Psychometric Properties and a Multiple Indicators Multiple Cause Model of the Career Aspiration Scale with College Students of Rural Thailand

Psychometric characteristics of the career adapt-abilities scale in Thai undergraduate students: a multiple indicators multiple causes model

Objective

This study aimed to evaluate the psychometric properties of the Career Adapt-abilities Scale (CAAS) and analyze the relationships between sociodemographic variables and career adaptability using the MIMIC model with DIF.

Methods

In this cross-sectional study, the CAAS, consisting of four sub-scales-concern, control, curiosity, and confidence-each comprising six items, was administered to 620 undergraduate students from 34 universities in Thailand. Among the participants, women constituted 66.77%, while men accounted for 32.58% (Mean Age = 20.33). To explore the influence of sociodemographic characteristics on specific CAAS item responses, a Multiple-Indicators, Multiple-Causes model with Differential Item Functioning (MIMIC-model with DIF) was employed.

Results

The findings revealed robust internal consistency and reliability in the CAAS. Both the four-factor and second-order factor models exhibited excellent fit indices, emphasizing the significance of each item within the measure. Sociodemographic characteristics did not demonstrate a significant direct effect on the four CAAS subscales, it is worth noting the exception regarding paternal education. Paternal education was found to have a statistical significance impact on two specific CAAS items: "looking for opportunities to grow as a person" and "becoming curious about new opportunities."

Conclusion

These findings underscore the intricate influence of paternal education on specific aspects of career adaptability, suggesting that certain dimensions of career adaptability may be shaped by factors extending beyond the conventional sociodemographic variables examined in this study. Future research could delve deeper into the complex interplay of sociodemographic factors and individual attributes to provide a more holistic perspective on career adaptability in Thailand.

The Relationship Between Parental Attachment and Career Aspirations in Indian Female Undergraduate Students

The purpose of the present study was to examine the career aspirations of Indian female undergraduate students, by utilizing a theoretical framework integrating Attachment Theory and Social Cognitive Career Theory (SCCT). Data were collected from 157 female Indian undergraduate students at a Liberal Studies college in India to study the contribution of self-reported maternal and paternal attachment security in predicting career aspirations. In particular, the mediating effects of student-reported self-esteem and career decision self-efficacy were examined in the relationship between their perceptions of maternal and paternal attachment security and career aspirations. Secure attachment to mothers, but not fathers, was found to relate to self-esteem and career decision self-efficacy, which in turn predicted career aspirations. Findings from the study contribute to the literature on career aspirations of women in India and lend support for the integration of attachment theory and SCCT. Future research and practical implications of these findings are discussed.

Virtual Learning during COVID-19: Exploring Challenges and Identifying Highly Vulnerable Groups Based on Location

Amid the outbreak of the COVID-19 pandemic in the year 2020, educational platforms have been forced to change and adapt from conventional physical learning to virtual learning. Nearly all higher learning institutions worldwide are forced to follow the new educational setting through virtual platforms. Sabah is one of the poorest states in Malaysia with the poorest infrastructure, with the technology and communication facilities in the state remaining inept. With the changes in virtual platforms in all higher education institutions in Malaysia, higher learning institutions in Sabah are expected to follow the lead, despite the state lagging in its development. This has certainly impacted the overall productivity and performance of students in Sabah. Therefore, this study aims to explore the challenges of the implementation of virtual learning among students in Sabah. More specifically, this study seeks to identify vulnerable groups among students based on their geographical location. To achieve the objective of this study, a survey has been conducted on a total of 1,371 students in both private and public higher learning institutions in Sabah. The sample selection for this study was determined using a purposive sampling technique. Based on Principal Component Analysis (PCA), it was found that there are five challenges in virtual learning faced by students in higher learning institutions in Sabah. These are the unconducive learning environment (var(X) = 20.12%), the deterioration of physical health (var(X) = 13.40%), the decline of mental health (var(X) = 12.10%), the limited educational facilities (var(X) = 10.14%) and social isolation (var(X) = 7.47%). The K-Means Clustering analysis found that there are six student clusters in Sabah (Cluster A, B, C, D, E & F), each of which faces different challenges in participating in virtual learning. Based on the assessment of location, almost half of the total number of districts in Sabah are dominated by students from Cluster A (9 districts) and Cluster B (4 districts). More worryingly, both Cluster A and Cluster B are classified as highly vulnerable groups in relation to the implementation of virtual learning. The results of this study can be used by the local authorities and policymakers in Malaysia to improve the implementation of virtual learning in Sabah so that the education system can be more effective and systematic. Additionally, the improvement and empowerment of the learning environment are crucial to ensuring education is accessible and inclusive for all societies, in line with the fourth of the Sustainable Development Goals (SDG-4).

Relationships between ICT competencies related to work, self-esteem, and self-regulated learning with engineering competencies

The rapid development of advanced technology worldwide has promoted an increase in the need for highly skilled engineers who are adept at applying job-related technologies and have engineering competency (ENcom) to gain knowledge and introduce creative solutions. However, little is known about the underlying mechanism of the associations between ICT competencies related to work (ICT-Work) and the ENcom of engineering students. This study sought to examine the role of ICT-Work on ENcom. Based on the literature, self-esteem and self-regulated learning (SRL) were identified as factors that indicate the effect of ICT-Work on ENcom, while gender was identified as a moderator that conditioned these mediated relationships. The sample consisted of 1,313 undergraduate engineering students from eleven universities in Thailand. The results of structural equation modeling (SEM) showed positive direct and indirect effects of ICT-Work on ENcom, self-esteem, and SRL and confirmed that self-esteem and SRL mediate the impact of ICT-Work on ENcom. Moreover, multigroup SEM revealed no gender differences in the factor loadings and structural path coefficients of ICT-Work on ENcom via self-esteem and SRL. To prepare students for their professional lives in the digital world, educational institutions should emphasize the importance of developing engineering students in ICT-Work and the use of advanced ICT involved in the job.