Correlates of the School-Based Guidance Program to Freshman Students in Guangdong Province, China: Basis for Enhanced Guidance Program
PDF

Keywords

Guidance program
Career development
Counselors
Freshman students

DOI

10.26689/jcer.v6i9.4320

Abstract

Guidance programs have significant roles in preparing students for the future. The study recognizes that guidance and counseling programs are a transformative process of helping students strengthen their career planning, education, and preparation for employment. The guidance programs of first-year college students from Guangdong Peizheng College (GPC) in Guangdong Province, China was investigated, with 357 freshman students currently enrolled in the participating school involved in this study. Moreover, 12 guidance counselors were interviewed through focused-group discussions, including the school director, for the qualitative component of the study. Utilizing the convergent parallel design mixed method, the study was able to elucidate the quantitative and qualitative relevance of the data gathered from the selected participants. The emerging results found that Chinese freshman students were satisfied with all of the parameters of the guidance programs of the school. The school counselors are able to provide students with a rich reservoir of academic cand guidance support, career mentoring, and career guidance. There were contributing factors that need to be addressed if improvement and innovation of the guidance program is the primary goal. Support and resources should be prioritized in order to enrich the development not only of the students but also of the guidance counselors. The study serves as empirical evidence for proposing an improved school-based guidance program as practical outputs of the study further to innovate the effectiveness of the implementation of guidance services.

References

Zhao Q, Li X, Zhao J, et al., 2014, Predictors of Depressive Symptoms Among Children Affected by HIV in Rural China: A 3-Year Longitudinal Study. Journal of Child and Family Studies, 23(7): 1193–1200. http://doi.org/10.1007/s10826-013-9780-8

Jan SU, Anwar MA, 2019, Emotional Intelligence, Library Use and Academic Achievement of University Students. J Austral Lib Info Assoc, 68: 38–55. http://doi.org/10.1080/24750158.2019.1572482

Wang C, Ni H, Ding Y, et al., 2015, Chinese Teachers’ Perceptions of the Roles and Functions of School Psychological Service Providers in Beijing. School Psychology International, 36(1): 77–93. http://doi.org/10.1177/0143034314560623

Li C-S, 2018, Chinese University Professors’ Perceptions about Counseling Services. Journal of Counselling, 31: 54–221.

Sun VJ, Yuen M, 2012, Career Guidance and Counseling for University Students in China. International Journal for the Advancement of Counselling, 34(3): 202–210. http://doi.org/10.1007/s10447-012-9151-y

Sun VJ, Yuen M, Hao DF, 2012, Reflections on a University Career Center in Guangzhou, China. Asian Journal of Counselling, 19(1–2): 97–114.

Creswell JW, Creswell JD, 2018, Mixed Methods Procedures, in Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th Edition), SAGE Publications, Inc., Los Angeles, CA, 213–246.

Hao D, Sun VJ, Yuen M, 2015, Towards a Model of Career Guidance and Counseling for University Students in China. International Journal for the Advancement of Counselling, 37: 155–167. http://doi.org/10.1007/s10447-015-9234-7

Carey J, Dimmitt C, 2012, School Counseling and Student Outcomes: Summary of Six Statewide Studies. Professional School Counseling, 16(2): 146–153.