Date of Award
2019
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Curriculum and Instruction
First Advisor
Justin Low
First Committee Member
Linda Webster
Second Committee Member
Brett Taylor
Abstract
The present study focuses on integrating design thinking into career guidance courses to test whether students’ career self-efficacy is increased by comparing the experiment group (by using design thinking method) and the general group (by using traditional teacher-centered method). The basic theoretic framework is Bandura’s self-efficacy theory (Bandura, 1977). Students will achieve career self-efficacy after experiencing repeatedly success (Bandura, 1977) in the career activities through design thinking method. Then students will have more confidence to make more appropriate career choices in their employment environment.
This study used AMOS and path analysis to analyze a just-identified model. The model included five endogenous variables as well as six exogenous variables to control for age, sex and GPA. The data met all statistical assumptions of path modeling. In sum, all the five paths between design thinking and the other five endogenous variables were significant positive (p <.001), which indicates that using the design thinking method to teach students’ career courses can improve students’ goal selection, problem solving, occupational information, planning, and self-appraisal scores.
Pages
113
Recommended Citation
Sun, Zhongmiao. (2019). The effects of design thinking on students' career self-efficacy in career guidance courses. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/3607
Rights Statement
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
