ACT-高中生职业选择与职业信心：动机、影响和挑战-High School StudentsCareer Choices and Career Confidence Motivations,Influences,and Challenges

ACTResearch|IssueBrief|December20251

HighSchoolStudents’CareerChoicesand

CareerConfidence:Motivations,Influences,andChallenges

BeckyL.BobekandJoyceZ.Schnieders

Introduction

Choosingacareerisamongthemostsignificantdecisionsthathappeninaperson’slife.Thesechoicescanimpacteducationalattainment,futureopportunities,worksuccess,andpersonal

well-being.Well-consideredcareerchoicesthatalignwithanindividual’sinterests,skills,and/orvaluesareassociatedwithhigherjobperformance,higherearnings,andgreaterjobsatisfaction(Hoffetal.,2020;Ismailetal.,2019;Neumannetal.,2009).Careerchoicesthatareagoodfitalsocontributetogreatermentalhealthandwell-being(Redekopp&Huston,2018).Incontrast,poorlyconsideredcareerdecisionscanleadtoconsequencessuchasgreaterworkstress,jobdissatisfaction,andlowerjobcommitment,whichmaynegativelyaffectanindividual’sworkandpersonallife(Kristof-Brownetal.,2005;Pateletal.,2024).Thus,itiscriticalforindividualsto

makeinformedandthoughtfulcareerchoicesthataremorelikelytoleadtorewardingandsuccessfulcareers.

Ashighschoolstudentsconsidertheirfuturecareerchoices,theymayfacethechallengeof

navigatinghundredsofcareeroptionsandthepotentialinfluencesofnumerousfactorswhen

makingthesechoices.Studentsmayrelyontangibleoccupationalfactorssuchasworktasks,

joboutlook,andsalarytohelpnarrowdowntheiroptions.Theymayalsoconsidertheeducationortrainingneededtoenteranoccupation,whichcaneitherexpandorlimittheiropportunitiesindifferentcareerfields.Studentsmayfocusonfactorssuchasinterestsandpassions,whichcanmotivatethemtopersistthroughtheireducationandcontributetoearlycareersuccessand

longer-termemployment(Allen&Robbins,2008;Stolletal.,2017;Volodinaetal.,2015).Skillsandabilitiesarealsocriticalastheyaffectwhetherindividualswillperformwellonthejob

(Banduraetal.,2001).Inaddition,studentsmayprioritizetheirvaluesandpreferences,which

canguidethemtowardcareersthatalignwiththeirbeliefsystemanddesiredlifestyle.Further,familymembersandothersinthelivesofstudentssuchasteachersandfriendscanalsoshapecareerchoicesthroughtheirexpectations,support,andpositiveornegativeperspectiveson

careers(Kazi&Akhlaq,2017).Directwork-relevantexperienceshavealsobeenshowntoaffectcareerchoices(Lentetal.,2002).Clearly,awiderangeoffactorscaninfluencecareerchoicesandunderstandingthesecanhelpstudentsmakemoreinformeddecisionsaboutwhichcareerswillfitthembest.

Careerdecision-makingself-efficacy(confidenceintheabilitytocompletetasksinvolvedinmakingcareerdecisions)isalsoaparticularlysalientfactorasitrelatestostudents’careerchoices.Ononehand,careerdecisionself-efficacyispositivelyrelatedtocareerchoice

decidedness(Sheu,2023).Ontheotherhand,thereissupportforcareerdecidedness

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predictingcareerself-efficacy(Lentetal.,2019).Thissuggeststhatthereisamutually

reinforcingrelationshipbetweencareerchoicedecidednessandcareerdecision-makingself-efficacy.Willhardtetal.(2025)describesthisasa“feedbackloopfromcareerdecidednesstoparticipants’latercareer-relatedself-efficacyinreturn.Careerdecidedness,afterall,willfosteractionsandexperiencesthatwillthenserveaslearningexperiencesforfutureself-efficacy”(p.3).Inotherwords,confidenceinmakingcareerdecisionsleadstomoredecisivecareer

choices,andhavingadecidedcareerpathenhancesconfidenceinone'sabilitytosucceedinthatcareer.

Giventheimportanceofcareerchoicesforfutureoutcomes,itiscriticaltolearnabouthigh

schoolstudents’perspectivesontheirchoices.Whatreasonsdotheythinkareimportantto

considerwhenchoosingcareers?Howinfluentialarepeopleandexperienceswhenmaking

theircareerdecisions?Whatfactorsdotheyagreewouldbeinvolvedinmakinggoodfitcareerchoices?Howaretheircareerchoicesrelatedtotheirlevelofconfidenceinmakinggoodfit

choicesandtheirfuturesuccess?Whatchallengesdotheyhavewhenchoosingcareers?Theanswerstothesequestionscanhelpusbetterunderstandstudents’thoughtsoncareerchoicesandprovideinsightsintohowtobetterpreparethemformakingthesedecisions.

Tounderstandstudents’perspectivesontheircareerchoices,wesurveyedarandomsampleofhighschoolstudentsinGrades11and12whoregisteredfortheJuly2024ACT®Nationaltest(seetheTechnicalAppendixformoredetailsonthesample).Inthisonlinesurvey,weasked

studentstosharetheirthoughtsoncareerchoices,includingwhatreasonsareimportantto

consider,whetherpeopleandexperiencesareinfluential,whatmakesagoodfitcareerchoice,andtheirconfidenceintheirchoices.Wealsoaskedabouttheirexperiencewithcareerchoicechallenges.Inthisbrief,wesharewhatwelearnedfrom4,367highschoolstudentsonthese

topics.

DecidedCareerChoicesRelatedtoGreaterCareerConfidence

Highschoolstudentshadmanythoughtsabouttheirfuturecareers.Amongthesurveyedhighschoolstudents,alittleoverhalf(53%)indicatedthattheyhaddecidedtheoccupationthey

wantedtopursue,45%hadsomeoptionsinmindbuthadnotdecidedwhichtopursue,and

only2%hadnotthoughtaboutwhichoccupationtopursue.Furthermore,moststudentsfelt

sureofandsatisfiedwiththeirchoices.Ofthosewhohadalreadydecidedwhichoccupationtopursue,46%wereverysureoftheirchoices,withanother44%moderatelysure.Also,57%ofthemfeltverysatisfiedwiththeirchoicesandanadditional32%weremoderatelysatisfied.

Wealsoinvestigatedstudents’careerconfidenceinthreeaspects—choosingacareerthatwillbeagoodfit,buildingknowledgeandskillsneededfortheirchosencareer,andperformingwellintheirchosencareer.Overall,alargemajorityofsurveyedstudentsreportedbeingveryor

moderatelyconfidentthattheircareerchoiceswouldbeagoodfitforthem(83%;Figure1).Anevenhigherpercentageofstudentsweresimilarlyconfidentthattheycouldbuildtheknowledgeandskillsneededfortheirchosencareers(90%)andthattheywouldperformwellinthese

selectedcareers(89%).

ACTResearch|IssueBrief|December20253

Figure1.PercentagesofStudentsRatingLevelofConfidenceinCareer-RelatedTasks

62

28

82

Icanbuildtheknowledgeandskillsneededformychosencareer(n=3,251)

58

31

102

Iwillperformwellinmychosencareer(n=3,255)

44

39

134

Iwillchooseacareerthatwillbeagoodfitforme(n=3,246)

0%20%40%60%80%100%

VeryConfidentModeratelyConfidentSomewhatConfidentSlightly/NotConfident

Note.Percentagesmightnotaddupto100%duetorounding.Thencountsareunweighted

samplesizes,whilethepercentageswerecalculatedafterweighting.SlightlyConfident(n=94)andNotConfident(n=37)werecombinedduetosmallerncounts.

Wefurtherexploredwhetherstudents’careerconfidencewasrelatedtowhethertheyhad

chosenacareertopursue.

1

Resultsshowedthatstudentswhohaddecidedonacareerwere

significantlymoreconfidentthattherewouldbepositiveconsequencesrelatedtothesechoicesthanstudentswhohadnotdecidedonthecareerstheywouldpursue(Figure2).Nearlytwiceasmanystudentswhohadmadeacareerchoicewereveryconfidentthattheywouldchoosea

careerthatwouldbeagoodfitforthemcomparedtostudentswhohadnotyetchosentheir

career(57%and29%,respectively).Studentswithachosencareerarelikelyexpressing

confidenceinthatchoiceasagoodfitcareerbutmaybeexpressingconfidenceinafuturegoodfitcareerchoice.Whileapproximatelythree-quartersofthestudents(71%)withachosencareerwerealsoveryconfidenttheycouldbuildtheknowledgeandskillsneededfortheircareer,onlyhalfoftheundecidedcareerchoicestudents(51%)hadthislevelofconfidenceaboutbuilding

theircareer-relatedknowledgeandskills.Further,two-thirdsofthose(65%)withchosencareerswereveryconfidentthattheywouldperformwellintheirchosencareerscomparedtohalfof

students(49%)withoutachosencareer.

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Figure2.PercentagesofStudentsReportingTheyareVeryConfidentinCareer-RelatedTasksbyChoiceStatus

Icanbuildtheknowledgeandskillsneededformychosencareer(n=2,038)

Iwillperformwellinmychosencareer(n=1,840)

Iwillchooseacareerthatwillbeagoodfitforme(n=1,380)

71

51

65

49

57

29

020406080100

aHavechosenacareertopursueaHavenotchosenacareertopursue

Note.Thencountsareunweightedsamplesizes,whilethepercentageswerecalculatedafterweighting.

Toexplorefactorsthatwerepotentiallyassociatedwithwhetherastudentdecidedonacareerandassociatedwithstudents’levelsofcareerconfidence,weconductedlogisticregression

analyses

2

andmultiplelinearregressionanalyses

3

(seetheTechnicalAppendixforregressionstatistics).Thesemodelshelpedusfurtherunderstandtherelationshipbetweenhavingchosenacareertopursueandcareerconfidence.Afterholdingdemographicvariables(i.e.,

race/ethnicity,gender,income,parenteducationlevel)andotherindependentvariables

constant,havingchosenacareertopursueconsistentlystillhadasignificantpositive

relationshipwithcareerconfidence(TablesA3–A5).Studentswithacareerchoicewere

significantlymoreconfidentthattheircareerchoiceswouldbeagoodfit,thattheywouldbuildtheknowledgeandskillsneededforthosecareers,andthattheywouldperformwellintheircareers(TablesA3–A5).Theseresultsshowthathavingacareerchoiceboostsstudents’

confidenceintheircareerfitandtheirbeliefintheirabilitytosucceedintheirchosencareers.

Additionally,theresultsoftheregressionmodelsrevealedseveralimportantfactorsthatwere

relatedtodecidingonacareerand/orcareerconfidence,whichwewilltalkaboutonebyoneasfollows.

Students’CareerChoicesMotivatedbyPersonallyRelevantandOccupation-SpecificReasons

Themajorityofhighschoolstudentsratedmultiplereasonsasveryormoderatelyimportanttoconsiderwhenchoosingtheircareers(rangingfrom58%to90%;Figure3).Onaverage,

studentsrated4outof10reasonsasveryimportantwhenchoosingcareers.

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Myinterests/passions(n=4,355)

Myabilities/skills(n=4,360)

Education/Trainingneededfortheoccupation

(n=4,356)

Worktasks(e.g.,makingthings,helpingpeople)(n=4,348)

Workbenefits(e.g.,vacationtime,promotion

options)(n=4,354)

Averageincomeoftheoccupation(n=4,357)

Workexpectations(e.g.,workschedule,remote

work)(n=4,354)

Worksetting(e.g.,outdoors,byyourself)(n=

4,360)

Workfeatures(e.g.,challengingwork,work

variety)(n=4,353)

Growingnumberofjobsrelatedtothe

occupation(n=4,361)

Figure3.PercentagesofStudentsRatingImportanceofReasonsforChoosingCareers

63

27

8

2

54

36

9

1

50

31

14

5

37

36

21

6

36

34

23

8

36

39

19

6

32

35

9

24

30

31

27

13

27

38

27

8

26

32

30

12

0%20%40%60%80%100%

VeryimportantModeratelyimportantSomewhatimportantSlightly/Notimportant

Note.Percentagesmightnotaddupto100%duetorounding.Thencountsareunweightedsamplesizes,whilethepercentageswerecalculatedafterweighting.

Studentsweremostlikelytosaythattheirinterestsandpassionswere“veryimportant”for

choosinganoccupation(63%),followedbytheirskillsandabilities(54%).Halfofthestudentssurveyedthoughtitveryimportanttoconsidertheeducationandtrainingneededforan

occupationwhendecidingwhethertopursuethatoccupation.Approximatelyone-thirdofthestudents(rangingfrom30%to37%)consideredoccupation-specificreasonsveryimportant,

andanotherthirdconsideredthesereasonsmoderatelyimportant(rangingfrom31%to39%),includingworktasks,workbenefits,averageincome,workexpectations,andworksetting.Jobgrowthwascitedasveryimportanttoconsiderbyone-quarterofthestudents(26%)and

moderatelyimportantbyanotherthirdofthem(32%).

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Acrossthedifferentreasonsstudentsreportedconsideringwhenchoosingacareer,students

whohadachosencareerweremorelikelytoratethesereasonsasveryimportantthan

studentswhohadnotyetchosenacareer(Figure4).Thelargestdifference(at18%)wasfor

theeducationandtrainingneededforanoccupation.Therewasalsoa13%differencebetweenthosewhohadandthosehadnotchosenacareerregardingworktasksandworkfeatures,

followedbya12%differencewhenitcametojobgrowthbeingaveryimportantcareerchoiceconsideration.Forthepersonallyrelevantreasons,therewasadifferenceof10%forabilitiesandskillsand9%forinterestsandpassions.

Figure4.PercentagesofStudentsRatingMostImportantCareerChoiceReasonsbyChoiceStatus

Myinterests/passions(n=2,812)

Myabilities/skills(n=2,346)

Education/trainingneededfortheoccupation(n

=2,101)

Worktasks(e.g.,makingthings,helping

people)(n=1,662)

Workbenefits(e.g.,vacationtime,promotion

option)(n=1,487)

Workexpectations(e.g.,workschedule,remote

work)(n=1,298)

Averageincomeoftheoccupation(n=1,572)

Worksetting(e.g.,outdoors,byyourself)(n=

1,234)

Workfeatures(e.g.,challengingwork,work

variety)(n=1,223)

Growingnumberofjobsrelatedtothe

occupation(n=1,144)

58

59

49

58

40

I430

3

I40

3

2

37

26

36

35

33

25

3320

3220

0204060

67

80100

HavechosencareertopursueHavenotchosencareertopursue

Note.Thencountsareunweightedsamplesizes,whilethepercentageswerecalculatedafterweighting.

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Thetotalnumberofreasonsconsideredveryimportantforchoosinganoccupationwasa

significantpredictorofwhetherornotastudenthadalreadymadeacareerchoice.

2

Thenumberofreasonsstudentsconsideredveryimportantformakinganoccupationchoicewaspositively

relatedtohavingchosenacareertheywantedtopursue.Foreveryextrareasonconsideredveryimportant,theoddsofhavingmadeacareerchoiceincreased15%,holdingconstantallothervariables.Additionally,thetotalnumberofreasonsconsideredveryimportantwasalsopositivelyassociatedwithstudents’careerconfidence.

3

Aftercontrollingforothervariablesinthemodels,thenumberofveryimportantreasonswasstillstatisticallysignificantinpredictingstudents’confidenceintheircareerchoicesbeingagoodfit,confidenceintheirabilitytobuildtheknowledgeandskillsneededfortheircareers,andconfidenceinperformingwellinthosecareers.Themorereasonsstudentsconsideredveryimportant,thehighertheircareer

confidence.

Students’CareerChoiceswereInfluencedbyBothPeopleandExperiences

Studentswereaskedhowmuchinfluencedifferentpeoplehadorwouldhaveonthemwhen

choosinganoccupation.Nearlyhalfofstudents(48%)reportedthatfamilymembershadahighormoderateinfluenceontheircareerchoices(Figure5).Thiswasfollowedby42%ofstudentsindicatingthatsomeonepursuingthesameoccupationhadorwouldhavehighlyormoderatelyinfluencedtheirownchoices.Fewerstudentscitedteachers(23%)andschoolorcareer

counselors(17%)ashavinghighormoderateinfluence,although25%and20%ofstudents,respectively,thoughtthesetwogroupsofpeoplehadsomeinfluenceontheircareerchoices.

Similarly,aquarterofstudentsthoughtfriendshadsomeinfluenceontheirchoices,with15%reportingfriendshavinghighormoderateinfluence(15%).

Figure5.PercentagesofStudentsRatingInfluenceofPeopleWhenChoosingCareers

Myfamily(n=4,347)

SomeoneIknowpursingsameoccupation(n=

4,342)

Teacher(s)(n=4,359)

Schoolorcareercounselor(n=4,346)

Myfriend(s)(n=4,354)

22

26

14

10

28

17

25

24

2113

7

16

25

27

25

5

12

20

25

39

23

4

11

33

27

020406080100

HighinfluenceModerateinfluenceSomeinfluenceSlightinfluenceNoinfluence

Note.Percentagesmightnotaddupto100%duetorounding.Thencountsareunweightedsamplesizes,whilethepercentageswerecalculatedafterweighting.

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Studentswerealsoaskedanopen-endedquestionabouthowtheythoughtpeopleor

experienceshadinfluencedorwouldinfluencetheircareerchoices.Afterusingqualitative

analysistoreviewresponsesfrom1,697students,fivethemesemerged(basedon1,561

responsesthatcouldbeassignedtoatheme).

4

Onethemeinvolvedpeopleencouraging

students’interestsandpassionsbyprovidingopportunitiesforthemtocultivatetalentsand

explorewhattheymightlike.Thisalsoincludedservingasrolemodels,suchasa“passionateteacher”or“womeninjournalism”showingtheirloveforacareer.Asecondthemeinvolved

peoplemotivatingorinspiringstudentstopursueacareer.Thisincludedseeingothershavinganimpactthroughtheircareersorfollowinginthefootstepsoffamilymembers,likethestudentwhowrote,“MymomandauntswereallnursessoIwanttobeonetoo.”Athirdthemeinvolvedpeopleincreasingstudents’knowledgeofthemselvesandcareersbyhavingstudentswatch

othersinoccupationstoseeifthosefieldswouldorwouldnotbeagoodfitforthem,alongwithfindingoutthepros(i.e.,jobflexibility)andcons(i.e.,longworkhours)ofdifferentcareers.A

fourththemeinvolvedhavingpeoplereinforceoraffirmstudents’choicesbysupportingtheir

careerinterestsorcareerdecisions.Thefinalthemeinvolvedpeopleencouragingstudentsto

dowhattheywanttodo,suchaschoosingacareer“basedonjoyitbrings”or“pursue

passions”andadvisingthemonoptionsandthingstoconsiderwhenmakingchoicesthatwouldbestfitthem.

Interestingly,thetotalnumberofhigh-influencepeoplethatstudentsselectedhadastatisticallysignificantbutnegativerelationshipwithbeingconfidentintheirabilitytobuildneededcareer

knowledgeandskills(seeTableA4intheAppendix).Inotherwords,themorehigh-influence

peoplethatstudentsidentified,thelessconfidenttheywereaboutbuildingrequiredknowledgeandskillsforthecareer.Meanwhile,thetotalnumberofhigh-influencepeopleidentifiedwasnotastatisticallysignificantpredictorforstudentshavingmadeacareerchoiceortheirconfidenceinchoosingagoodfitcareerandperformingwellinthecareer.

Inadditiontotheinfluenceofothers,studentswerealsoaskedhowmuchinfluencedifferent

experienceshadorwouldhaveonthemwhenchoosinganoccupation.Onaverage,studentsreportedhaving1.5high-influenceexperiences.Three-quartersofstudents(72%)reportedthattakingclassesrelevanttoanoccupationhadorwouldhaveahighormoderateinfluenceon

theircareerchoices(Figure6).Additionally,two-thirds(65%)indicatedthatobservinga

professionalinacertainoccupationhadbeenorwouldbehighlyormoderatelyinfluentialwhenchoosingtheircareers.Overhalfofthesurveyedstudentsfurthercitedthattheywereorwouldbeinfluencedbyoccupation-relatedexperiences(54%),byparticipatinginahobby(54%),andbyengaginginextracurricularactivities(53%).

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Figure6.PercentagesofStudentsRatingInfluenceofExperiencesWhenChoosingCareers

Havingtakenclassesthatarerelevanttoan

occupation(n=4,352)

Observingaprofessionalworkinginacertain

occupation(n=4,350)

Havingawork-relatedexperience(e.g.,summer

job,internship)thatisrelevanttoanoccupation(n

=4,328)

HavingahobbythatIwouldliketopursueasan

occupation(n=4,351)

Havingparticipatedinextracurricularactivitiesthat

arerelevanttoanoccupation(n=4,355)

40

17

28

9

7

31

23

20

17

9

26

28

25

10

25

24

11

12

32

6

5

37

20

12

28

020406080100

HighinfluenceModerateinfluenceSomeinfluenceSlightinfluenceNoinfluence

Note.Percentagesmightnotaddupto100%duetorounding.Thencountsareunweightedsamplesizes,whilethepercentageswerecalculatedafterweighting.

Comparingstudents’high-influenceexperiences,morestudentswhohadchosencareerswereorwouldbehighlyinfluencedacrossexperiencesthanthosewhohadnot(Figure7).Therewasa16%differencebetweenthesegroupsasitrelatedtothehighinfluenceofobservinga

professionalworkinginacertainoccupationandan11%differencefortakingclassesrelevanttoanoccupation.Ahigherpercentageofstudentswithchosencareersthanstudentswithoutchosencareersalsoreportedthatoccupation-relevantextracurricularactivities(by8%)and

work-relatedexperiences(by6%)hadorwouldhaveahighinfluenceontheirchoices.

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Figure7.PercentagesofStudentsRatingHighInfluenceofExperiencesbyCareerChoiceStatus

Havingtakenclassesthatarerelevanttoan

occupation(n=1,880)

Observingaprofessionalworkinginacertain

occupation(n=1,643)

Havingawork-relatedexperience(e.g.,

summerjob,internship)thatisrelevanttoan

occupation(n=1,424)

Havingparticipatedinextracurricularactivitiesthatarerelevanttoanoccupation(n=1,152)

HavingahobbythatIwouldliketopursueasan

occupation(n=1,087)

34

28

34

28

29

21

26

25

45

44

020406080100

HavechosencareertopursueHavenotchosencareertopursue

Note.Thencountsareunweightedsamplesizes,whilethepercentageswerecalculatedafterweighting.

Returningtostudents’open-endedresponsesabouthowtheythoughtpeopleorexperiences

wouldinfluenceorhadinfluencedtheircareerchoices,fourthemesemerged.Thefirsttheme

involvedstudentsdevelopingtheirinterestsandpassionsbytakingclassesinschooland

throughlifeexperiencessuchasreadingbooks,watchingmovies,playingcomputergames,

ridingrollercoasters,andvolunteering.Thesecondthemeinvolvedbeingmotivatedbynegativeexperiences,forexample,experiencesassociatedwithlivinginpovertyleadingtoadesiretodobetterthroughtheircareerortheexperiencesofbeing“scaredofmeandentists”leadingtothedesiretohelpkidsfeelgoodgoingtothedentist.Anotherthemeinvolvedstudentsincreasing

theirknowledgeofthemselvesandcareersbydecidingwhattheypersonallylikeanddislike

fromtheirvariedexperiencesandbyexploringdifferentworkenvironmentsandwork

expectationsonthejob.Thefinalthemeinvolvedhavingjob-relatedexperiencesthatconfirmedcareerchoices,likeajobshadowandknowingthat“doingthejobreinforcesmychoice.”

Theregressionanalysisrevealedthatthetotalnumberofexperiencesastudentconsideredtobeveryimportantwasasignificantpredictorofwhetherastudenthaddecidedonacareerto

pursue(seeTableA2inAppendix).Foreveryextraexperienceastudentconsideredtobeveryimportant,theoddsofhavingmadeacareerchoiceincreasedby7%,holdingconstantallothervariables.Additionally,thetotalnumberofexperiencesastudentconsideredtobevery

importantwasalsopositivelyassociatedwithstudents’careerconfidence.Afterholdingothervariablesinthemodelsconstant,

3

itwasstillasignificantpredictorofstudents’confidencein

theircareerchoicesbeingagoodfit,confidenceintheirabilitytobuildtheknowledgeandskillsneededfortheircareers,andconfidenceinperformingwellinthosecareers.Themore

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experiencesstudentsthoughthadorwouldhaveahighinfluence,thehighertheircareerconfidence.

StudentsKnowWhatItTakestoMakeGoodFitCareerChoices

Amajorityofsurveyedstudents(rangingfrom54%to84%)stronglyagreedoragreedthatit

takeseachofthe12factorstomakeagoodfitcareerchoice(Figure8).Overthree-quartersofthestudentsstronglyagreedoragreedthatmakinggoodfitcareerchoicesincludedknowing

whichpersonalcharacteristicssuchasvalues(82%),strengthsandweaknesses(82%),and

likesanddislikes(80%)theywouldconsiderwhenchoosingcareers.Studentsalsostrongly

agreedoragreedthatgoodfitchoicesinvolvedevaluatingthematchbetweeno