Chapter 1 INTRODUCTION A.

Background of the Study Making decisions regarding a career is very important for the youth, especially college students. College is often the time where one must make careful decisions and well thought out plans because these may have a big impact on their lives after they graduate. This is very important because career decisions often have long term repercussions on ones life. However, choosing a career is an issue for college or university students. According to a study by ianakos, about !"# of college$university students e%perience indecision. This is indicative that making career decisions does not come easy to university students. &ith graduates finding it harder and harder to find 'obs with the current economy, it would be wise if the students could create appropriate career decisions. Career decision(making self(efficacy )C*M+,- is ones confidence in their ability to make good career decisions )Hackett and .et/, 0120-. Hackett and .et/ conceptuali/ed C*M+, by e%panding .anduras self(efficacy theory on career decision(making. 3t was hypothesi/ed that, consistent with the self(efficacy theory, a persons task(specific level of self(efficacy would determine career orientation, planning, and decision making )Creed, 4atton and 4rideau%, 5""6-. 3t was also found by many other studies that the choice of course is influenced heavily by the students perception of their competencies )4a'ares, 0117 as 8uoted from +tacy, 5""9-. The C*M+, is measures in terms of five competencies relevant to the career decision(making process as proposed by Crites )Creed, 4atton and 4rideau%, 5""6-. These competencies are accurate self(appraisal, gathering occupational information, goal selection, making plans for future, and problem solving. This research is important because it is for the students to learn self( improvement in terms of choosing their career. Also it helps students to choose their career wisely without any hesitation. A persons level of career self(efficacy can lead to motivation or avoidance of career e%ploration behaviours ):asta, 5""7-. According to .andura )0117-, those with a high level of self(efficacy tend to see themselves as having potential to succeed and seek positive outcomes for their goals. As a result, these people set higher career goals for themselves with a stronger commitment than those who have a lower level of C*M+,. +tudies on these builds an important contribution since more and more college graduates flock to 'ob market as of year 5""". 3n fact the reform of distribution system .iye also promote this career decision making since everyone wants to find an ideal 'ob because the reality of 'ob search process is difficult. This paper will review the career self(efficacy, career strategies and career e%ploration as related to each of 5nd year 3nternational +tudies students in ;ar ,astern <niversity, Manila. Career decision(making efficacy is ones confidence in their ability to make good career decisions. This is a very valuable attribute as it is seen as a precursor to making career decisions
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)Hackett and .et/, 0120-. =ther researches have found a correlation between gender and C*M+, because of gender role stereotyping. ender was considered as an important factor in C*M+, as it was one of the main focuses in the study done by Hackett and .et/. +ocioeconomic status was also seen as an important factor in C*M+, by numerous studies. ender is shown to have an impact on C*M+, especially on Asian countries because of cultural implications. How each gender is viewed in a society greatly affects the influence that gender wields on C*M+,. Most studies have also studied the effects of socioeconomic status )+,+- on C*M+,. Most studies show that those who came from poverty usually has little self confidence and thus have lower levels of C*M+,. +,+ however, is a tricky factor since it ensnares with it other factors like race, gender, culture, and geography. This research aims to measure the level of C*M+, of 5nd year A. 3nternational +tudies students of ;ar ,astern <niversity. This study also aims to find any association between C*M+, and gender, and between C*M+, and socioeconomic status among our respondents.

B. Statement of the Pro !em This study aims to answer these 8uestions> 0. 3s the level of Career *ecision(making +elf(efficacy )C*M+,- of 5 nd year A. 3nternational +tudies students of ;ar ,astern <niversity influenced by gender? 5. 3s the level of Career *ecision(making +elf(efficacy )C*M+,- of 5 nd year A. 3nternational +tudies students of ;ar ,astern <niversity influenced by socioeconomic status? 9. &hat is the level of C*M+, of 5 nd year A. 3nternational +tudies students of ;ar ,astern <niversity? @. &hat is the prevalent socioeconomic status of 5nd year A. 3nternational +tudies students of ;ar ,astern <niversity?

C. S"gn"f"cance of the Study #nd $ear AB Internat"ona! Stud"e% Student%. This study will aid in the identification of the career decision(making self(efficacy level of second year A. 3nternational +tudies students of ;ar ,astern <niversity. 3f further developed and applied, this would help improve the career decision(making of students. This study will allow to enhance the utility of career decision making that will serve as its application and to know the weaknesses and strengths for their career development.
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Teacher% and Coun%e!or%. Teachers and counselors would benefit this study because this will aid in career counseling in terms of gender and socioeconomic status and career decision(making self(efficacy considerations when considering which approach to use. The study will also determine the relationship between gender and C*M+,, and between socioeconomic status and C*M+,. This would also help the counselors to predict C*M+, levels with the use of gender and socioeconomic status. &uture Re%earcher%. This study would help follower researchers to use this as a reference. This study will improve their research on C*M+,. This study, if built on by future related studies, may also lead to richer approaches to career decision(making self(efficacy and its relation with gender and socioeconomic status not only to the academe but to other fields where this study may be deemed relevant.

D. Scope and De!"m"tat"on The study will focus on the gender, socioeconomic status, and career decision(making self(efficacy of second year A. 3nternational +tudents from the ;ar ,astern <niversity. The study involves second year undergraduate students only of the ;ar ,astern <niversity enrolled during the first semester of the academic year 5"05(5"09. The researchers also decided that the second year A. 3nternational +tudents would be appropriate for the study because they are very much likely still undecided of their course that they want to pursue and suffer from deciding. They also are currently taking a ma'or sub'ect for the first time which may indicate that the respondents may already have an idea as to what the course is all about. The researchers will only focus on two genders, male and female. This is because the other genders, lesbians, gays, etc., would serve to further complicate analysis. The other genders are also very controversial in itself and not much credible information regarding those are available to the researchers. 3ncluding these would be difficult given the time constraints on this research.

'. (ater"a!% and (ethod% This research employs a 8uantitative descriptive design, the survey. The method that this study would employ would be survey. +urvey research is the oldest and most widely used research method in social science )Hackett, 0120-. The ma'or purpose of surveys is to describe the characteristics of a group of individuals A survey among the sub'ects would be done to determine gender and socioeconomic status. The career decision(making self(efficacy short form )C*M+,(+;- will also be administered to the sub'ects. The C*M+,(+; is a shorter version of the C*M+, scale. 3t is a 5! item 8uestionnaire used to measure students self(efficacy
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regarding making career decisions. The sub'ects will be asked to rate their level of confidence on a five(point scale with endpoints of Ano confidence at allB to Acomplete confidenceB. The C*M+,(+; is designed to measure the five career decision(making competencies )accurate self( appraisal, gathering occupational information, goal selection, making plans for the future, and problem solving-. This tool of measurement is used by numerous studies concerning C*M+, and is backed up by numerous evidence for its reliability and validity )Creed, 4atton and 4rideau%, 5""6-. )Copy of the tool and survey at the appendi%The respondents would be regular 5 nd year A. 3nternational +tudies students in the ;ar ,aster <niversity who are currently enrolled in the AC 5"05(5"09. =ut of a total 097 students, we have selected 6" respondents with and e8ual number of boys and girls via simple random sampling.

&. Def"n"t"on of Term% Annua! Income. Total income generated annually by the household of the respondent as reported by the respondent in the survey for this study. Career Dec"%"on)mak"ng Se!f)'ff"cacy *CD(S'+. 3t is ones confidence in their own competencies to be able to make correct and appropriate decisions regarding their career. Career Dec"%"on)mak"ng Se!f)'ff"cacy Sca!e , Short &orm *CD(S')S&+. This is the tool developed by .et/ and Taylor in order to measure Career Dec"%"on)mak"ng. 3t is the process in which one undergoes which results in selecting a course of action among alternatives that would affect ones career. -ender. The behavioral, cultural, or psychological traits typically associated with one se%. Soc"oeconom"c Statu%. An individuals or groups position within a hierarchal social structure depending on the combination of variables including occupation, education, income, wealth and place of residence. Se!f)'ff"cacy. The belief in oneDs capabilities to achieve a goal or an outcome.

Chapter # R'SU.TS A. Soc"oeconom"c Statu% *uring the data gathering, the researchers were able to get si%ty participants among the target population with an e8ual number of male and female participants. According to the data gathered, there is a total of 0" )06.67# of the total population- students with 4hp0","""(11,""" annual income of which has 9 males )0"# of the male population- and 7 females )59.99# of the female population-. 6 students )0"# of the total population- composed of 5 males )6.67# of the male population- and @ females )09.99# of the female population- have an annual income of 4hp0"","""(011,111. 09 students )50.67# of the total population- composed of 1 males )9"# of the male population- and @ females )09.99# of the female population- have an annual income of 4hp5"","""(511,111. 0@ students )59.99# of the total population- composed of 2 males )56.67# of the male population- and 6 females )5"# of the female population- have an annual income of 4hp9"","""(911,111. 2 students )09.99# of the total population- composed of 9 males )0"# of the male population- and ! females )06.67# of the female population- have an annual income of 4hp@"","""(@11,111. @ students )6.67# of the total population- composed of 9 males )0"# of the male population- and 0 female )9.99# female population- have an annual income of 4hp!"","""(!11,111. Eastly, ! students )2.99# of the total population- composed of 5 males )6.67# of the male population- and 9 females )0"# of the female population have an annual income of 4hp6"",""" and above. ;igure 0. :umber of +tudents per Annual 3ncome .racket

B. .e/e! of CD(S' ;or the data gathering, the Career *ecision(making +elf(efficacy +cale F +hort ;orm )C*M+,(+;- to measure the respondents level of C*M+,. The results yielded that none or /ero students got a score of 0, indicating :o Confidence At All. 6 students )0"# of the total population- got a result of 5 or having Gery Eittle Confidence, 9" students )!"# of the total population- got a result of 9 or having Moderate Confidence, 5@ students )@"# of the total population- got a score of @ or having Much Confidence, and lastly, none or /ero students got a score of ! or having Complete Confidence. ;igure 5. C*M+, +cores of the Total 4opulation
CDMSE SCORES 1(No confidence at all) 2 (!e"# little confidence) 3 (Mode"ate Confidence) 4 (M%c& Confidence) 5 (Co'(lete Confidence) )O)*+ FREQUENCY 0 (0 ) $ (10 ) 30 (50 ) 24 (40 ) 0 (0 ) $0 (100 )

The males results are that none or /ero male students got a score of 0 or :o Confidence at All, ! male students )06.67# of the male population- got a score of 5 indicating Gery Eittle Confidence, 0! male students )!"# of the male population- got a score of 9 indicating Moderate Confidence, 0" male students )99.99# of the male population- got a score of @ indicating Much Confidence, and none or /ero students got a score of ! indicating Complete Confidence.
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;igure 9. C*M+, +cores of the Male 4opulation

CDMSE SCORES 1 (No confidence at all) 2 (!e"# little confidence) 3 (Mode"ate Confidence) 4 (M%c& Confidence) 5 (Co'(lete Confidence) )O)*+ FREQUENCY 0 (0 ) 5 (1$,$- ) 15 (50 ) 10 (33,33 ) 0 (0 ) 30 (100 )

The females results are that none or /ero female students got a score of 0 or :o Confidence at All, 0 female student )9.99# of the female population- got a score of 5 indicating Gery Eittle Confidence, 0! female students )!"# of the female population- got a score of 9 indicating Moderate Confidence, 0@ male students )@6.67# of the female population- got a score of @ indicating Much Confidence, and none or /ero female students got a score of ! indicating Complete Confidence. ;igure @. C*M+, +cores of the ;emale 4opulation
CDMSE SCORES 1 (No confidence at all) 2 (!e"# little confidence) 3 (Mode"ate Confidence) 4 (M%c& Confidence) 5 (Co'(lete Confidence) )O)*+ FREQUENCY 0 (0 ) 1 (3,33 ) 15 (50 ) 14 (4$,$- ) 0 (0 ) 30 (100 )

DISCUSSION A. CD(S' and -ender The data gathered on gender and C*M+, was graphed so that the correlation of this data could be analy/ed further.

;igure !. C*M+, +cores of the 4opulation divided by ender.

16 14 12 10 8 6 4 2 0 NO CONFIDE NCEAT ALL VE RY LITTLE CONFIDE NCE MODE RATE CONFIDE NCE MUCH CONFIDE NCE NO CONFIDE NCEAT ALL

MALE S FE MALE S

The %(a%is of the graph has the levels of C*M+, while the y(a%is indicates the number of students. As illustrated in the bar graph, more females )0@ students or @6.67# of the female population- than males )0" students or 99.99# of the male population- has a level @ C*M+, indicating Much Confidence in their competencies to make correct and appropriate career decisions. &hile the males and the females tie with both having 0! students )!"# in their respective categories- in the 9rd level of C*M+, indicating Moderate Confidence in their competencies to make correct and appropriate career decisions. The males )! students or 06.67# of the male population- outnumber the females )0 student or 9.99# of the female population- in the 5nd level of C*M+, indicating Gery Eittle Confidence in their competencies in making appropriate and correct career decisions. As the findings suggest, females tend to be more confident in their competencies in making the correct and appropriate career decisions than males though it could be seen as having minimal differences. This is contrary to the studies done by Mau )5"""- when he studied Taiwanese students. He said that women in Asia tend to have lower self(efficacy because of the culture that would often find women in a lower rank than men, thus, their decisions are not usually always deemed relevant. 3t is also stated in the same study that women tend to be more self(critical than males. The results being contrary to gathered literature could be e%plained in different ways. =ne is that the culture in which the women of the are raised in a culture different than those described in the abovementioned study. 3n the same study, Mau )5"""- found little difference between genders among American respondents. The advantage of women in C*M+, might be connected to the fact that ;ilipinos are more influenced by the American culture than the Asian culture when it comes to gender roles. Another way to possibly e%plain this result is the presence of gay respondents or male respondents who identifies with a more AfeminineB gender role. B. CD(S' and Soc"oeconom"c Statu% The correlation between data gathered on C*M+, and +ocioeconomic status has been illustrated through a graph. ;igure 6. Helationship of +ocioeconomic +tatus and C*M+,
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The graphs y(a%is indicate the number of students while the %(a%is indicate the Annual income bracket. ,ach line represents the level of C*M+, with 0 indicating :o Confidence At All and ! indicating Complete Confidence. The graph shows the result of relationship between the +ocio(economic status which is measured by the participants annual income and C*M+, which yielded the results from the short form associated with ! as Complete confidence, @ as Much confidence, 9 Moderate confidence, 5 Gery little confidence and 0 as :o confidence at all. 3t is shown in the graph that the Annual 3ncome .racket with the highest level of C*M+, is that of 4hp9"","""(911,111. The lowest level of C*M+, is prevalent with that of those with an annual income of 4hp5"","""(511,111. As the results suggest, the level of C*M+, is not directly proportional to Annual 3ncome. 3n other words, a higher annual income does not necessarily mean a higher level of C*M+,. Most studies would say that a lower level of socioeconomic status or +,+ would indicate a lower level of C*M+,. According to Ciaccio )5""0-, poverty breeds a host of emotional trauma like the lack of support, feelings of inade8uacy and alienation would lead a person to be less confident of his or her competencies. This would often leave a person without motivation, therefore not having much aspirations and less commitment to career goals. However, another study done by Muliasar and .asuki )5"0"- shows that students with a lower +,+ with a high motivation level would tend to have higher goals and deeper desire to succeed than those with a higher +,+. The :+& *epartment of ,ducation and Training believes that the effects or influence of the +,+ is very complicated and it intersects with other factors like race, gender, culture, and geography. ranted that the negative effects of having a low +,+ has an impact on ones C*M+,, it is then concluded that its impact is not decisive and is easily altered given proper schooling or training.
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Chapter 0 SU((AR$1 CONC.USIONS1 AND R'CO(('NDATIONS A. Summary This paper attempted to determine whether the level of Career *ecision(Making +elf( ,fficacy of the 5nd year A. 3nternational +tudies +tudents is influenced by gender and socioeconomic status. The research design utili/ed by the study is the descriptive research method where the data gathered from surveys were used to answer the research 8uestions posed. The research findings are the following> 0. Ma'ority of the population had a 9rd level of C*M+, indicating Moderate Confidence in their competencies to make correct and appropriate career decisions. 5. Ma'ority of the population had an annual income of 4hp9"","""(911,111. 9. ;emales have a tendency to have a higher level of C*M+, but only with small differences compared to the males as seen in the target population. @. +ocioeconomic status has no significant relationship with the level of C*M+, of the population.

B. Conc!u%"on%
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.ased on the findings of this study, the following conclusions are drawn> 0. ender can influence the level of C*M+, of the target population. However, there are only minor differences between the male and the female. This could be indicative of a positive treatment of women in terms of e8uality with men.

5. +ocioeconomic status has no significant effects on the level of C*M+, as its effects are not permanent and easily fi%ed. +tudents with a low +,+ need only be guided in order to have an acceptable level of C*M+,.

C. Recommendat"on% *ue to the limitations of the study, the researchers recommend the following in order to enhance this study> 0. ;uture researchers who want to build on this study should include all year levels and irregular students as well to determine other factors that influence C*M+,. 5. 3t is recommended by the researchers that other se%ual orientation should also be e%amined to determine their effects as well as to deepen the analysis and understanding of the role of gender in C*M+,. 9. 3t is also recommended to study other factors that +,+ intersects with to fully understand the effects of +,+ on the C*M+, levels. @. 3t is also recommended by the researchers to utili/e statistical treatments to ensure statistical correlation and have a definite measure of the relationship of these variables.

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Reference% Argyropoulou, I., et al )5"05-. Career Decision-Making Difficulties, Dysfunctional Thinking and Generalized Self-Efficacy of University Students in Greece. &orld Journal of ,ducation. .andura, A. )0117-. +elf(efficacy> The E ercise of Control. :ew Cork> &. H. ;reeman. Ciaccio, J. )5""0-. ! Teacher"s Chance for #$$ortality. The ,ducation *igest, @@(@2. Creed, 4., 4atton, &., and 4rideau%, E. )5""6-. Causal relationshi% &et'een career indecision and career decision-$aking selfefficacy( ! longitudinal cross-lagged analysis.Hetrieved from &tt(011e("int2,3%t,ed%,a%155501115550,(df ianakos, 3. )0111-. )atterns of Career Choice and Career Decision-$aking self- efficacy. Journal of Gocational .ehavior, !@, 5@@(5!2. Hackett, ., K .et/, :. ,. )0120-. ! self-efficacy a%%roach to the career develo%$ent of 'o$en. Journal of Gocational .ehavior, 02, 956(991. Mau, C. )5"""-. Cultural Differences in Career Decision-Making Styles and Self-Efficacy. Journal of Gocational .ehavior, !7, 96!(972. Merriam(&ebster )5"05-. Merria$-*e&ster English Dictionary L,book versionM. Morgan, T. and :ess, *. Career Decision-Making Difficulties of +irst ,ear students. Muliasar, +. 3. K .asuki, A. H. )5"0"-. Motivation in an !doloscent that is 'ith -o' Social Econo$ic +a$ily. uandarma <niversity.
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:asta, I. A. )5""7-. #nfluence of Career Self-Efficacy .eliefs on Career E %loration .ehaviors. N+elf(,fficacy> Helping +tudents .elieve in Themselves.N Self-Efficacy. :.p., n.d. &eb. 56 +ept. 5"05. Hetrieved from Ohttp>$$serc.carleton.edu$:A T&orkshops$affective$efficacy.htmlP. +tacy, M.,.&. )5""9-. #nfluences of Selected De$ogra%hic /aria&les on the Career DecisionMaking Self-Efficacy of College Seniors. Qiebell, J.E.C. )5"0"-. )ro$oting /ia&le Career Choice Goals Through Career DecisionMaking Self-Efficacy and Career Maturity in #nner-City 0igh School Students( ! Test of Social Cognitive Career Theory.

A44,:*3R

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A44,:*3R A H,+,AHCH,H+ C<HH3C<E<M G3TA, BAR2A1 AN-'.ICA (A' PERSONAL DATA

Date of B !t" # Fe4"%a"# 1$5 1//4 P$a%e of B !t" # Manila A&e # 1. #"2, Old Se' # Fe'ale C t (e)*" + # Fili(ino C , $ Stat-* # Sin6le A..!e** # 7loc812 +ot1/ C 9%'a'ela St, *l'a" S%4d,5 Ca'a"in5 Caloocan Cit# La)&-a&e*/D a$e%t* S+o0e)# En6li2& and )a6alo6 Co)ta%t No1 # 0/15/50.5.-

EDUCATIONAL ATTAINMENT
P! 2a!3 Se%o).a!3 Co$$e&e P!e*e)t # # F!a)% *%o Ho2e* Co$$e&e M3*t %a$ Ro*e S%"oo$ of Ca$oo%a)5 I)%1 # Fa! Ea*te!) U) ,e!* t3 Ba%"e$o! of S% e)%e ) P*3%"o$o&3 200042006 200642010

'N-ANA1 2'AN PAU.A (. PERSONAL DATA

14

Date of B !t" # :an%a"# 115 1//5 P$a%e of B !t" # ;a2a# Cit# A&e # 1- #"2, Old Se' # Fe'ale C t (e)*" + # Fili(ino C , $ Stat-* # Sin6le A..!e** # 7l8,11 lot 21 !illa *ntonina San Nicola2 2 7acoo"5 Ca<ite La)&-a&e*/D a$e%t* S+o0e)# En6li2& and )a6alo6 Co)ta%t No1 # 0/15/50.5.-

EDUCATIONAL ATTAINMENT
Se%o).a!3 Co$$e&e P!e*e)t # St1 Matt"e7 A%a.e23 of Ca, te # Fa! Ea*te!) U) ,e!* t3 Ba%"e$o! of A!t* ) I)te!)at o)a$ St-. e* 200642010

'STONI.O1 (A. C'CI.IA S. PERSONAL DATA

Date of B !t" # :an%a"# 45 1//3 P$a%e of B !t" # ;a2i6 Cit# A&e # 1/ #"2, Old Se' # Fe'ale C t (e)*" + # Fili(ino C , $ Stat-* # Sin6le A..!e** # 1$0=D 14t& *<e, Ea2t Re'4o5 Ma8ati Cit# La)&-a&e*/D a$e%t* S+o0e)# En6li2& and )a6alo6 Co)ta%t No1 # -5.=/044

EDUCATIONAL ATTAINMENT
P! 2a!3 Se%o).a!3 Co$$e&e # # Pate!o* Cat"o$ % S%"oo$ Fo!t Bo) fa% o H &" S%"oo$ # U) ,e!* t3 Of Ma0at BS N-!* )& Fa! Ea*te!) U) ,e!* t3 BS P*3%"o$o&3 188842006 200642008 200842011

20124-+ to +!e*e)t

PADI..A1 2'AN DANICA A.ARCIO

Date of B !t" P$a%e of B !t" A&e Se' C t (e)*" + C , $ Stat-* A..!e** # # # # # # # :%l# 125 1//2 7a6%io Cit# 20 #"2, Old Fe'ale Fili(ino Sin6le !5243 2%nn# <illa25 Fai"<ie>5 QC 15

La)&-a&e*/D a$e%t* S+o0e)# En6li2& and )a6alo6 Co)ta%t No1 # 0/1-5401423

EDUCATIONAL ATTAINMENT
P! 2a!3 Se%o).a!3 Co$$e&e # # Co$e& o .e Sa) 9o*e 188842004 Fo!t Bo) fa% o H &" S%"oo$ 200442008 # U) ,e!* t3 Of t"e P" $ ++ )e* 200842012 BS N-!* )& Fa! Ea*te!) U) ,e!* t3 # AB I)te!)at o)a$ St-. e* 20124+!e*e)t

Co-!*e

APP'NDI3 B .'TT'R R'4U'STIN- .IST O& STUD'NTS

To &hom 3t May Concern>

reetingsS &e are students currently enrolled in ,ng 5 F 3ntermediate Communication Arts and +kills. &e are conducting a study entitled, AThe Association of ender, +ocioeconomic +tatus, and the Eevel of Career *ecision(making +elf ,fficacy among 5nd Cear A. 3nternational +tudies +tudents of the ;ar ,astern <niversity, AC 5"05(5"09B as part of the re8uirements of the said course. The purpose of this study is to determine the level of Career *ecision(making +elf ,fficacy )C*M+,- of the 5 nd year A. 3+ students and to determine whether gender and socioeconomic status are factors of their C*M+,. 3n line with this, we would like to re8uest a list of the 5 nd year A. 3nternational +tudies students currently enrolled for the fulfilment of this study. Thank you for your time and consideration. Cour cooperation would contribute greatly to the fulfilment of this study.

+incerely,

Jean *anica Alarcio 4adilla roup Eeader :oted by>

1$

4rof. 4hilip Jay Alcoberes, 4h* ,ng 5 4rofessor

APP'NDI3 C IN&OR('D CONS'NT

*ear Hespondent, &e are students currently enrolled in ,ng 5 F 3ntermediate Communication Arts and +kills. &e are conducting a study entitled, AThe Association of ender, +ocioeconomic +tatus, and the Eevel of Career *ecision(making +elf ,fficacy among 5nd Cear A. 3nternational +tudies +tudents of the ;ar ,astern <niversity, AC 5"05(5"09B as part of the re8uirements of the said course. The purpose of this study is to determine the level of Career *ecision(making +elf ,fficacy )C*M+,- of the 5 nd year A. 3+ students and to determine whether gender and socioeconomic status are factors of their C*M+,. Cou were chosen as a respondent via simple random sampling among 5 nd year A. 3+ students currently enrolled. Cour participation in this research is purely voluntary. There will be no negative conse8uences should you decide not to participate. Cour information will be kept confidential and will not be shared with anyone outside of this study. &e are hopeful that you will consider participating in this survey. Thank you very muchS +incerely, .ar'a, Angelica ,ngana, 4aula ,stonilia, Cecilia 1-

4adilla, Jean TTTTTTTTTTTTTTTTTTTTT Conforme )4lease sign here:oted by> 4rof. 4hilip Jay Alcoberes, 4h*

APP'NDI3 D CD(S')S&
CAREER DECISION MA:IN; SELF < EFFICACY SCALE SHORT FORM I)*t!-%t o)*# Fo" eac& 2tate'ent 4elo>5 (lea2e "ead ca"ef%ll# and indicate &o> '%c& confidence #o% &a<e t&at #o% co%ld acco'(li2& eac& of t&e2e ta28 4# fillin6 in t&e co""ect ci"cle on t&e an2>e" 2&eet, E?a'(le0 @o> '%c& confidence do #o% &a<e t&at #o% co%ld0 a, S%''a"iAe t&e 28ill2 #o% &a<e de<elo(ed in t&e Bo42 #o% &a<e &eldC If your response was Moderate Confidence you would fill in the circle for Moderate Confidence on the answer sheet. @OD MUC@ CONFEDENCE DO YOU @*!E )@*) YOU COU+D0 C=M4E,T, M<CH M=*,HAT, C=:;3*,:C C=:;3*,: C=:;3*,: , C, C, 0. ;ind information in the library about occupations you are interested in. 5. +elect one ma'or from a list of potential ma'ors you are considering. 9. Make a plan of your goals for the ne%t five years. @. *etermine the steps to take if you are having 1. G,HC E3TTE, C=:;3*,:C, := C=:;3*,: C, AT AEE

academic trouble with an aspect of your chosen ma'or. !. Accurately assess your abilities. 6. +elect one occupation from a list of potential occupations you are considering. 7. *etermine the steps you need to take to successfully complete chosen ma'or. 2. 4ersistently work at your ma'or or career goal even when you get frustrated. 1. *etermine what your ideal 'ob would be. 0". ;ind out the employment trends for an occupation over the ne%t 0" years.

00. Choose a career that will fit your preferred lifestyle. 05. 4repare a good resume.

09. Change ma'ors if you do not like your first choice. 0@. *ecide what you value most in an occupation. 0!. ;ind out about the average yearly earnings of people in an occupation. 06. Make a career decision and then not worry whether 1/

it was right or wrong. 07. Change occupations if you are not satisfied with the one you enter. 02. ;igure out what you are and are not ready to sacrifice to achieve your career goals. 01. Talk with a person who are already employed in a field you are interested in. 5". Choose a ma'or or career that will fit your interests. 50. 3dentify employers, firms, and institutions relevant to your career possibilities. 55. *efine the type of your lifestyle you would like to live. 59. ;ind information about graduate or professional schools. 5@. +uccessfully manage the 'ob interview process. 5!. 3dentify some reasonable ma'ors or career alternatives if you are unable to get your first choice.

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