UNIVERSITY OF ECONOMIC HO CHI MINH CITY

----

ASSIGNMENT
SUBJECT: APPLIED STATISTICS FOR
ECONOMICS & BUSINESS
TOPIC: FACTORS INFLUENCING CAREER
ORIENTATION OF STUDENTS

Lecturer: Trần Hà Quyên

Term ID: 21D1STA50802907

Member: Nguyễn Thanh Thảo Giang - 31231022893

Vũ Tuấn Anh - 31231027876
Nguyễn Trúc Minh - 31231021286
Nguyễn Bảo Trân – 31201029849
Nguyễn Xuân Mạnh Tân - 31231023648

Ho Chi Minh City, April 8th, 2024

1
GROUP 5
MEMBERS:
Nguyễn Thanh Thảo Giang
Nguyễn Trúc Minh
Nguyễn Bảo Trân
Vũ Tuấn Anh
Nguyễn Xuân Mạnh Tân
Members Percentage of completion
Nguyễn Thanh Thảo Giang 100%
Nguyễn Trúc Minh 100%
Nguyễn Bảo Trân 100%
Vũ Tuấn Anh 100%
Nguyễn Xuân Mạnh Tân 100%

2
 Table of contents

FOREWORD...........................................................................................................5
CHAPTER 1: TOPIC INTRODUCTION.............................................................6
1.1. Research context.........................................................................................6
1.2. Research problem statement......................................................................6
1.3. Research objectives.....................................................................................6
1.3.1. General target.........................................................................................6
1.3.2. Specific target.........................................................................................6
1.4. Research object and scope..........................................................................6
1.4.1. Research scope.......................................................................................6
1.4.2. Research object.......................................................................................6
CHAPTER 2: THEORETICAL BASIS, PREVIOUS RESEARCH RESULTS
AND RESEARCH MODEL...................................................................................7
2.1. Theoretical basis .......................................................................................7
2.1.1. Definition of job.....................................................................................7
2.1.2. Income....................................................................................................7
2.1.3. Definition of career orientation..............................................................7
2.1.4. Factors affecting career orientation........................................................7
2.1.5. The influence of income on students’ job choices.................................8
2.2. Previous research results............................................................................8
2.2.1. Definition of overall job satisfaction......................................................8
2.2.2. Definition of satisfaction related to job components..............................8
2.3. Research model suggested........................................................................11
2.3.1. The process of forming a research model.............................................11
2.3.2. Research hypothesis:............................................................................13
CHAPTER 3: RESEARCH METHOD...............................................................14
3.1. Data objective............................................................................................14

3
3.2. Approach..................................................................................................14
3.2.1. Primary data..........................................................................................14
3.2.2. Secondary data......................................................................................14
3.3. Analysis plan.............................................................................................15
3.3.1. Methods................................................................................................15
3.3.2. Statistic tool..........................................................................................15
3.3.3. Planned computer program...................................................................16
CHAPTER 4: RESEARCH ANALYSIS AND RESULTS ..........................17
4.1. Descriptive statistic......................................................................................17
4.1.1. Gender..................................................................................................17
4.1.2. Respondent...........................................................................................17
4.1.3. Factors affecting students’ career orientation.......................................18
4.1.4. The influence level from people around...............................................22
4.1.5. What level of income students plan to have after just graduating........24
CHAPTER 5: PROPOSAL AND CONCLUSION.............................................25
REFERENCES......................................................................................................26

4
 FOREWORD

Career orientation plays an important role in determining success and personal growth direction. In
several researches, some authors mentioned career orientation for young people, especially students.
Choosing the right job will create various opportunities for each individual to develop better and
bring more positive contributions to society. Therefore, each student need to identify the job that
truly fits the needs of society and clearly understand how passionate you want to be with the job. In
contrast, many students lack understanding of the market development mechanisms and have chosen
careers that are increasingly being eroded. In additon, choosing a suitable jon not only depends on
the market merchanism but it is also affected by many subjective and objective factors. Sticking
with that job for a long time required many factors, whether you like it or doing that job will bring
you high salary. Therefore, researching factors affecting students’ career orientation and the
influence level of income on students will give us a better clear view in finding a suitable job. From
the topic, we propose some specific solutions to help students indentify their strong and weak points
to find a matching job.
Because this is the first project we have done and also the first time we have had the opportunity to
collaborate together, so there will be some inevitable mistakes, please forgive us. Furthermore, we
also thank you for your dedicated guidance to help us complete the research in the best way.

5
 CHAPTER 1
TOPIC INTRODUCTION
1.1. Research context
Nowadays, countless professions appear and students are gradually losing the direction in choosing
a job that suits themselves and the society’s need. Researching factors that influence students’ career
decision to grasp the current situation of students’ desire to find a suitable job base on what criteria.
In addition, conducting a survey on the influence level of income affecting students will provide a
deep understanding of whether graduated students concern more about salary or experiences.
1.2. Research problem statement
There are some of the research questions that we used for the research paper:
 What are some subjective factors that affecting students’ career orientation? (hoobies, character,
capacity, health, social trends or orientation websites)
 What are some objective factors affecting students’ career orientation? (income, social status, self
development opportunities, working environment, job promotion)
 Who affect students’ career oriention most?
 What kind of income will affect graduated students most?
1.3. Research objectives
1.3.1. General target
Analyze subjective, objective factors and the influence level of people around on students’ career
orientation. From that, we propose some practical solutions to find a job that match their desire.
1.3.2. Specific target
 What factors mainly influence on students in choosing their career?
 Who impact the career decision of students most?
 Evaluate students’ mothly self-earned income to know that with that amount of income, students can
cover all expenses in life and after graduating, they will prioritize choosing a job to get experience
or well-paid job but not stable.
 Propose some solutions on what criteria students should base on to choose their future career.
1.4. Research object and scope
1.4.1. Research scope
As mentioned above, we conducted a study on factors affecting students’ career orientation and the
influence of income on their choice.
1.4.2. Research object
We conducted a survey aimed at students studying at universities, mainly students of universities in
Ho Chi Minh City.

6
 CHAPTER 2

THEORETICAL BASIS, PREVIOUS RESEARCH RESULTS AND

RESEARCH MODEL

2.1. Theoretical basis

2.1.1. Definition of job
A career is a specific task or piece of work assigned to someone as part of their employment. It is
regular, paid position that typically involves specific duties, responsibilities, and expectations. Jobs
can be found across various industries and sectors, and they provide individuals with the opportunity
to earn income, gain experiences and contribute to the workfoce.
2.1.2. Income
 Income refers to money or financial gain earned through various sources such as employment,
investments, business activities or other means. It represents the total amount of money received
over a specific period, typically before the taxes and other deductions are applied.
 Income can be categorized into various types based on its source and nature. Some common types of
income: earned income, passive income, investment income, business income, interest income,
capital gains, dividend income, rental income, annuity income, pension income.
 Students may have various sources of income depending on their circumstances and opportunities
available for them. Some common sources of income for students include:
 Part-time jobs: many students work part-time jobs to earn income while studying. This could include
positions such as retail jobs, food service, tutoring or administrative work.
 Internships: some students parrticipate in paid interships where that gain work experience in their
field of study while earning income.
 Scholarships and grants: students may receive financial aid in the form of scholarships, grants or
bursaries, which can help cover tuition, living expenses and other educational costs.
2.1.3. Definition of career orientation
Job orientation refers to the process through which new employees are introduced to their
workplace, their role within the organization and its policies, procedures and culture. It is designed
to help new hires become familiar with their job responsibilities, their coworkers and the overall
working environment.
2.1.4. Factors affecting career orientation
Several factors can influence an individual’s career orientation, shaping their attitudes,
aspirations, and decisions regarding their professional path. Some of the key factors include:
 Personal Values and Interests: Individuals often gravitate towards careers that align with their
personal values, interests, and passions. For example, someone with a strong interest in
environmental conservation may pursue a career in sustainability or environmental science.
 Skills and Abilities: Career orientation can be influenced by an individual’s skills, talents, and
strengths. People tend to pursue careers where they can leverage their natural abilities and develop
their skills further

7
 Family and Social Influence: Family upbringing, cultural background, and social influences can
shape career orientation. For example, familial expectations or role models within the community
may influence an individual’s career choices.
 Economic Factors: Economic considerations such as income potential, job security, and
opportunities for advancement can influence career orientation. Financial needs and goals may drive
individuals to pursue certain career paths over others.
 Work Environment and Culture: The work environment, organizational culture, and workplace
values play a significant role in career orientation. Some individuals may prioritize factors such as
company culture, diversity, and inclusivity when selecting a career path.
2.1.5. The influence of income on students’ job choices
Income can have a significant influence on student’s job choices, as it directly affects their
financial stability, lifestyle, and future prospects. Here are several ways in which income can
impact student’s decisions regarding employment:
 Financial Stability: For many students, especially those financing their education independently or
supporting themselves financially, the need for a steady income is paramount. Higher-paying jobs
may be more appealing to students who need to cover tuition fees, living expenses, and other
financial obligations.
 Career Advancement: Students may prioritize job opportunities that offer the potential for career
advancement and long-term financial growth. Higher-paying positions often come with greater
opportunities for professional development, promotions, and salary increases over time.
 Standard of Living: Income influences students’ ability to afford a certain standard of living,
including housing, transportation, food, healthcare, and leisure activities. Higher-paying jobs may
provide students with the means to enjoy a more comfortable lifestyle and pursue their interests and
hobbies.
Overall, income plays a crucial role in shaping students’ job choices and career trajectories,
influencing their financial well-being, quality of life, and long-term prospects in the workforce.
However, individual preferences, values, and career aspirations also factor into students’
decisions about employment.

2.2. Previous research results

Researching factors affecting students’ career orientation, some authors applied job satisfaction
models to measure the main factors affecting job selection of employess as well as students.
Overview of job satisfaction and factors affecting job satisfaction
2.2.1. Definition of overall job satisfaction
According to Vroom (1964), job satisfaction is the state in which employees have a clear and
effective orientation toward their work within the organization.
Wexley and Yuki (1984) define job satisfaction as the way an employee perceives their porofession.
According to Spector (1997), job satisfaction is simply how people feel about their work and its
various aspects.
2.2.2. Definition of satisfaction related to job components
According to Smith, Kendall and Hulin (1969), job satisfaction with the components or aspects of
the job is the attitude and the perception of employees regarding various aspects of their work (the
nature of the job, opportunities for training and advancement, leadership, coworkers, salary)

8
 Theories of job satisfaction
(a) Herzberg’s two – factor theory of motivation – hygiene (1959)

Herzberg and Ctg pointed out that the level of employee satisfaction depends on the following two
basic factors:
 Motivating factors (motivation): includes rewards, recognition, personal development opportunities,
and other motivational factors.
 Maintenance factors: include human resource management, salary, working environment, personal
life, job security and related factors.
(b) Maslow’s hierarchy of needs (1943)
According to Maslow (1943, 1954), human needs were arranged in a hierarchy, with physiological
(survival) needs at the bottom, and the more creative and intellectually oriented ‘self-actualization’
needs at the top.
Maslow argued that survival needs must be satisfied before the individual can satisfy the higher
needs. The higher up the hierarchy, the more difficult it is to satisfy the needs associated with that
stage, because of the interpersonal and environmental barriers that inevitably frustrate us.
Higher needs become increasingly psychological and long-term rather than physiological and short-
term, as in the lower survival-related needs.
Previous research results
1. Domestic research
The research model proposed by Associate Professor Dr.Tran Kim Dung (2005)
In Vietnam, Tran Kim Dung (2005) conducted a study measuring the level of job satisfaction among
workers in Vietnam by using the JDI scale by Smith (1969) combined with Maslow’s hierarchy of
needs (1943). The study identified new factors that affect job satisfaction of workers, namely
Company Benefits and Working Conditions.
The limitation of this study lies in the characteristics of the research sample. The respondents were
employees participating in evening courses at the University of Economics in Ho Chi Minh City.
They were perceived to be more academically inclined and influenced by management theories they
were studying. Therefore, this sample may not fully represent Vietnamese workers, and the research
results may not accurately reflect the job satisfaction of workers in Vietnam.
However, Trần Kim Dung's (2005) research model can be considered for further validation in this
study, as it encompasses all 5 factors of the JDI scale and 2 newly explored factors in the
Vietnamese context. Particularly, the AJDI scale developed by Trần Kim Dung, which adjusts the
7 job description factors, has been validated for suitability in Vietnam. This can be used as a draft
questionnaire for qualitative research. In this study, the two new factors by Trần Kim Dung will be
carefully considered in the following aspects:

9
 Company Benefits: These are benefits that an employee receives from their company in addition to
their salary. In Vietnam, the benefits that employees are most concerned about include: social
insurance coverage, health insurance, statutory leave, sick leave and personal leave as needed,
protection of legal interests by labor unions, annual travel opportunities, etc.
 Working Conditions: This refers to the state of the workplace, conditions that affect the health and
convenience of workers, necessary tools and systems, comfortable and convenient working
environments, safety, cleanliness, etc.
2. Foreign researches
a) Job Descriptive Index (JDI) by Smith, Kendall and Hulin (1969)
The Job Descriptive Index (JDI) is a 72-item instrument designed to measure five dimensions of job
satisfaction: satisfaction with supervision, coworkers, pay, promotional opportunities, and the work
itself.
The Job Descriptive Index (JDI) was originally developed by Smith, Kendall, and Hulin (1969) to
measure job satisfaction defined as “the feelings a worker has about his job” (p. 100). This
instrument has been revised in 1985, 1997, and most recently in 2009.
Specifically, JDI measures five facets of job-related satisfaction:
 Work itself
 Supervision
 Pay
 Promotions
 Coworkers.
Each scale includes a checklist of adjectives or adjective phrases, and respondents are asked to fill
the blank beside each item as follows: “Y” (agreement), “N” (disagreement), and “?” (cannot
decide). The original item pool was generated by means of extensive interviews with employees,
content analyses of existing instruments, and content analyses….
b) Mosammod Mahamuda’s research model Parvin (2011)

The study investigates the factors influencing job satisfaction among employees in the
pharmaceutical industry. The authors attempted to assess the job satisfaction of employees in
various pharmaceutical companies. The result shows that salary, efficiency in work, fringe
supervision, and co-worker relations are the most important factors contributing to job
satisfaction.

c) Research by AlamdarHussainKhan &colleages (2011)

Based on the research findings, Alamdar proposed to the government that all factors such as
promotion, working conditions, colleagues, and job characteristics significantly impact job
satisfaction as demonstrated in this study. From these results, to enhance employee engagement in
the field of self-governing healthcare organizations, the author suggests focusing on all aspects
influencing job satisfaction rather than just one of these factors.

10
 d) Minnesota Satisfaction Questionaire (MSQ) by Weiss (1967)
Weiss and his colleague from the University of Minnesota proposed criteria for job satisfaction
through the Minnesota Satisfaction Questionnaire (MSQ), which consists of 2 analytical
dimensions:
 Intrinsic factors of satisfaction
 Extrinsic factors of satisfaction
Additionally, they provided general criteria to measure the level of satisfaction of employees.

2.3. Research model suggested

2.3.1. The process of forming a research model

Factors Featured author

1 Smith, Kendall and Hulin (1969); Hackman & Oldham;

Salary Alamdar Hussain Khan; Parvin (2011);
Trần Kim Dung (2005)

2 Smith, Kendall and Hulin (1969); Weiss (1967);

Hackman & Oldham; Alamdar
Promotions Hussain Khan; Parvin (2011);
Trần Kim Dung (2005)

3 Herzberg (1959);
Relationship Smith, Kendall and Hulin(1969); Alamdar Hussain Khan
with superiors (2011);
Trần Kim Dung (2005)

4 Smith, Kendall và Hulin (1969);

Relationship Weiss (1967); Alamdar Hussain Khan; Luddy (2005); Trần
with colleagues Kim Dung (2005)

5 Alamdar Hussain Khan and colleagues (2011)

Job Trần Kim Dung (2005)
characteristics

6 Mosammod Mahamuda Parvin (2011);

Working Alamdar Hussain Khan and colleagues (2011)
conditions

7 Benefits Weiss (1967);

Trần Kim Dung (2005)

Based on the foundation of the 5 dimensions of the JDI scale: work itself, supervision, salary,
promotions, coworkers, supplemented with 2 additional components: working conditions
(Mosammod Madamuda Parvin, 2011; Alamdar Hussain Khan&colleages, 2011) and Welfare

11
 (Weiss, 1967; Tran Kim Dung, 2005), the author proposes a research model consisting of 7 factors
influencing employee job satisfaction:

salary

Training and
promotions

superiors Job satisfaction

colleages

Job characteristics

Working
conditions

benefits

2.3.2. Research hypothesis:

H1: Employees' assessment of Income: The higher the evaluation of income by employees, the
higher their job satisfaction, and vice versa.
H2: Employees' assessment of Training and advancement opportunities: The higher the evaluation
of training and advancement opportunities by employees, the higher their job satisfaction, and vice
versa.
H3: Employees' assessment of Supervision: The higher the evaluation of supervision by employees,
the higher their job satisfaction, and vice versa.
H4: Employees' assessment of Co-workers: The higher the evaluation of co-workers by employees,
the higher their job satisfaction, and vice versa.
H5: Employees' assessment of Job nature: The higher the evaluation of job nature by employees, the
higher their job satisfaction, and vice versa.

12
H6: Employees' assessment of Working conditions: The higher the evaluation of working conditions
by employees, the higher their job satisfaction, and vice versa.
H7: Employees' assessment of Welfare: The higher the evaluation of welfare by employees, the
higher their job satisfaction, and vice versa.

13
 CHAPTER 3
RESEARCH METHOD
3.1. Data objective
 Developed a comprehensive survey aimed at gathering detailed information on job
preferences among domestic students.
 Garnered responses from over 100 students to capture a broad spectrum of factors
influencing their career orientation.
 Analyzed the collected data to discern prevailing trends in job selection among the target
demographic.
 Aimed to offer insights into the employment landscape for students, thereby contributing to
resolving challenges in job selection and career orientation.
 By understanding the factors influencing students' career choices, the survey aimed to
provide a holistic perspective on addressing employment issues and facilitating informed
decision-making among students.
3.2. Approach
The topic of pharmacy is researched through quantitative studies and data modeling of time points.
With data sources surveyed from KHẢO SÁT VỀ CÁC YẾU TỔ ẢNH HƯỞNG ĐẾN ĐỊNH
HƯỚNG NGHỀ NGHIỆP CỦA HỌC SINH, SINH VIÊN.
Title: Factors influencing career orientation of students
Time frame: From 2023 to early 2024
Number of surveys: 101 students
3.2.1. Primary data
Since the data is collected in real-time and changes over time along with societal trends, online
documents serve merely as reference materials and do not provide statistical data.
3.2.2. Secondary data
 Data is collected indirectly through the survey FORM “KHẢO SÁT VỀ CÁC YẾU TỔ ẢNH
HƯỞNG ĐẾN ĐỊNH HƯỚNG NGHỀ NGHIỆP CỦA HỌC SINH, SINH VIÊN.”
 Age: From 18 to 22 years old
 Gender: Randomly surveyed including both Male and Female
 Survey content:
No Content Definition Measure Data source
.

1 Gender Male/Female Denomination KHẢO SÁT VỀ

CÁC YẾU TỔ
2 Age Year 1/2/3/4 of University Denomination ẢNH HƯỞNG
Others: Grade 12 (1 case), ĐẾN ĐỊNH
Pre-University Preparation (1 HƯỚNG NGHỀ
case), Employed (1 case) NGHIỆP CỦA
HỌC SINH, SINH
3 Objective factors External factors influencing Rate VIÊN.
the decision of the individual

14
 4 Subjective factors Internal factors that self- Rate
affect the individual

5 The influence level The impact of others on the Rate

from surrounding decision-making of the
relationships individual

6 Students prioritize What is the desired salary Rate

career direction level for the subject when
starting to work

3.3. Analysis plan

3.3.1. Methods
 Sampling method
The sample size obtained through the survey is 101 samples with a 95% confidence level.
=> The margin of error (statistical error) E is calculated as follows:

E=z ∝ ×
With: P=95 % , n=101, z ∝ =1 , 96(∝=0 , 05)
12
12
√
P × ( 1−P )
n
≈ 0,042

 Data collection and processing method

- After collecting data from the online survey samples, proceed to input the data into the computer
with support from Google Sheets and Excel.
- Data is inputted and processed for analysis.
 Qualitative methods:
Through the selection of influential factors, identify the key factors that play a significant role in the
majority of decisions made by the participants. This process allows for the extraction of common
characteristics and the anticipation of how these factors influence the decisions of the participants.
 Quantitative methods;
- Data is estimated, hypotheses are formulated -> calculations are performed to test the hypothesis
True/False.
- Reject false hypotheses and draw conclusions.
 Descriptive statistics:
- After the data is analyzed, it will be presented in tables and graphs to facilitate clear,
understandable, and easy observation.
- Additionally, Excel tools can be utilized to create charts, making comparison and statistical
processes more convenient.
3.3.2. Statistic tool
Utilize the statistical tools provided by GOOGLE FORM to transfer responses directly to GOOGLE
SHEET.

15
3.3.3. Planned computer program
Use exel to create tables and trend charts.

16
 CHAPTER 4
RESEARCH ANALYSIS AND RESULTS
4.1. Descriptive statistic
4.1.1. Gender

Gender Number of people Rate (%)

Female 79 78.2
Male 22 21.8
Total 101 100.0

Through table 1, the gender that affects the career orientation of students is mainly female
(accounting for 78.2%), the remaining percentage is male (accounting for 21.8%). It can be seen that
women have better career orientation than men in the current era.

Chart of gender of students participating in the survey

21.80%

78.20%

Female Male

4.1.2. Respondent
Student Number of students Rate (%)
Freshman and sophomore students 81 80.2
Junior and senior students 17 16.8
Others 3 3.0

Through table 2, the highest impact on students' career orientation is for first-year students and 2nd-
year students (accounting for 80.2%), followed by middle school and high school students
(accounting for 16). .8%) and then others (accounting for 3%). Through that, we have seen that first-
year and second-year students are more mature and have more mature thoughts about their career
orientation, so they use it more highly than the rest.

17
 Chart of subjecti ve factors aff ecti ng students'
career orientation
unit: %
90
80
70
60
50
40
30
20
10
0
ie
s
cit
y
nd
s er lth ite
s e e s
en
t on tu
s
bb a rt e a ct a s m ni oti a
o p ar He eb co rtu nm st
H Ca l
Ch In po iro om l
cia n
w
op v pr cia
So tio t en Jo
b So
nt
a en kin
g
rie pm or
ro e lo W
re
e ev
Ca fl d
Se

4.1.3. Factors affecting students’ career orientation

Factors Number of choice

Subjective factors Hobbies 68
Capacity 64
Social trends 60
Character 47
Health 33
Career orientation websites 24
Objective factors Income 84
Self development opportunies 50
Working environment 50
Job promotion 40
Social status 33

 Subjective factors: The research sample includes 296 choices, with preferences accounting for the
highest 68 choices, followed by capacity accounting for 64 choices, then social trends accounting for
60 choices, personality accounting for 47 choices. choice, health accounts for 33 choices, finally
career-oriented websites account for 24 choices.
 Objective factors: The research sample includes 257 options, with income accounting for 84 options,
followed by personal development opportunities accounting for 50 options and working

18
 environment also accounting for 50 options, then is job advancement accounts for 40 options, finally
social status accounts for at least 33 options.

*Subjective factors include: Hobbies, character, capacity, health, social trends, career orientation
websites:

Subjective factors Students Number of choice Rate (%)

Freshman and sophomore
students 56 82.4
Hobbies Junior and senior students 11 16.2
Others 1 1.5
Total 68 100.0
Freshman and sophomore
students 39 83.0
Character Junior and senior students 7 14.9
Others 1 2.1
Total 47 100.0
Freshman and sophomore
students 53 82.8
Capacity Junior and senior students 10 15.6
Others 1 1.6
Total 64 100.0
Freshman and sophomore
students 27 81.8
Health Junior and senior students 6 18.2
Others 0 0.0
Total 33 100.0
Freshman and sophomore
students 43 71.7
Social trends Junior and senior students 14 23.3
Others 3 5.0
Total 60 100.0
Freshman and sophomore
students 17 70.8
Career orientation websites Junior and senior students 7 29.2
Others 0 0.0
Total 24 100.0

 Regarding interests: Through the survey results, the preferences of first-year and second-year
students were 56 and accounted for 82.4%. Next are middle school and high school students with
the number of choices being 11 and accounting for 16.2%. Finally, there are others with choice 1
and account for 1.5%. Thus, freshmen and sophomores have the highest preferences.
 About personality: Through the survey results, the number of choices of first and second year
students is 39 and accounts for 83%. Next are middle school and high school students with the

19
 number of choices being 7 and accounting for 14.9%. Finally, there are others with choice 1 and
account for 2.1%. Thus, freshmen and sophomores tend to have the highest personality.
 Regarding capacity: Through the survey results, the capacity of first and second year students with
the number of choices is 53 and accounts for 82.8%. Next are middle school and high school
students with the number of choices being 10 and accounting for 15.6%. Finally, there are others
with choice 1 and account for 1.6%. Thus, freshman and sophomore students tend to have the
highest capacity numbers.
 Regarding health: Through the survey results, the health of first-year and second-year students with
the number of choices is 27 and accounts for 81.8%. Next are middle school and high school
students with the number of choices being 6 and accounting for 18.2%. Thus, first year and second
year students tend to have the highest capacity numbers.
 Regarding popular trends on social networks: Through the survey results, the number of popular
online trends among first-year and second-year students is 43, accounting for 71.7%. Next are
middle school and high school students with the number of choices being 14 and accounting for
23.3%. Finally, there are others with choice 3 and account for 5.0%. Thus, first-year and second-
year students have the highest popularity trend.
 About career-oriented websites: Through survey results, the number of career-oriented websites
chosen by first-year and 2nd-year students is 17 and accounts for 70.8%. Next are middle school and
high school students with the number of choices being 7 and accounting for 29.2%. Thus, first-year
and second-year students have the highest number of views of career-oriented websites.

*Objective factors include: Income, socila status, self development opportunities, working
environment, job promotion:
Objective factors Students Number of choice Rate (%)
Freshman and sophomore
students 69 82.1
Income Junior and senior students 12 14.3
Others 3 3.6
Total 84 100
Freshman and sophomore
students 26 78.8
Social status Junior and senior students 7 21.2
Others 0 0
Total 33 100
Freshman and sophomore
students 39 78.0
Self development
opportunities Junior and senior students 10 20.0
Others 1 2.0
Total 50 100.0
Freshman and sophomore
students 40 80.0
Working environment Junior and senior students 8 16.0
Others 2 4.0

20
 Total 50 100.0
Freshman and sophomore
students 31 77.5
Job promotion Junior and senior students 7 17.5
Others 2 5.0
Total 40 100.0

 Regarding income: Through the survey results, the income of first-year and second-year students
with the number of choices is 69 and accounts for 82.1%. Next are middle school and high school
students with the number of choices being 12 and accounting for 14.3%. Finally, there are others
with choice 3 and account for 3.6%. Thus, first-year and second-year students have the highest
income.
 Regarding social location: Through the survey, the number of choices for first-year and second-year
students was 26 and 78.8% used. Next are middle school and high school students with the number
of choices being 7 and using 21.2%. Thus, first-year and second-year students have the highest
social position.
 Regarding personal development opportunities: Through survey results, the development
opportunities of first-year and second-year students with the number of choices is 39 and accounts
for 78%. Next are middle school and high school students with the number of choices being 10 and
accounting for 20%. Finally, there are others with choice 1 and account for 2.0%. Thus, first-year
and second-year students have the highest opportunity for development.
 Regarding the working environment: Through the survey results, the number of choices for first and
second year students is 40 and accounts for 80%. Next are middle school and high school students
with the number of choices being 8 and accounting for 16%. Finally, there are others with choice 2
and account for 4.0%. Thus, first-year and second-year students choose the highest working
environment.
 Regarding job advancement: Through survey results, job advancement of first-year and second-year
students with the number of choices is 31 and accounts for 77.5%. Next are middle school and high
school students with the number of choices being 7 and accounting for 17.5%. Finally, there are
others with choice 2 and account for 5.0%. Thus, first-year and second-year students have the
highest number of choices.

From the table above, we have a chart of factors affecting students’ career orientation:

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 Chart of factors affecting students' career orientation
Social status 33
Objective factors

Job promotion 40

Working environment 50

Self development opportunies 50

Income 84

Career orientation websites 24

Health 33
Subjective factors

Character 47

Social trends 60

Capacity 64

Hobbies 68
0 10 20 30 40 50 60 70 80 90

4.1.4. The influence level from people around

Number of students
FACTORS Influence level
Male Female
Teachers, friends and
1 3 10
others
Family tradition 2 2 17
Parents's orientation 3 17 52

The above survey shows that the level of parental influence is the highest, with 17 male students and
52 female students.
From the table above, the hypothesis is that with 95% confidence, is there a difference between the
level of parental influence between male and female students?
We have:
 The average influence level from people around on male:
17× 3+2 ×2+3 ×1
Sample mean: ¿ ≈ 2.64
17+2+3
 The average influence level from people around on female:
52× 3+17 ×2+10 ×1
Sample mean: x 2= ≈ 2.53
52+ 17+10
 Sample standard deviation (SD):
2 2 2
3 ×(1−2.64) +2 ×(2−2.64) +17 ×(3−2.64)
Male: s1= ≈ 0.45
22

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 2 2 2
10 ×(1−2.53) + 17 ×(2−2.53) + 52×(3−2.53)
Female: s2= ≈ 0.5
79

Male Female
Sample size N1 = 22 N2 = 79
Sample mean x 1 = 2.64 x 2=2.53
Sample standard deviation s1=0.45 s2=0.5

 First, we calculate a 95% confidence interval estimate for the overall average difference in the level
of parental influence between male and female students.
 Confidence coefficient is 95% so α = 0.05
 Calculate the degrees of freedom: distribute t with two independent random samples:
2 2
s 1 s2
( + )
n 1 n2
ⅆf = = 25.82
( ) ( )
2
1 s 21 1 s 22
+
n 1−1 n 1 n2 −1 n2

Round up to 26 degrees of freedom for a larger t value and a more conservative interval estimate.
Use a t-distribution table with degrees of free of 26, we found that t 0.025 =2.056
 Estimate the 95% confidence interval for the average difference in the level of influence from
people around between male and female students as follows:

x 1−x 2 ± t α ∕ 2
√ s 21 s22
+ = 2.64 – 2.53 ±2.056
n1 n2 √
0 , 452 0 , 52 = 0.11± 0.22
22
+
79

The point estimate of the overall average difference in the level of influence from people around
between male and female students is 0.11. The margin of error is 0.22 and the 95% confidence
interval estimate is from 0.11 to 0.22.
 Let µ1,µ2 be the average level of influence between male and female students
 We test the following hypothesis:
Ho= µ1-µ2=0 : There is no average difference between male and female students.
Ha= u1-u2 ≠ 0 : There is an average difference between male and female students.
 We use the significance level α= 0.05.
 According to the calculation above

µ1-µ2= (0.11;0.22) >0

µ1-µ2 >0 -> Eliminate Ho

With 95% confidence, the average level of parental influence between male and female students is
different. In general, the level of parental influence among female students is still greater than that of

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 male students. It can be seen that female students listen and are influenced by their parents more
than other options.

4.1.5. What level of income students plan to have after just graduating.

Expected income Frequency Rate (%)

Low income (to gain experiences) 38 37.6
Decent income (working at 1
place) 29 28.7
High income (depending on time) 22 21.8
Enough income for family 12 11.9
Total 101 100.0

The income that students are expected to have after graduation, the highest is low income (to
accumulate experience), including 38 surveys, accounting for 37.6%. Next is decent income
(working in 1 place) with 29 surveys and accounting for 28.7%. High income (depending on time)
with 22 surveys, accounting for 21.8%. The lowest income is enough to support a family in 12
surveys and accounts for 11.9%.

Chart of just-graduates' expected

income
Unit: %

11.9
Low income (to gain experiences)
Decent income (working at 1 place)
37.6 High income (depending on time)
Enough income for family
21.8

28.7

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 CHAPTER 5
PROPOSAL AND CONCLUSION

Based on the results, we can see that students’ career orientation is becoming more and more
important and besides, in order to orientate properly, students need to rely on many different
objective and subjective factors. In addition, the influence level from surrounding relationships also
impacts significantly on students’ choice.
The data above presented through the survey gave us an overview of the factors influence on
students’ career orientation and these are some more practical solutions that students can apply to
choose their future job easily:

1. Understand clearly personality and abilities: This is the first step in career orientation for students.
They can take personality and ability online tests. The result will help to determine whether the
major they choose is suitable or not. These websites will give both strong and week points that
students need to focus on to improve their skills better to meet the employer’s requirement.
2. Explore the current industries: students need to learn about careers that are likely to become popular
in the future and start to learn the necessary skills that job requires.
3. Build a career development plan: From experiences in internship, students need a specific strategy to
advance faster at work.

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