


































Global Research in Higher Education 
ISSN 2576-196X (Print) ISSN 2576-1951 (Online) 

Vol. 7, No. 3, 2024 

www.scholink.org/ojs/index.php/grhe 

74 

 

Original Paper 

Under the Perspective of the Integration of Industry and 

Education, Improving College Students’ Career Maturity: The 

Mediating Effect of Career Decision-Making Self-Efficacy 

Yuege Lai
1
, Jun Cheng

1
, Qinya Weng

1
, Jingcheng Wang

1
 & Baiyan Du

1
 

1
 College of Teacher Education, Quzhou University, Quzhou 324003, Zhejiang, China 

 

Received: October 25, 2024    Accepted: November 6, 2024   Online Published: November 8, 2024 

doi:10.22158/grhe.v7n3p74              URL:http://dx.doi.org/10.22158/grhe.v7n3p74 

 

Abstract 

This study explores the impact of career activity participation satisfaction and teacher support on 

college students’ career maturity, verifies the mediating role of career decision-making self-efficacy 

therein, and finally proposes strategies for improving college students’ career maturity from the 

perspective of the integration of industry and education. To this end, a total of 300 college students’ 

questionnaire survey results were analyzed. The results show that both career activity participation 

satisfaction and teacher support have significant positive effects on career decision-making 

self-efficacy and career maturity. Among them, the direct influence of teacher support on career 

maturity is better than that of career activity participation satisfaction. In addition, career 

decision-making self-efficacy mediates the relationships between career activity participation 

satisfaction and career maturity, and between teacher support and career maturity, having a partial 

mediating effect. This indicates that in the process of improving college students’ career maturity, it is 

necessary to focus on increasing college students’ career practice opportunities, establishing a sound 

integration mechanism of industry and education, and paying attention to teachers’ career guidance 

and support to enhance students’ career decision-making self-efficacy, thereby ultimately promoting 

students’ mature career awareness. 

Keywords 

Integration of industry and education, Satisfaction of career activity participation, Teacher support, 

Career decision-making self-efficacy, Career maturity 

 

 

 



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1. Introduction  

Career maturity refers to an individual’s degree of preparedness for career-development tasks 

corresponding to their age. If an individual has high abilities in career planning, implementation, 

decision-making, etc., they can make career choices suitable for themselves and thus achieve good 

career development. In recent years, phenomena such as graduates deferring employment and being 

unemployed immediately after graduation have been occurring. The employment survey of China by 

MyCOS (2023) shows that among the 2018-graduated undergraduates from undergraduate institutions, 

73.6% were employed, and among vocational college graduates, 82.0% were employed; 2.7% of 

undergraduate graduates were waiting for employment, and 7.5% of vocational college graduates were 

waiting for employment. However, among the 2022-graduated undergraduates, the proportion of 

employed undergraduates decreased to 62.2%, and that of employed vocational college graduates 

decreased to 60.0%; the proportion of undergraduate graduates waiting for employment increased to 

6.9%, and that of vocational college graduates waiting for employment increased to 12.3%. More 

seriously, some graduates will leave their jobs in a short time even if they are successfully employed 

because they have difficulty adapting to the work. From 2018 to 2022, the turnover rate of graduates 

within half a year has long remained at 42%. Among the 2022-graduated students, 43% left because 

they were dissatisfied with salary and benefits, 31% because they were dissatisfied with personal 

development space, and 19% because they were not adapted to the management system and culture. 

The survey of 2,650 college students by Jiang, Feng (2021) shows that 41.62% of newly-graduated 

college students are dissatisfied with salary income; 46.24% of college students are dissatisfied with 

career development prospects. 

Correspondingly, most college students get employed when their career plans are not yet mature. 

Among them, 25% of the 2021-graduated students were forced by reality to take a job first and then 

choose a career in their career development; among the 2022-graduated students, the number of 

students forced by reality to take a job first and then choose a career continued to rise to 28% (MyCOS, 

2023). Wang’s (2018) survey of career planning during school among 586 college students in Shanxi 

Province, China, showed that only 9.56% of college students had clear career plans for themselves, 

41.13% of college students chose to “take one step at a time”, and 13.38% of students had not thought 

about career planning. In Qin’s (2022) survey of college students in Hohhot, Inner Mongolia, only 9% 

of students clearly knew the career they wanted to pursue in the future during school, and 41% of 

college students did not have a specific career they clearly wanted to work in the future. 

Modern educational theories emphasize that the combination of knowledge and practice is the key to 

promoting learning outcomes, and the importance of practical experience in the learning process has 

been mentioned by most researchers (Dewey, 1938; Kolb, 1984; Schunk, 2012). For college students, 

the current highly competitive job market has put forward higher requirements for the accumulation of 

pre-employment experience of college students. Therefore, students need to constantly look for 



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internship and part-time opportunities related to their majors, understand industry trends, accumulate 

work experience, and at the same time master the latest technologies and working methods in the 

current industry (Lei & Zhang, 2023). Chen, Qi, and Li (2022) proposed that college students need to 

adapt and evaluate their own abilities and work platforms in advance, reduce the trial - and - error costs 

of knowledge and vocational skills, and make effective career preparations for their clear career plans. 

It can be seen that the career development of college students requires the joint efforts of industry and 

education to form an ecological system of career support, helping students to provide necessary career 

guidance in the case of establishing practical experience, so that students can form a good sense of 

career maturity (Monteiro, Almeida & García, 2020; Peeters, Nelissen, Cuyper, Forrier, Verbruggen & 

Witte, 2019). Fang, Leixin, and Zhenyi (2024) believe that college students with ideal career 

development can better understand how to show high efficiency and creativity in work, thus promoting 

the innovation and development of the industry. Ying and Hua (2024) indicated that college students 

with a good career consciousness are more likely to flexibly apply their abilities in the workplace, bring 

more benefits to relevant industrial sectors, and solve practical problems. 

Career maturity is the basic guarantee for college students’ employment, industrial talent demand, and 

educational talent cultivation. In order for college students to get employed smoothly and achieve 

high-quality employment development, it is necessary to promote the career maturity of college 

students from the perspective of the integration of industry and education. Some researchers have 

proposed that improving students’ career maturity requires the joint efforts of the external and the 

internal, that is, providing them with more practical guidance and opportunities and attaching 

importance to their experience in participating in career activities (Kanjana & Surachai, 2023). On this 

basis, career activity participation satisfaction and teacher support can be used as paths to improve 

students’ career maturity. As an internal factor, career activity participation satisfaction mainly focuses 

on an individual’s recognition of the work itself, environment, salary, colleague relationships, career 

development opportunities, etc. in career activities (Jiang, 2023). For college students, career activity 

participation satisfaction refers to their recognition of activities related to their careers, such as 

internships, part-time jobs, campus job fairs, career planning lectures, and vocational skills training 

(Kim, 2019). Studies by Kim (2019) and Jiang (2023) both indicate that career activity participation 

satisfaction can have an impact on career maturity. Because career activities with high satisfaction can 

enhance college students’ self-awareness, improve vocational skills, cultivate career decision-making 

ability, and increase career confidence (Kyungok & Junghee, 2021; Baiyan, Yuege, Yuzhe & Jun, 

2024). Through active participation and obtaining satisfactory career activity experiences, students can 

clearly understand their own interests and abilities and enhance their sense of identity with the chosen 

career (Baek, Park & Kwon, 2017). This active participation attitude and experience can not only 

improve their vocational skills but also help them better cope with challenges in future careers and 

make wise career decisions (Baiyan, Xiaojing, Qun & Yuege, 2024). 



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As for teacher support, an external factor, its main role is to help students clarify career goals through 

guidance and encouragement. Because when students receive support and feedback from teachers 

during the career planning and development process, they will feel more confident and have a sense of 

direction (Baiyan, Xu, Siyu & Yuege, 2024). When this kind of support not only helps students acquire 

necessary vocational skills and knowledge but also cultivates their career consciousness, and the 

contribution of teacher support to career maturity has also been confirmed by relevant studies 

(Dongsim & Joo, 2017; Joo, Kang & Choi, 2013). In addition, during an individual’s career 

development process, after receiving joint assistance from both internal and external sources, a positive 

psychological resource will be generated, namely career decision-making self-efficacy (Lee & Park, 

2019; Youn & Hyun, 2019). Career decision-making self-efficacy often also plays an important 

mediating role, involving an individual’s confidence in effectively choosing, setting goals, solving 

problems, and achieving career goals during the career decision-making process (Xinqiao, Xinyuan, 

Yiming & Wenjuan, 2023; Baiyan, Xiaojing, Qun & Yuege, 2024). For example, the research by Lee 

and Park (2019) shows that career decision-making self-efficacy is enhanced through parents’ career 

behaviors, thereby promoting students’ career maturity. Youn and Hyun’s (2019) research shows that 

students learn from entrepreneurs’ abilities to help themselves make favorable career decisions, thus 

promoting entrepreneurial intentions. It can be said that career decision-making self-efficacy not only 

reflects how an individual utilizes and transforms externally provided resources but also reveals how 

these external factors promote an individual’s career development path and outcomes by influencing 

the individual’s internal psychological state. The understanding of this mediating role has certain 

significance for designing and implementing effective integration of industry and education strategies 

and promoting students’ career development. 

Therefore, in the current context of difficult employment, various situations such as taking a job first 

and then choosing a career, unclear career planning, and early turnover after employment have 

significantly restricted the career development of college students. It is necessary to attach importance 

to cultivating career consciousness among college students during their school years. Currently, 

however, there is still a lack of empirical research in this field. The improvement mechanisms of career 

activity participation satisfaction, teacher support, and career decision-making self-efficacy on career 

adaptation remain to be proposed. This study examines the positive effects of college students’ career 

activity participation satisfaction and teacher support on career maturity, and analyzes whether career 

activity participation satisfaction and teacher support will enable students to form career 

decision-making self-efficacy and thus improve career maturity under this path. This in-depth analysis 

helps relevant research to more comprehensively understand the relationships and functions among 

various factors and provides inspiration for college students’ employment guidance. To this end, this 

study has proposed the following four research questions: 

 



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Research Question 1: What are the situations of college students’ career activity participation 

satisfaction, teacher support, career decision-making self-efficacy, and career maturity?  

Research Question 2: What are the impacts of college students’ career activity participation satisfaction, 

teacher support, and career decision-making self-efficacy on career maturity?  

Research Question 3: Do career activity participation satisfaction and teacher support indirectly affect 

career maturity through career decision-making self-efficacy?  

Research Question 4: Based on the research analysis, how to effectively promote college students’ 

career maturity in the context of the integration of industry and education? 

 

2. Research Foundation 

2.1 Integration of Industry and Education 

The integration of industry and education refers to the in-depth cooperation between industry and 

education. It is the in-depth cooperation carried out by colleges and universities with industrial 

enterprises in order to improve the quality of talent cultivation (Zhu, 2024). In the mode of the 

integration of industry and education, students’ practical activities in industrial departments are the core 

manifestation form of cooperation between colleges and universities and industries. These practical 

projects can be divided into college students’ internship and training projects, innovation and 

entrepreneurship education, industry-university-research projects, etc. The purpose is to help students 

accumulate vocational practical experience in the actual working environment (Lu, 2022). Students can 

deepen their understanding and certainty of their own career planning based on the experience of 

vocational practical activities provided by the school. Therefore, students’ satisfaction with 

participation in vocational activities can reflect students’ vocational practice situation. At the same time, 

schools can also flexibly adjust the ways, plans, and objects of cooperation with off-campus industries 

according to students’ satisfaction with participation in vocational activities, and understand the 

matching situation between the educational content within the school and the external industrial 

requirements, as an indicator for realizing the actual docking of educational content and the industry. 

The high-quality career development of college students is inseparable from the support of teachers. 

Teachers are the guides of students’ practical experience and also the participants in students’ 

vocational education. It can be said that teachers’ support has a direct driving force for industrial 

demand and talent cultivation. According to the views of Dongsim and Joo (2017), teachers’ support 

for students in the vocational field is mainly reflected in information, emotional, and strategic support. 

Information support refers to the information related to learning content, career development, and 

industry trends provided by teachers. Emotional support refers to the care and help provided for 

students when they are dealing with crises. Strategic support is the clear planning of task goals and 

plans for students by teachers. Based on these research viewpoints, in this study, the “industry” in the 

integration of industry and education refers to college students’ satisfaction with participation in career 



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activities. The “education” refers to teacher support. Under the combined action of college students’ 

satisfaction with participation in career activities and teacher support, the benign development of 

students' personal career consciousness is formed. 

2.2 Satisfaction of Career Activity Participation 

Satisfaction of career activity participation not only covers an individual’s feelings about specific work 

tasks but also includes a comprehensive evaluation of multiple aspects such as the overall work 

environment, colleague relationships, and career development opportunities (Hyun, 2018). It can reflect 

the internal and external satisfaction obtained during one’s career and directly affects subsequent work 

performance, career commitment, and well-being. For students, although their status is different from 

that of formal employees, they will also experience satisfaction of career activity participation in 

internships, part-time jobs, volunteer services, and other career-related activities. This concept has 

varying degrees of impact on students’ career development and learning outcomes (Jinhee, 2019). 

Dongsim and Joo (2017) believe that when the tasks undertaken by students in career activities such as 

internships or part-time jobs are challenging and diverse, they can stimulate students’ interests and 

enable them to improve their knowledge and skills in practice. Although the career activities in which 

students participate may be short-term, this learning process can still effectively enhance students’ 

professional abilities and also boost their self-confidence and sense of achievement. 

Most studies have revealed that career activity participation satisfaction has a positive effect on career 

decision-making self-efficacy. For example, Royle, Fox, and Gonzalez (2016) believe that when 

college students obtain satisfactory and positive experiences in career activities, such experiences will 

promote them to establish a sense of identity and belonging in the industry they are engaged in, and 

increase students’ confidence in career decision-making. Sun’s (2012) research found that when 

participating in career activities with high participation satisfaction, individuals will trigger the 

motivation to independently cope with and solve challenges in the work, improving the ability to solve 

career decision-making problems. At the same time, it also promotes students’ ability to adapt to new 

environments and career roles. Xinqiao, Xinyuan, Yiming, and Wenjuan (2019) believe that positive 

feedback and recognition obtained by students in career activities can significantly enhance students’ 

self-evaluation and make them believe that they have the ability to make correct decisions. Career 

activity participation satisfaction also has a positive impact on career maturity. As Jeong’s (2023) 

research points out, career activity participation satisfaction can directly strengthen college students’ 

cognition and attitude towards careers, and also has a positive impact on career consciousness and 

attitude, enabling students to have clear goals and plans for their future self-planning and clarify their 

own positioning. Zhang (2022) verified that when interns have high internship satisfaction, their career 

attitude maturity is significantly improved. 

 

 



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2.3 Teacher Support 

Teacher support is a constituent element within the social support system. Originally, the three 

elements of social support were family support, friend support, and teacher support (Baiyan, Yuege, 

Yuzhe & Jun, 2024). Originally, teacher support aimed to provide students with help and 

encouragement in various ways to promote their academic, emotional, and social development, meet 

their multiple needs, and assist them in achieving personal goals (Oh, 2015). In the field of student 

vocational education, teacher support means providing systematic help through resources such as 

information and emotion to promote the development of students’ vocational cognition, the 

improvement of skills, and the achievement of vocational goals (Baiyan, Yuege, Yuzhe & Jun, 2024). 

Moreover, the scope of students’ social activities on campus is relatively limited, and their cognition is 

still in the development stage. School is the second social environment for students. Therefore, teachers 

have an important influence on students’ career development in this environment (Lee, 2016). In Oh’s 

(2015) research, it is suggested that teachers actively help students understand the characteristics and 

requirements of different careers by sharing career information and employment market trends, which 

can enable students to save the cost of career exploration and make wise career choices. Joo, Kang, and 

Choi (2013) indicated that teachers have always been the basic external resource for students’ career 

development. During the career planning process, teachers help students prepare for career activities by 

guiding them and providing practical operation suggestions in many aspects, such as resume writing, 

interview preparation, and internship opportunity selection. Through good experience support, students 

can not only obtain specific operation suggestions but also have clear goals and plans to cope with 

career challenges and confusion. 

In the examination of the impact of teacher support on students’ career exploration, Hou (2013) 

verified that teachers’ emotional and information support for students, along with guidance to enhance 

the ability to solve career challenges, significantly improved students’ career decision-making 

self-efficacy. Zhang and Zhao (2018) believed that teachers’ professional guidance and career 

counseling can help students better understand the career world and enhance their ability to solve 

career problems, thereby increasing career decision-making self-efficacy. Zhang (2021) discussed that 

the direct impact of teacher support on career decision-making self-efficacy is reflected in the feedback, 

encouragement, and guidance of students’ career preparation behaviors. Wong, Yuen, and Chen (2021) 

pointed out that school teachers have a significant influence during students’ career planning and 

decision-making processes. Teachers’ positive encouragement and support not only help improve 

students’ self-confidence but also assist them in dealing with confusion and challenges in career 

development, thereby promoting students’ career maturity. Meanwhile, Kathryn, Ashlie, Robyn, 

Nelson, and Clarke’s (2023) research also emphasized that educators should promote students’ 

personal and professional growth by organizing various practical activities. Therefore, it can be seen 

that teacher support has a positive effect on college students’ career decision-making self-efficacy and 



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career maturity. 

2.4 Career Decision—Making Self-efficacy 

Career decision-making self-efficacy refers to an individual’s belief and ability to successfully 

complete vocational tasks. It was initially developed after Hackett and Betz (1981) applied Bandura’s 

(1977) self-efficacy theory to the vocational field. Self-efficacy often serves as an intermediary factor 

for an individual to continuously perform specific behaviors or tasks, and career decision-making 

self-efficacy has inherited this role and become an intermediary factor affecting the process of 

career-related decision-making behaviors. In the research of Hackett and Betz (1981), the role of career 

self-efficacy in women’s career decision-making is particularly important. Women’s perceived career 

self-efficacy can increase the range of career choices and career outcomes. Taylor and Betz (1983) 

defined career decision-making self-efficacy as an individual’s confidence in successfully completing 

tasks related to career decision-making. If career decision-making self-efficacy is low, it means that 

there is a higher likelihood of lacking the executive ability of one’s own decisions. In recent years, 

career decision-making self-efficacy has received more attention among college students. Jiang and 

Feng’s (2021) research shows that college students will experience compromise and decision-making 

during the career decision-making process, specifically formulate career goals, and make detailed 

future plans to achieve these goals. However, due to rapid economic development and the lack of 

employment positions, career decision-making self-efficacy is particularly important in helping college 

students cope with employment difficulties. Good career decision-making self-efficacy is an evaluation 

and driving factor of career behavior. 

Among the constituent factors of career decision-making self-efficacy, there are four factors including 

goal selection, career information, problem-solving, and future planning (Oh, 2020; Taylor & Betz, 

1983). Goal selection refers to an individual’s ability to determine and select specific career goals 

during their career. Efficient goal selection means that an individual can clearly identify and pursue a 

career direction suitable for themselves (Baiyan, Xiaojing, Qun & Yuege, 2024). Career information 

involves an individual’s ability to obtain and utilize career-related information. This includes 

understanding the requirements, working environment, salary level, and development prospects of 

different occupations. Mastering sufficient career information can help an individual make wiser and 

more suitable career decisions. Problem-solving is when an individual can effectively analyze and 

identify obstacles in career decision-making, formulate solutions, and implement these solutions when 

facing problems during the career decision-making process (Lee, 2017). Future planning is when an 

individual formulates long-term and short-term plans to achieve career goals. Effective future planning 

can help an individual move forward in an orderly manner during their career, ensuring that their career 

development path is clear and feasible (Byunghwa, 2020; Oh, 2020). 

 

 



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In previous studies, the contribution of career decision-making self-efficacy to the maturity of students’ 

career consciousness has been confirmed. For example, in Oh’s (2015) research, students with higher 

career decision-making self-efficacy are also more active in career exploration and other behaviors, are 

more planned, and have an optimistic attitude towards challenges. Kyungok and Junghee’s (2021) 

research indicates that career decision-making self-efficacy positively affects students’ career maturity. 

That is to say, the prerequisite for students’ career maturity is to have confidence in themselves and not 

be afraid of difficulties and challenges. Shin and Park (2017) believe that students with strong career 

decision-making self-efficacy can more actively obtain and utilize career-related information and fully 

understand the requirements, prospects, and development paths of different careers, enabling them to 

make wiser and more mature decisions when making career choices. 

2.5 Career Maturity 

The concept of career maturity was put forward by Super (1955). In the early stage, career maturity 

research explored the development of adolescents’ career interests. Later, it was found that career 

behaviors change systematically with age (Savickas, 1984). Subsequently, researchers began to conduct 

extensive research on the concept of career maturity. Marasaoli, Hadi, Aryani, and Nurbaiti (2024) 

define career maturity as the degree of preparedness in career choice or career planning. Creed and 

Patton (2003) claim that career maturity is a developmental concept, which is a cognitive process of 

understanding, planning, and choosing between the self and work of an individual. Crites and Savickas 

(2011) hold that career maturity is an individual’s ability to improve their adaptability so as to make the 

right degree of preparation for self-understanding of the career. Based on the arguments of these 

researchers, career maturity is a developmental concept, which is related to the ability to choose a 

career and the degree of knowledge acquisition. Moreover, an individual’s career-related preparation 

for the future cannot be completed in a short time. It requires a continuous development process such as 

human cognitive characteristics to mature. 

For students, career maturity is not only related to students’ career attitudes but also an important 

indicator for evaluating career planning education in colleges and universities, which can reflect the 

talent-cultivation ability of colleges and universities (Xie, 2023). Shen (2024) believes that good career 

planning ability of college students means that schools design curriculum content by following the 

demands of the talent market and adopt practical and innovative educational models. This includes 

strengthening project-based learning with off-campus enterprises, providing internship and training 

opportunities, etc., to make education closer to actual demands. Ren, Li, and Zhu (2023) think that 

career maturity is the specific manifestation of the organic combination of students’ knowledge and 

skills, theory and practice in schools, and it also means the in-depth integration of school education and 

the industry. Therefore, career maturity can meet the actual needs of the cooperation between industrial 

departments and educational institutions. It has practical fundamental benefits for college students. At 

the same time, it means that the integration of industry and education is not only the result of the joint 



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efforts of education and industry but also a necessary path to promote college students’ career maturity 

and enhance their employment competitiveness. 

 

3. Results 

Since online questionnaires can sample at a relatively low cost and are not limited to a single location, 

and have the characteristics of fast collection speed (Tan & Teo, 2000). Therefore, this study used the 

online questionnaire collection method for data collection. The questionnaire measurement all used the 

Likert 5-point scale, and the research purpose and objects to be confirmed in this study were explained 

before answering the questionnaire. After collecting the data, the SPSS 25.0 program was used for 

analysis. First, a reliability test was conducted, and 300 samples were analyzed. Among them, the 

career activity participation satisfaction used the scale in Jinhee’s (2019) research as the tool of this 

study, with a total of 12 items, and the Cronbach α was 0.814. It was divided into 3 sub-factors, among 

which there were 4 items with a Cronbach α of 0.943. There were 4 items for activity instructors with a 

Cronbach α of 0.897. There were 4 items for facilities and environment with a Cronbach α of 0.877. 

Teacher support used the scale in Oh’s (2015) research, with a total of 8 items. The Cronbach α was 

0.930. Career decision-making self-efficacy used the scale developed by Taylor and Betz (1983) and 

revised by Oh (2020). It consisted of 4 factors: goal selection, career information, problem-solving, and 

future planning, with 12 items. Among them, there were 3 items for goal selection with a Cronbach α 

of 0.914. There were 3 items for career information with a Cronbach α of 0.973. There were 3 items for 

problem-solving with a Cronbach α of 0.941. There were 3 items for future planning with a Cronbach α 

of 0.989. Career maturity used the tool in Jinhee’s (2019) research, consisting of 14 items in total. It 

was composed of 5 factors, namely, decision-making with 3 items and a Cronbach α of 0.987. Purpose 

had 3 items with a Cronbach α of 0.992. Confirmation had 3 items with a Cronbach α of 0.976. 

Preparedness had 2 items with a Cronbach α of 0.955. Independence had 3 items with a Cronbach α of 

0.957. According to the description of Hair, Black, Babin, and Anderson (2009), a Cronbach α of 0.7 or 

above indicates good reliability of the scale. Among the demographic characteristics, in terms of 

gender, there were 89 male students, accounting for 29.7%, and 211 female students, accounting for 

70.3%. Among the grades, there were 131 lower-grade students, accounting for 43.7%, and 169 

upper-grade students, accounting for 56.3%. Among the professional categories, there were 166 

students majoring in humanities and social sciences, accounting for 55.3%. There were 134 students 

majoring in natural sciences, accounting for 44.7%. In this study, since the questionnaire used in this 

study was the scale used in previous research and there were many factors and items involved, this 

study followed the practice of Mathieu and Farr (1991) to avoid excessive complexity in research 

measurement and analysis caused by too many factors under examination. The sub-factors of career 

activity participation satisfaction, career decision-making self-efficacy, and career maturity were 

combined and packaged, that is, the levels of these factors and the differences in various population 



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variables were comprehensively examined. Subsequently, the path influence relationships and 

mediation effects among various variables were tested. 

3.1 Correlation and Comprehensive Statistical Analysis 

 

Table 1. Correlation of Each Variable and Comprehensive Situation Level 

Constituent 

Career activity 

participation 

satisfaction 

Teacher 

support 

Career 

decision-making 

self-efficacy 

Career 

maturity 

Career activity participation 

satisfaction 
1    

teacher support .595** 1   

Career decision - making self - 

efficacy 
.547** .612** 1  

career maturity .502** .599** .531** 1 

average value 3.05 3.09 2.95 3.23 

standard deviation 0.59 0.77 0.64 0.60 

skewness .923 .518 .725 .347 

kurtosis .914 -.161 -.111 .111 

 

Descriptive statistical analysis was conducted to understand the level of the main variables in this study. 

The compared mean, standard deviation, skewness, and kurtosis are shown in Table 1. The mean value 

of career activity participation satisfaction is M=3.05, and the standard deviation is 0.59. The mean 

value of teacher support is M=3.09, and the standard deviation is 0.77. The career decision-making 

self-efficacy is M=2.95, and the standard deviation is 0.64. The mean value of career maturity is M=3.2, 

and the standard deviation is 0.60. Both the skewness and kurtosis tests show values less than 2 and -2, 

indicating that the data is approximately normally distributed. Career activity participation satisfaction 

is positively correlated with teacher support, career decision-making self-efficacy, and career maturity. 

Teacher support has a positive correlation with career decision-making self-efficacy and career 

maturity. Finally, career decision-making self-efficacy and career maturity also have a positive 

correlation. 

3.2 Difference Analysis 

In order to understand the differences of demographic variables among various factors, a t-test analysis 

was conducted for gender and professional category, and an ANOVA variance analysis was conducted 

for grade. See Table 2 for details. First, among genders, career activity participation satisfaction, career 

decision-making self-efficacy, and career maturity are significant, while teacher support is not 

significant. The career activity participation satisfaction (M=3.1) and career decision-making 



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self-efficacy (M=3) of females are higher than those of males (career activity participation satisfaction 

M=2.91 and career decision-making self-efficacy M=2.85). However, the career maturity of males 

(M=3.35) is better than that of females (M=3.18). In terms of grade differences, career activity 

participation satisfaction and career decision-making self-efficacy are statistically significant, while 

teacher support and career maturity are not significant. The career activity participation satisfaction of 

lower-grade students is M=2.97, and the career decision-making self-efficacy is M=2.86. The career 

activity participation satisfaction of upper - grade students is M=3.11, and the career decision-making 

self-efficacy is M=3.03. It can be seen that career activity participation satisfaction and career 

decision-making self-efficacy tend to increase with the rise of grade. Among professional categories, 

no statistical significance was found for each variable. 

 

Table 2. Difference Analysis 

Constituent 

Career activity 

participation 

satisfaction 

Teacher 

support 

Career 

decision-making 

self-efficacy 

Career 

maturity 

Gender 

(M±SD) 

Male(N=89) 2.91±0.42 3.01±0.53 2.85±0.39 3.35±0.53 

Female(N=211) 3.1±0.64 3.13±0.84 3±0.72 3.18±0.63 

t -3.061** -1.425 -2.190* 2.311* 

Grade 

(M±SD) 

senior grade(N=169) 3.11±0.66 3.16±0.88 3.03±0.73 3.24±0.72 

junior grade(N=131) 2.97±0.47 3±0.58 2.86±0.48 3.22±0.42 

t -2.205* 1.910 2.423* 0.385 

Category 

of 

specialty(

M±SD) 

humanities and social 

sciences category 

(N=166) 

3.1±0.61 3.06±0.74 2.9±0.62 3.2±0.6 

natural sciences 

category(N=134 ) 
2.98±0.56 3.13±0.8 3.02±0.67 3.27±0.61 

t 1.785 -.865 -1.634 -.946 

Note. **p＜0.01，*p＜0.05. 

 

3.3 Direct Impact  

Analysis Regression analysis was conducted to test the path impact of variables, and the results are 

shown in Table 3. In the path where career activity participation satisfaction affects career 

decision-making self-efficacy, the overall regression is significant with F=126.943, β=0.547, and 

t=11.267, indicating a significant positive (+) impact. The descriptive power of the regression model is 

approximately 29.9%. In the impact on career maturity, F=100.228, β=0.502, t=10.011, and R² is 

25.2%, showing a significant positive (+) impact. In the path analysis of teacher support affecting 



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career decision-making self-efficacy, the overall regression is also significant with F=178.315 

(p<<0.001), β=0.612, t=13.353, and R² is 37.4%. Teacher support has a significant positive (+) impact 

on career decision-making self-efficacy. In the impact of goal-orientation on employment preparation 

behavior, F=167.037, β=0.599, t=12.924, and R² is 35.9%, showing a significant positive (+) impact. 

The results of the impact of career decision-making self-efficacy on career maturity show that 

F=116.901, β=0.531, t=10.812, and the descriptive power of the regression model is approximately 

28.2%. Therefore, career decision-making self-efficacy can also positively (+) enhance career maturity. 

 

Table 3. Direct Impact 

Path B β t F R2 

Career activity 

participation satisfaction 
→ 

Career decision-making 

self-efficacy. 
.598 .547*** 11.267 126.943 .299 

Career activity 

participation satisfaction. 
→ career maturity .517 .502*** 10.011 100.228 .252 

teacher support → 
Career decision-making 

self-efficacy. 
.513 .612*** 13.353 178.315 .374 

teacher support → career maturity .473 .599*** 12.924 167.037 .359 

Career decision - making 

self - efficacy. 
→ career maturity .500 .531*** 10.812 116.901 .282 

Note. ***p＜0.001. 

 

3.4 Indirect Impact Analysis 

 

Table 4. Mediation Effect Analysis 

path B S.E β R² F 

Career activity participation 

satisfaction. 
→ 

Career decision-making 

self-efficacy. 
.598 .053 .547*** .299 126.943 

Career activity participation 

satisfaction. 
→ career maturity .517 .052 .502*** .252 100.228 

Career activity participation 

satisfaction. 
→ career maturity 

.311 .058 .302*** 

.346 78.419 
Career decision-making 

self-efficacy. 
.345 .053 .366*** 

teacher support → 
Career decision-making 

self-efficacy. 
.513 .038 .612*** .374 178.315 

teacher support → career maturity .473 .037 .599*** .359 167.037 



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teacher support 

→ career maturity 

.347 .045 .439*** 

.402 99.927 Career decision-making 

self-efficacy. 
.247 .053 .262*** 

Note. ***p＜0.001. 

 

When career decision-making self-efficacy is incorporated into the relationship between career activity 

participation satisfaction and career maturity, as shown in Table 4, the β value in the impact of career 

activity participation satisfaction on career maturity is 0.502, with an explanatory power of 25.2% for 

prediction. When career activity participation satisfaction and career decision-making self-efficacy 

simultaneously predict career maturity, the β value of the effect of career activity participation 

satisfaction decreases and is significant. Secondly, when career decision-making self-efficacy is 

incorporated into the relationship between teacher support and employment preparation behavior, the β 

value of the impact of teacher support on career maturity is 0.612, and R²=37.4. When teacher support 

and career decision-making self-efficacy simultaneously predict employment preparation behavior, the 

β value also decreases and is significant. Therefore, it can be confirmed that career decision-making 

self-efficacy has a partial mediating effect in the impact of career activity participation satisfaction on 

career maturity and in the relationship between teacher support and career maturity respectively. 

 

4. Discussion  

This study, within the context of the integration of industry and education, explores the impact of 

career activity participation satisfaction and teacher support on college students’ career maturity and 

further analyzes the mediating role of career decision-making self-efficacy in this process. Firstly, to 

address research question 1, “What are the situations of college students’ career activity participation 

satisfaction, teacher support, career decision-making self-efficacy, and career maturity?” In the overall 

situation level, the four factors of career activity participation satisfaction, teacher support, career 

decision-making self-efficacy, and career maturity are all at a medium-level situation. This indicates 

that the surveyed college students have certain positive experiences in participating in career activities 

and receiving teacher support, but there is still room for improvement as a whole. These results reflect 

the actual situation of students in terms of career development support and career maturity in the 

current higher education environment. Further combined with the difference analysis, female students’ 

career activity participation satisfaction (M=3.1) and career decision-making self-efficacy (M=3) are 

higher than those of male students (career activity participation satisfaction M=2.91 and career 

decision-making self-efficacy M=2.85), while male students’ career maturity (M=3.35) is better than 

that of female students (M=3.18). This result suggests that female students are more inclined to seek 

career-development opportunity resources and obtain more social support. Male students may be more 

clear and firm in setting and achieving career goals, thus performing better in career maturity. In terms 



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of grade differences, senior-grade students are better in career activity participation satisfaction 

(M=3.11) and career decision-making self-efficacy (M=3.03) compared with lower-grade students 

(M=2.97 and M=2.86 respectively). This finding indicates that as the grade increases, students’ 

participation in career activities and career decision-making self-efficacy gradually increase. From this 

situation, it can be seen that with the accumulation of study and life experience, students’ career 

resources and support gradually increase, enabling them to have a steady improvement in career 

decision-making ability and confidence. 

Secondly, in the direct-impact analysis, it can be seen that career activity participation satisfaction has a 

significant positive correlation with career decision-making self-efficacy and career maturity, and can 

effectively influence these two factors. This finding is consistent with Jinhee’s (2019) research. 

High-satisfaction career activities can increase students’ career skills, enhance their self-awareness and 

career confidence, and can also promote their sense of identity and belonging to the career, enabling 

them to be more actively involved in career planning and development (Jeong, 2023; Kyungok & 

Junghee, 2021; Baiyan, Xiaojing, Qun & Yuege, 2024; Baek, Park & Kwon, 2017). The role of teacher 

support in enhancing college students’ career decision-making self-efficacy and career maturity has 

also been verified, which is consistent with the research results of Oh (2015) and Wong et al. (2021), 

emphasizing the guiding role of teachers in students’ career development. Moreover, this support is 

particularly significant in improving students’ career decision-making self-efficacy (Zhang & Zhao, 

2018). By comparing the influence of career activity participation satisfaction and teacher support on 

career decision-making self-efficacy, it can also be seen that the influence of teacher support (β=0.612) 

is higher than that of career activity participation satisfaction (β=0.547). Based on these results, 

research question 2 of this study, “What are the impacts of college students’ career activity 

participation satisfaction, teacher support, and career decision-making self-efficacy on career 

maturity?” is answered. In terms of the impact on career maturity, teacher support (β=0.599) is better 

than career decision-making self-efficacy (β=0.531) and career activity participation satisfaction 

(β=0.502). Therefore, the importance of teacher support can be shown in these results, because its 

contribution is relatively excellent whether in career decision-making or career maturity. 

Continuing to verify research question 3 of this study: “Do career activity participation satisfaction and 

teacher support indirectly affect career maturity through career decision-making self-efficacy?” In the 

results of the indirect impact analysis, career decision-making self-efficacy can mediate the 

relationships between career activity participation satisfaction and career maturity, and between teacher 

support and career maturity respectively. That is, in the process of career activity participation 

satisfaction and teacher support enhancing career maturity, part of it is achieved indirectly by 

enhancing students’ self-confidence and decision-making ability. Just as described in the studies by Lee 

and Park (2019), Youn and Hyun (2019), Oh (2020), and Shin & Park (2017), career decision-making 

self-efficacy has an indispensable position in career development and is an important positive 



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psychological resource linking career-related outcomes. Combined with the previous direct impact 

results, although the impact of career decision-making self-efficacy on career maturity is not as great as 

that of career activity participation satisfaction and teacher support, it is a factor that enables the two 

factors to achieve indirect influence. Especially for teacher support with a relatively high contribution, 

this mechanism is more needed. 

Finally, based on the results of this study, it can be seen that teacher support and career 

decision-making self-efficacy are two factors that need to be focused on. Therefore, research question 4 

is addressed: “How to effectively promote college students’ career maturity in the context of the 

integration of industry and education?” In terms of strengthening teacher support, colleges and 

universities should focus on the training of teachers in career guidance so that teachers can provide 

students with comprehensive career information and advice and strengthen teachers’ career-activity 

services for students. For improving students’ career decision-making self-efficacy, under the condition 

of ensuring that students have plenty of career practice opportunities, relevant educational institutions 

can set up activities related to the cultivation of career decision-making ability when necessary, 

focusing on career decision-making skills, problem-solving, future planning, etc. In addition, colleges 

and universities still need to promote the improvement of the school-enterprise cooperation mechanism 

and establish a close cooperative relationship with enterprises because the impact of career activity 

participation satisfaction is still significant and effective. Therefore, it is necessary to construct a 

student-centered career support ecosystem with the joint participation of schools, enterprises, teachers, 

and all sectors of society to provide students with comprehensive career support and resources, ensure 

that what students learn matches market demands, and help them achieve success in career 

development. 

 

5. Conclusion  

This study explores the impact of career activity participation satisfaction and teacher support on 

college students’ career maturity. By introducing career decision-making self-efficacy as a mediating 

variable, it reveals the important role it plays in the career maturity process. Finally, from the 

perspective of the integration of industry and education, corresponding strategies are proposed. On the 

one hand, this provides a new perspective and verification for the existing career maturity theory and 

also offers a new framework and method for the theories in the fields of vocational education and 

higher education. In previous studies, although the importance of career activity participation 

satisfaction and teacher support for career development has been gradually verified by different 

researchers, there has been no combination and comparison of them. This study, while clarifying the 

specific impact paths and degrees of these variables, provides relevant empirical support, offering new 

solutions to solve the current problems such as the difficulty of graduates in finding jobs and the high 

early turnover rate, and helping to improve the employment quality and career development stability of 



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college students. However, this study also has certain limitations. For example, the sample size of the 

study is relatively limited and may not fully represent the situation of college students in other regions 

and schools. Educational resources, student backgrounds, and career development opportunities in 

different regions and schools may vary greatly. Moreover, the research data rely on students’ 

self-reports, and there may be social desirability bias and recall bias. All these situations may have 

affected the universal results of the study. In this study, although female students’ career activity 

participation satisfaction, teacher support, and career decision-making self-efficacy are all higher than 

those of male students, male students’ career maturity is still higher than that of female students, 

indicating that the factors that play an important role in male students’ career maturity have not been 

captured in this study. Therefore, future research can introduce other relevant factors for improving 

career maturity to further explore their structural relationships, and expand the sample size to improve 

the representativeness and robustness of the results. It can also consider combining interviews, 

observations, and experiments to improve the diversity and accuracy of the data.  

 

Project Funding 

This project is a research achievement of the Quzhou Philosophy and Social Sciences Planning Project 

“Research on the Promotion Mechanism and Strategy of College Students’ Career Maturity from the 

Perspective of the Integration of Industry and Education” (24QSKG03ZD), and is funded by the 

Quzhou Philosophy and Social Sciences Planning Project. 

 

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