Male | 166 | 46.1 |
| Female | 194 | 53.9 | |
| School year | First-year | 73 | 20.3 |
| Second year | 99 | 27.5 | |
| Third years | 104 | 28.9 | |
| Fourth-year | 84 | 23.3 | |
| Academic performance | Excellent | 31 | 8.6 |
| Good | 68 | 18.9 | |
| Fairly good | 148 | 41.1 | |
| Good | 83 | 23.1 | |
| Poor | 30 | 8.3 | |
| Partime work | Yes | 229 | 63.6 |
| No | 131 | 36.4 | |
| Type of University | Public university | 216 | 60.0 |
| Private university | 144 | 40.0 |
Table 2
Means, Factor Loadings, and Cronbach Alpha of Career Adaptability.
| CONSTRUCT | ITEMS (INDICATOR LEVEL 1) | MEAN | STANDARD ERRORS | LOADINGS | α |
|---|---|---|---|---|---|
| Concern | 1. Thinking about what my future will be like | 3.26 | .999 | .752 | .910 |
| 2. Realizing that today’s choices shape my future | 3.26 | 1.027 | .670 | ||
| 3. Preparing for the future | 3.23 | .964 | .855 | ||
| 4. Becoming aware of the educational and vocational choices that I must make | 3.33 | .982 | .730 | ||
| 5. Planning how to achieve my goals | 3.24 | 1.013 | .804 | ||
| 6. Concerned about my career | 3.24 | 1.048 | .715 | ||
| 7. Analyze and evaluate options to minimize risk when choosing | 3.20 | 1.001 | .653 | ||
| Curiosity | 8. Exploring my surroundings | 3.15 | .933 | .744 | .889 |
| 9. Looking for opportunities to grow | 3.26 | .888 | .847 | ||
| 10. Investigating options before making a choice | 3.13 | .901 | .773 | ||
| 11. Observing different ways of doing things | 3.20 | .959 | .731 | ||
| 12. Probing deeply into questions that I have | 3.14 | .903 | .730 | ||
| 13. Becoming curious about new opportunities | 3.13 | .837 | .672 | ||
| Confidence | 14. Performing tasks efficiently | 3.22 | .970 | .690 | .888 |
| 15. Taking care to do things well | 3.29 | .870 | .766 | ||
| 16. Learning new skills | 3.31 | .918 | .721 | ||
| 17. Working up to my ability | 3.33 | .896 | .758 | ||
| 18. Overcoming obstacles | 3.19 | .875 | .709 | ||
| 19. Solving problems | 3.28 | .907 | .713 | ||
| 20. Confidently find effective solutions | 3.22 | .943 | .682 | ||
| Control | 21. Keeping upbeat | 3.52 | 1.015 | .796 | .932 |
| 22. Making decisions by myself | 3.39 | 1.031 | .838 | ||
| 23. Taking responsibility for my actions | 3.38 | 1.029 | .802 | ||
| 24. Sticking up for my beliefs | 3.39 | 1.047 | .775 | ||
| 25. Counting on myself | 3.36 | 1.006 | .878 | ||
| 26. Doing what’s right for me | 3.52 | 1.026 | .802 | ||
| 27. Taking responsibility for my own decisions | 3.44 | .957 | .805 | ||
| Construct (indicator level 2) | |||||
| Career Adaptability | 1. Concern | 3.25 | .810 | .792 | .910 |
| 2. Curiosity | 3.17 | .725 | .889 | ||
| 3. Confidence | 3.26 | .705 | .850 | ||
| 4. Control | 3.43 | .857 | .881 |
Table 3
Means, Factor Loadings, and Cronbach Alpha of Influencing Factors.
| NO | FACTORS/ITEMS | MEAN | STANDARD ERROR | LOADINGS | α |
|---|---|---|---|---|---|
| I | Career Self-efficacy | 3.24 | .837 | 0.844 | |
| 1 | When I have a problem, I always find a way to solve it | 3.24 | 1.06 | .649 | |
| 2 | I always set and stick to the set goals | 3.26 | 1.04 | .748 | |
| 3 | I always know how to handle unexpected situations | 3.13 | 1.04 | .726 | |
| 4 | I can solve almost any problem if I put in the effort | 3.33 | 1.09 | .567 | |
| 5 | I always think optimistic and positive in all matters | 3.24 | 1.10 | .799 | |
| II | Social Support | 3.13 | .802 | 0.874 | |
| 6 | I have a special person who always encourages and helps me when I’m in trouble | 3.28 | 1.06 | .655 | |
| 7 | I always receive timely support and help from my family | 3.21 | 1.04 | .766 | |
| 8 | I always get timely help from friends | 3.01 | .92 | .867 | |
| 9 | I always receive timely support from the school | 3.04 | .99 | .810 | |
| 10 | I can always share with others when I’m in trouble | 3.13 | .89 | .418 | |
| III | Teacher Support | 3.42 | .907 | 0.887 | |
| 11 | I have always been trusted by the lecturers | 3.44 | 1.11 | .718 | |
| 12 | Most of the lecturers always listen to me and answer my questions enthusiastically, especially career related issues | 3.64 | 1.05 | .905 | |
| 13 | I easily share my problems with my instructors and academic advisors | 3.41 | 1.05 | .652 | |
| 14 | Most of my lecturers want me to continue my studies after graduation | 3.12 | 1.14 | .597 | |
| 15 | Most of the lecturers and academic advisors always care and support me effectively | 3.49 | 1.12 | .899 | |
| IV | Educational Program | 3.20 | .863 | 0.869 | |
| 16 | I am satisfied with the content of the educational program majoring in Business Administration | 3.15 | 1.04 | .732 | |
| 17 | I am satisfied with the school’s soft skills educational programs | 3.21 | 1.07 | .696 | |
| 18 | I am satisfied with the school’s teaching staff | 3.13 | 1.06 | .751 | |
| 19 | I am satisfied with the school facilities and equipment | 3.23 | 1.10 | .749 | |
| 20 | I am satisfied with the school’s learning, educational and outreach activities | 3.32 | 1.05 | .739 |
Table 4
CFA and SEM fit indices.
| MODEL FIT INDICES | CFA FIT INDICES | CEM FIT INDICES | BASELINE VALUES (HAIR ET AL., 2020) | REMARKS |
|---|---|---|---|---|
| Chi-square | 1559.063 | 1618.366 | – | |
| Chi-square/df | 1.550 | 1.017 | <5 | Good fit |
| GFI | 0.922 | 0.911 | ≥0.9 | Good fit |
| CFI | 0.946 | 0.941 | ≥0.9 | Good fit |
| TLI | 0.942 | 0.938 | ≥0.9 | Good fit |
| NFI | 0.917 | 0.915 | ≥0.9 | Good fit |
| RMSEA | 0.039 | 0.041 | ≤0.05 | Good fit |
Figure 2
Confirmatory Factor Analysis Model.
Table 5
The results of testing the research hypotheses.
| HYPOTHESIS | INDEPENDENT VARIABLES | DEPENDENT VARIABLE | ESTIMATE | P | CONCLUSION | |
|---|---|---|---|---|---|---|
| H1 | Teacher support | → | Career adaptability | .087 | .219 | Rejected |
| H2 | Educational program | → | Career adaptability | .417 | .000 | Accepted |
| H3 | Social support | → | Career adaptability | .396 | .000 | Accepted |
| H4 | Career self-efficacy | → | Career adaptability | .286 | .008 | Accepted |
Figure 3
Summary of research findings.
Note: * Significant at .05 level.
** Significant at .01 level.
*** Significant at .001 level.
ns = No significant relationship.