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Pre-College Career Guidance on Student Persistence and Performance at a Small Private University
This mixed methods study was designed to determine the type and quality of pre-college career guidance experiences of college freshmen and the impact of those experiences on student performance and retention. Qualitative data were collected through a phone survey to Seventh-Day Adventist
(SDA) academies, student interviews, secondary classroom observations, and document reviews. Quantitative data were collected and analyzed from an on-line survey that yielded 491 responses or 78% of the freshman class. Significant relationships were found between several of the career guidance
variables with grade point average, but no significant relationships were found between any of the career guidance variables with re-enrollment for the next school year. Recommendations included further study of the impact of career guidance on a long term outcomes and identification of additional
career guidance variables. The development and implementation of a comprehensive career guidance model for SDA academies was also suggested.
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Keywords: CAREER GUIDANCE; STUDENT PERSISTENCE; STUDENT RETENTION
Document Type: Research Article
Publication date: 01 October 2015
- (CTER) publishes refereed articles that examine research and research-related topics in vocational/career and technical education, career development, human resource development, career issues in the schools (Grades K-12), postsecondary education, adult and lifelong learning, and workforce education. The CTER Editorial Board is committed to publishing scholarly work that represents a variety of conceptual and methodological bases. Submission of manuscripts representing one of the following styles is encouraged: (a) empirically-based manuscripts that report results of original research, either quantitative or qualitative, (b) reviews or synthesis of empirical or theoretical literature, (c) essays derived from original historical or philosophical research, (d) reviews of recently published books, and (e) rejoinders to articles recently published in CTER. CTER will consider for publication papers initially presented at conferences, including those disseminated through conference proceedings.
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