Vol. 10 No. 2 (2023)
Articles

Efficacy of school-based career guidance interventions: A review of recent research

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  • Nargiza Sharapova,
  • Saule Zholdasbekova,
  • Sholpan Arzymbetova,
  • Omer Zaimoglu,
  • Gulshat Bozshatayeva
Nargiza Sharapova
Department of Pedagogy, South Kazakhstan State Pedagogical University, Shymkent, Kazakhstan.
Saule Zholdasbekova
Department of Vocational Training, M. Auezov South Kazakhstan University, Shymkent, Kazakhstan.
Sholpan Arzymbetova
Department of Pedagogy, South Kazakhstan State Pedagogical University, Shymkent, Kazakhstan.
Omer Zaimoglu
Faculty of Fine Arts at Akdeniz University, Antalya, Turkey.
Gulshat Bozshatayeva
Department of Biology and Geography, M. Auezov South Kazakhstan University, Shymkent, Kazakhstan.
DOI: https://doi.org/10.20448/jeelr.v10i2.4554

Published 2023-03-29

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Keywords

  • Career, Decision-making, Education, Meta-analysis, School, Self-efficacy.

How to Cite

Sharapova, N. ., Zholdasbekova, S. ., Arzymbetova, S. ., Zaimoglu, O., & Bozshatayeva, G. . (2023). Efficacy of school-based career guidance interventions: A review of recent research . Journal of Education and E-Learning Research, 10(2), 215–222. https://doi.org/10.20448/jeelr.v10i2.4554

Abstract

This paper aims to examine the impacts of career guidance interventions on school students’ career-related skills, knowledge and beliefs by combining relevant empirical studies conducted in the last 10 years. A random-effects meta-analytic technique was employed for this purpose. After screening, electronic databases using pre-defined eligibility criteria, nine studies involving a total of 1,433 participants were included in the final meta-analysis. The analysis yielded a weighted mean effect size of 0.42 (95% confidence interval = 0.19, 0.65; z = 3.61, p < 0.01) which may be construed as a moderate-to-high effect size with a significant difference between the treatment and control conditions at post-treatment. As a result, post-test career-related outcomes in students who received career guidance were significantly higher than in non-guidance groups. The results suggest that career interventions may provide some modest developmental progression in school-age children and adolescents particularly through improving learners’ career decidedness and attitudes such as future time perspective. These findings might have strategic implications for policy and practice. This paper extends past research on career guidance effectiveness by identifying the combined effect size of relevant career interventions.

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