Guidance of Hope: The Link of Social Support Influences the Career Educational Response of Senior High School Students

Guidance of Hope: The Link of Social Support Influences the Career Educational Response of Senior High School Students | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Guidance of Hope: The Link of Social Support Influences the Career Educational Response of Senior High School Students Hairong Ling, Yanling Fang, Qi Yu, Jing Wu, Chunze Song This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4280016/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background : This research aims to investigate the relationships between social support, hope, career exploration, career adaptability, and reactions to career education among Chinese high school students. The study sample consists of 418 Chinese high school students. Various instruments were utilized to assess the variables, including the Child and Adolescent Social Support Scale, the Hope Scale, the High School Students' Career Exploration Scale, the Career Adapt-Ability Scale-Short Form, and the Reactions to Career Education Scale. Methods : The study utilized a sample of 418 Chinese high school students to examine the relationships between social support, hope, career exploration, career adaptability, and reactions to career education. The variables were assessed using the instruments. Smart-PLS and SPSS analyses were employed to determine the correlations among the variables. Results : The analysis revealed a positive correlation between social support, hope, career exploration, career adaptability, and reactions to career education among Chinese high school students. Additionally, evidence suggests that hope, career exploration, and career adaptability act as mediators, indicating the presence of a multi-mediation model. Conclusions : The findings of this research contribute to the understanding of the relationships between social support, hope, career exploration, career adaptability, and reactions to career education among Chinese high school students. These findings support the development of career education strategies for Chinese senior high schools and provide a basis for assessing the effectiveness of such programs. Social support Hope Career exploration Career adaptability Reactions to career education Chinese senior high school students Figures Figure 1 Introduction Career education has historically been a subject of considerable significance and interest on an international scale. The prominence of career education in senior high school has grown in China in tandem with the intensification of reforms in basic education. Both SS for career education among senior high school students and the demand for such programs have increased significantly in recent years (1). High school students' RCE are impacted by a multitude of factors, encompassing both intrinsic psychological resources and extrinsic ones like SS. This study investigated the associations between the reactions of high school students toward career education and four key variables: SS, hope, CE, and CA, under the Career Construction Theory (CCT). Additionally, the influencing mechanisms were investigated to provide a benchmark for advancing career education in senior high schools. Social Support SS encompasses all processes that enhance health and well-being via social connections; it includes both objective and perceived social support. The term "objective social support" predominantly denotes the provision of assistance by members of his/her social circle. Conversely, perceived SS concerns an individual's estimation of the extent to which others support them or their level of contentment with the assistance they receive from others (2). The majority of research has employed perceived SS as a metric for assessing SS. The social life of senior high school students is predominantly centered on the school and family unit, given the more confined nature of the school environment. The majority of these students' SS system consists of classmates, close friends in school, teachers, parents, and school staff. Therefore, investigating the level of perceived SS among senior high school students with regard to the aforementioned factors would be significant and beneficial. The CASSS was selected for this research due to its construction on scenarios that are commonly encountered by adolescents (3,4). Regarding the effects of SS on personal mental and physical well-being, as well as coping mechanisms for unforeseen circumstances, the prevailing consensus among researchers is that SS exerts a positive and advantageous impact, as supported by the main effect hypothesis, direct effect hypothesis, and buffering hypothesis. Considerable research has been devoted to SS as a situational factor in the process of career construction within the domain of career education. Essential SS has the potential to generate a positive and reinforcing influence on students. For example, Kemer and Atik (5) found that SS can predict the level of hope among high school pupils with a high degree of accuracy. The more SS an individual receives, the greater the likelihood that they will accomplish their objectives and the greater their level of optimism, according to YANG et al. (6). Eccles (7) noted that parents, in their capacity as "expectancy socializers" throughout a child's development, can substantially influence a range of facets pertaining to family support. These facets include the development of adolescents' academic self-concept and vocational efficacy. Before school, parents frequently encourage career exploration and intervene in the career development of their children. The active and positive influence of parental support on the career development of high school students is evident in their forthcoming career planning and advancement (8). Individual career aspirations are influenced by one's family of origin, according to Lustig et al. (9), who discovered that greater family cohesion correlates with reduced levels of commitment anxiety, individual decision perplexity, and external conflicts. Regarding school support, certain scholars believe that the foremost challenge confronting high schools is to adequately equip students for their forthcoming pursuits in higher education. In this regard, comprehensive facilities and teaching personnel are deemed essential metrics for assessing the caliber of schools (10). The school's impact on the future career development of high school students is of the utmost importance, given the substantial time they dedicate to academic pursuits (11). Enhanced assistance from educational institutions during the career exploration phase will unquestionably facilitate more informed decision-making and future career advancement for high school students (12). Corresponding investigations have also been carried out by scholars regarding the associations between SS and a range of career development propositions, including CA, CE, and RCE (e.g., subject satisfaction, and course satisfaction). Certain academicians postulate that individual adaptability is positively reinforced by the perception of support from diverse sources, such as family and school (13,14). In their study, Guan et al. (15) investigated the potential ramifications of various parental practices (including absence, support, and interference) with respect to the career advancement of their children in China. Parental support promotes college students' career exploration and increases their career adaptability; interference, on the other hand, has been identified as a negative factor. Furthermore, the substantial impacts of the previously mentioned support or interference behaviors will be amplified when parental absence is minimal. Furthermore, career construction is also somewhat influenced by objective situational factors about SS. As an illustration, Tolentino et al. (16) discovered that business students who possess a high degree of adaptability are more inclined to consider engaging in entrepreneurial endeavors. The involvement of the family in business functions as a mediating variable, indicating that the aforementioned positive effects will be more pronounced for pupils hailing from business families. In their investigation of vocational high school students, Zeng et al. (17) discovered that those who engage in regular conversations with their parents regarding their future careers exhibit greater levels of career interest, career control, career curiosity, and career confidence in comparison to those who engage in such discussions only occasionally or never. There is a positive correlation between parental support for the profession and the four dimensions of career adaptation. SS facilitated the acquisition of CA by newly employed young professionals and continued to impact their job satisfaction (18). Parental and institutional support in SS have a positive effect on the CA and CE of typical high school pupils, according to a study (19). Furthermore, they served as a substantial chain mediator in the connection between CE and subject satisfaction, exerting a greater degree of influence than any of the aforementioned individual dimensions. Hope According to Snyder (20), hope can be described as the "perceived capability to devise pathways to desired objectives and the drive to employ those pathways via agency thinking." Hope theory (HT) posits that hope is comprised of pathway thinking, in which individuals imagine numerous ostensibly logical routes to the accomplishment of personal value objectives. Individuals who possess elevated levels of optimism are likely to exhibit enhanced agency thinking, which fosters a sense of assurance in their capacity to attain their objectives and effectively traverse the anticipated routes that lead to those objectives. Optimism fosters a constructive outlook on the future and a proactive stance towards attaining objectives, both of which augment the career exploration behaviors and adaptability of individuals. Within the realm of career education, bolstering an individual's optimism can additionally improve career adaptability-related outcomes, including life fulfillment and vocational decisions. Multiple researchers have confirmed these assertions. According to the findings of Sara Santilli et al. (21), hope partially mediates the relationship between CA and life satisfaction. The study conducted by Jia et al. (22) investigated Chinese vocational school students and found that hope moderates the mediating role in CA significantly. The mediating functions of connectivity and efficacy become more evident at reduced levels of hope, and there is a stronger correlation between connectivity, CA, and efficacy. The research conducted by Zeng et al. (17) on vocational high school students revealed a significant positive correlation between elevated levels of hope and enhanced CA. Furthermore, professional identity (23), career self-efficacy belief (24,25), career decision, career planning, and proactive career behavior among adolescents, university students, and working adults (24) are all career structures that are positively correlated with various measures of hope (including general context, career, and job expectations). According to the findings of Hirschi et al.'s (26) survey of high-risk adolescents in Switzerland, hope explained disparities in CE in addition to the significant influence of general self-efficacy beliefs and perceived social support. Career Exploration for Senior High School Students Career development theory initially proposed the notion of vocational exploration, predominantly as a phase within an individual's professional trajectory, with an emphasis on the periods of early maturity and adolescence. The principal responsibilities at this juncture encompass comprehending, elucidating, and selecting a vocation (27). Further investigations consistently enhanced and refined this notion, transcending intricate psychological facets to underscore the enduring nature of the entire exploration procedure. Throughout the process of accumulating information to advance one's career objectives, it consistently verified the assumptions that individuals held regarding the external world (28,29). Over time, vocational exploration evolved into the notion of CE that prioritizes reflection, sustainability, and lifelong learning. In the early exploration phase of their CE phase, typical high school students must prepare not only for academic study but also for a more advanced and vocationally focused education. In contrast to general CE, their CE is expected to incorporate elements on academic readiness for tertiary education and the selection of majors, in addition to vocational components. Physical or psychological activities that ordinary high school students engage in to optimize their future college major selections are referred to as CE, according to Chen et al. (30). Exploration of oneself, potential college disciplines, and the environment are all components of this procedure. Additionally, this process encompasses the cultivation of skills including self-adjustment, self-perception, self-reflection, and self-matching. Drawing inspiration from these concepts, a career exploration questionnaire for average high school students was formulated. This questionnaire is used in the present study. It is critical to note that the CE of high school students is notably enhanced by hope (26) and SS (19). Several studies have also discovered that the CE of high school students positively affects CA. As an illustration, a study conducted by Germeijs and Verschueren (31) revealed that adolescents who possess greater levels of CA exhibit an enhanced capacity for career decision-making and exploration when confronted with career changes and transitions. CHENG et al. (32) found that adolescents who possess elevated levels of CA are capable of effectively managing the interplay between themselves and their surroundings by engaging in ongoing exploration or personal career planning. In addition, certain outcomes in high school career education are influenced by the CE of high school students, including career decision-making (33) and satisfaction with subject selection (19). Nevertheless, research on the reciprocal relationship between CE and CA has produced contradictory results. The Career Construction Theory posits that CA exerts a positive influence on a range of variables associated with reactive behaviors and outcomes. Moreover, CE, which is classified as an adaptive behavior, is found to be positively impacted by CA. Yet Savickas (34) contends that to cultivate these adaptive capabilities, people must continually gain a deeper understanding of their attributes and the intricacies of the professional setting via a variety of personal experiences. CE may serve as a proximal antecedent variable for individual CA, and sustained CE behavior may contribute to the development of CA (15). They discovered that high levels of parental support and low levels of parental intervention positively influenced CE and, consequently, positively predicted CA in a three-time period study involving Chinese university students. The objective of career education is to provide opportunities for ordinary high school students, who are still in the process of learning and developing their sense of self, to participate in a range of exploratory activities that will enable them to identify potential future career paths and acquire pertinent skills to navigate the challenges they will encounter during their professional development. By engaging in self-examination, people have the opportunity to assess their interests, values, and experiences, thereby developing a comprehensive understanding of how these intrinsic qualities influence their prospective professional trajectories (28,29,35). Environmental exploration empowers individuals to make more informed career decisions through the collection of data on occupations, organizations, and careers (36,37). CE activities, which occur in the self-environment, are of paramount importance in assisting individuals in recognizing viable career advancement prospects, attaining more favorable employment circumstances, and managing the complexities and pressures associated with career transitions (38). Hence, we posit in this research that the ongoing progression of CE behavior might foster the growth of CA. Additionally, their responses to career education are positively influenced by sustained CE behavior. Career Adaptability The notion of CA, which is founded upon work maturity and vocational maturation, was initially proposed by Super and Knasel in 1981 (39). At present, Savickas' notion of CA enjoys broad acceptance. CA is regarded as a fundamental capability that is vital for both personal vocational growth and social interaction processes. It signifies an individual's capacity to effectively allocate the resources necessary for both present and future career transitions (40,41). Additionally, it is described as a type of "positive" social psychological capital that empowers people to frequently navigate across domains by liberating them from ingrained patterns and beliefs (42). A collaboration between 2008 and 2012 resulted in the development of operational definitions and measurement instruments for CA (43). This effort involved experts from 18 countries and regions. This international study provided evidence that the four-dimensional structure of CA was universally accepted and recognized by experts and scholars from various countries, notwithstanding cultural differences. CA is comprised of four distinct dimensions: concern, control, inquiry, and confidence. It is foreseen that the development of CA will necessitate ongoing interaction between individuals and their surroundings. CA is influenced by both contextual and individual factors (44). CA, which reinforces adaptive behaviors and results in adaptive outcomes, functions as a type of social psychological capital that facilitates the adaptation of internal motivation and external environmental changes in the vocational development of individuals (40,41,45). In their meta-analysis, Rudolph et al. (44) examined the associations between CA and adaptive readiness (cognitive abilities including the Big Five traits, self-esteem, core self-evaluation, proactive personality, future orientation, hope, and optimism), adaptive responses (including career planning, CE, career self-efficacy, and career decision-making self-efficacy), and adaptive outcomes (such as occupational success) across 90 studies that utilized the CA model. The findings revealed noteworthy correlations. Reaction to Career Education RCE denotes the responses of students to activities related to vocation education. Common high schools offer a variety of career education modalities, including group career counseling, individual career counseling, and classroom instruction. Irrespective of the format, the profound objective of these endeavors is for pupils to gain knowledge, feel comprehended, and ultimately undergo development. The Counseling Reaction Inventory was created by Hill et al. in 1988 with the purpose of quantifying responses to counseling cases (46). They identified latent clusters using multidimensional scaling, beginning with 18 positive and 18 negative reaction items. Reaction items that were infrequently used, had not been used independently or produced similar effects were eliminated and merged. This procedure produced seven negative reaction items and fourteen positive ones. While direct evidence regarding the relationship between RCE and SS, hope, CE, and CA is lacking, it is possible to deduce a positive correlation between RCE and these factors, and that RCE is influenced by these factors, based on the relationships between these four variables and other adaptive outcome variables. Relationships among Variables An evident correlation exists among these five variables, as indicated by the synthesis of prior research. Concurrently, it has been noted that previous scholars failed to adequately consider the interconnections between the aforementioned five variables. Frequently, the emphasis was placed on the interrelationships among two variables or the utilization of one variable as a mediating element. Moreover, according to CCT, individuals strategize their professional trajectories in response to societal expectations concerning readiness, entry, involvement, and disconnection from different occupations (47). Subjective readiness or willingness (adaptivity), CA or social psychological resources facilitating self-adjustment (adaptability), particular stress responses or vocational behavior selections (adapting), and relative adaptive outcomes (adaptation) are the four components that comprise a stable adaptive state at each career stage. The elements above symbolize, in that order, motivation, capability, attitude/behavior, and adaptation outcomes. Individuals develop beliefs and exhibit behaviors to cope with continuously changing environmental conditions by varying degrees of willingness and allocating capabilities. Through active integration and development, they adapt to their job roles (34,43). Nevertheless, given that high school students are still in the developmental phase of career adaptability, they must establish internal psychological resources for their careers through consistent communication and interaction with themselves and their surroundings, and then achieve adaptive outcomes commensurate with this. The objective of this research is to investigate and authenticate these associations. Consequently, this study developed a multi-mediated hypothesis model connecting SS, hope, CE, CA, and RCE, under relevant theory and prior research. Assumed in this model are: Hypothesis 1: There is a significant positive correlation between SS, hope, CE, CA, and RCE among Chinese senior high school students. H1a: There is a significant positive correlation between SS and hope among Chinese senior high school students. H1b: There is a significant positive correlation between SS and CE among Chinese senior high school students. H1c: There is a significant positive correlation between SS and CA among Chinese senior high school students. H1d: There is a significant positive correlation between SS and RCE among Chinese senior high school students. H1e: There is a significant positive correlation between hope and CE among Chinese senior high school students. H1f: There is a significant positive correlation between hope and CA among Chinese senior high school students. H1g: There is a significant positive correlation between hope and RCE among Chinese senior high school students. H1h: There is a significant positive correlation between CE and CA among Chinese senior high school students. H1i: There is a significant positive correlation between CE and RCE among Chinese senior high school students. H1j: There is a significant positive correlation between CA and RCE among Chinese senior high school students. Hypothesis 2: Hope, CE, and CA play mediating roles between SS and RCE. H2a: Hopes plays a mediating role between SS and CE. H2b: Hopes plays a mediating role between SS and CA. H2c: Hopes plays a mediating role between SS and RCE. H2d: CE plays a mediating role between SS and CA. H2e: CE plays a mediating role between SS and RCE. H2f: CA plays a mediating role between SS and RCE. H2g: CE plays a mediating role between hope and CA. H2h: CE plays a mediating role between hope and RCE. H2i: CA plays a mediating role between hope and RCE. H2j: CA plays a mediating role between CE and RCE. H2k: Hope and CE play a chain mediating role between SS and CA. H2l: Hope and CE play a chain mediating role between SS and RCE. H2m: Hope and CA play a chain mediating role between SS and RCE. H2n: CE and CA play a chain mediating role between SS and RCE. H2o: CE and CA play a chain mediating role between hope and RCE. H2p: Hope, CE and CA play a chain mediating role between SS and RCE. Methods Participants and Procedure The compilation of survey data occurred between May and June of 2022. The selection process for the paper-based questionnaire survey involved a convenient sampling method employed at a four-star high school in Nanjing, Jiangsu Province, as a consequence of the pandemic control measures. To guarantee the preciseness of the data and the comprehensiveness of the responses, the head instructors of the classes that were surveyed were provided with a pre-survey briefing that outlined the objectives and ethical implications of the questionnaire survey. Participants were requested to provide surveyed students with clarification regarding the questionnaire's objectives, ethical implications, and fulfillment requirements throughout the questionnaire's implementation. As an expression of gratitude, high school students were presented with small trinkets before completing the questionnaire. Each of the two sessions of questionnaire collection lasted approximately fifteen minutes to complete. Ethics committee approval was obtained for this survey from the university. This survey distributed a total of 440 questionnaires, and 429 were collected, resulting in a response rate of 97.5%. After excluding 11 questionnaires with excessive missing values or numerical anomalies, 418 valid questionnaires were obtained, with an effective response rate of 95%. Among the respondents, 56.459% were male, and the remaining were female; 69.856% were urban residents, and the rest were rural residents. Regarding the education level of fathers and mothers, those with primary school education or below were 5.502% and 9.809%, respectively; those with junior high school education were 28.947% and 34.928%, respectively; those with high school/technical secondary school education were 38.278% and 35.646%, respectively; those with college diploma and bachelor's degree were 25.837% and 18.660%, respectively; those with postgraduate (master's/doctorate) degrees were 1.675% and 1.435%, respectively. In terms of family income, 3.110% had a monthly income below 3000 yuan, 11.483% had an income between 3000 and 5000 yuan, 38.995% had an income between 5000 and 10000 yuan, and 46.172% had an income above 10000 yuan. The sample details are shown in Table 1. The distribution of the demographic variable of gender in this study's sample is relatively balanced. Since the sample in this survey mainly comes from a specific high school, there is some deviation in the distribution of four demographic variables: the location of the family, father's education level, mother's education level, and monthly family income. These variables will be controlled for in subsequent analyses. A total of 440 questionnaires were distributed for this survey; of those, 429 were collected, for a response rate of 97.5%. After removing eleven questionnaires that contained an inordinate number of missing values or numerical anomalies, the final count was 418 valid questionnaires, representing an effective response rate of 95%. Out of the total respondents, 69.856% were urban residents and 56.459% were female. Regarding the educational attainment of fathers and mothers, the following percentages were found to be present: 5.502% and 9.809% had completed primary school or less; 28.947% and 34.928% had completed junior high school; 35.646% and 38.278% had completed high school/technical secondary school; 25.837% and 18.660% held a bachelor's degree; 1.675% and 1.435% held postgraduate (master's or doctoral) degrees. Concerning household income, the following percentages were as follows: 3.110% earned a monthly income below ¥3000, 11.483% earned between ¥3000 and ¥5000, 38.995% earned between ¥5000 and ¥10000 yuan, and 46.172% earned more than ¥10000. Specifics of the samples are presented in Table 1. In the sample for this investigation, the distribution of the demographic variable gender is relatively balanced. Since the majority of the respondents in this survey attend a particular high school, the distribution of four demographic variables—family location, father's education level, mother's education level, and monthly family income—deviates slightly. Subsequent analyses will incorporate controls for these variables. Table 1 Summary of Basic Characteristics (n=418) Variable Classification Frequency Percent Gender Male 236 56.459% Female 180 43.062% Home location City 292 69.856% Rural 128 30.622% Father’s education primary school and below 23 5.502% junior high school 121 28.947% senior high school/ secondary vocational school 160 38.278% college and bachelor degree educated 108 25.837% Postgraduate(master degree/doctoral degree） 7 1.675% Mother’s education primary school and below 41 9.809% junior high school 146 34.928% senior high school / secondary vocational school 149 35.646% college and bachelor degree educated 78 18.660% Postgraduate(master degree/doctoral degree） 6 1.435% Family income Below ¥3000 13 3.110% ¥3000-¥5000 48 11.483% ¥5000-¥10000 163 38.995% Above ¥10000 193 46.172% Measures The Child and Adolescent Social Support Scale (CASSS) The version of CASSS revised by Malecki team in 2000 (3) was utilized in this study. The sixty-item scale is subdivided into the following five subscales: parents, teachers, classmates, friends, and people at school. Each subscale comprises a total of 12 items and can be utilized in isolation. In each subscale, questions 1 through 3 assess emotional support, while questions 4 through 6 evaluate instrumental support, questions 7 through 9 evaluate informational support, and questions 10 through 12 evaluate appraisal support. The participants were requested to assess the degree to which each statement applied to them using a seven-point scale; higher scores were indicative of a greater perception of support. The initial reliability of the scale was documented as 0.94, and the questionnaire utilized in this investigation exhibited an internal consistency of 0.910. Hope Scale (HS) The HS, devised by Snyder et al. (48), was employed in our study. It comprises nine items that are structured along two dimensions: questions 1-4 evaluate the pathway, while questions 5-9 evaluate the agency. A Likert five-point scale is utilized, whereby higher scores are indicative of an increased degree of optimism. Initial reliability estimates for the scale ranged from 0.74 to 0.84; for this investigation, the scale's internal consistency was 0.923. High School Students’ Career Exploration Scale (HSSCES) The HSSCES, which was developed by Chen (30) in 2021, was utilized in our study. The scale consists of 33 items, which contains three dimensions: CE beliefs (questions 1 to 12), CE process (questions 13 to 24), and CE reflection (questions 25 to 33). A greater degree of CE is classified by higher scores on the Likert five-point scale. The internal consistency of this survey scale is 0.917, which is the same as its initial reliability. The Career Adaptability Scale Short Form (CAAS-SF) The CAAS-SF, a concise edition derived from Savickas's research in 2017 and developed by Yu et al. (49), was used in this study. The CAAS-SF consists of twelve items, each representing one of the following four dimensions: career concerns (questions 1 to 3); career control (questions 4 to 6); career curiosity (questions 7 to 9); and career confidence (questions 10 to 12). The initial reliability of the scale was 0.92, and its internal consistency for this investigation was 0.895. Reactions to Career Education Scale (RCES) The 14 positive reaction items developed by Hill et al. in 1988 (46) were utilized in this research as a metric for assessing responses to career interventions. However, six items were eliminated from the analysis due to their failure to satisfy the index requirements of factor analysis during the data analysis process. In conclusion, eight items that satisfy the criteria are chosen as suitable items for the scale's construction. Through this screening procedure, a greater degree of validity and reliability is ensured for the questions, allowing them to more precisely represent the fundamental variables that are significant to the study. The reactions of the respondents to career education were assessed using a five-point scale, where higher scores denoted a more favorable response. This study's internal consistency for the measurement was 0.932. Data Analysis For general descriptive statistics, correlation analysis, and difference analysis, this study utilized SPSS 26.0 and Excel 2020. The measurement and structural models were verified utilizing Smart-PLS version 3.3.7. The rationale behind this decision was that Smart-PLS is widely recognized as a leading statistical analysis instrument specifically designed for Partial Least Squares Structural Equation Modeling (PLS-SEM) (50). An additional rationale for selecting Smart-PLS is its relaxed sample prerequisites, which are not predicated on the assumption of multivariate normal distribution of the data under analysis (51). With 418 participants, the sample size for this investigation surpassed the minimum threshold of 50 as recommended. The results of normality tests utilizing the Kolmogorov-Smirnov test revealed that all variables had significant values of 0.00, indicating that the data were not normally distributed. This supports the application of PLS-SEM further. Results Variant Inflation Factor As stated by Kock (52), multicollinearity was examined to address the concern of common method bias, given that the data originated from the same source. Each variable is associated with a common variable in this method. A lenient standard for variance inflation factor (VIF) coefficients is a value below 5, which signifies the absence of multicollinearity concerns among the variables in the measurement model (53). The findings revealed that the VIF values for every item were below 4, which provided evidence that there were no multicollinearity concerns present among the items. Additionally, when utilizing PLS-SEM, the measurement model and the structural model must be evaluated. Further examinations are feasible solely when both models meet the stipulations (54). Control Variables As control variables, the research investigated gender (male/female), family location (rural/urban), and family income (greater than ten thousand yuan or less than ten thousand yuan). Utilizing PLS-SEM's Measurement Invariance Assessment Procedure, the model for measuring invariance was assessed. Family location and family income were not statistically significant in either STEP2 or STEP3, confirming complete measurement invariance, according to the analysis of the results. There were discernible gender disparities in the variable of hope, but none in the remaining variables. Given the difficulty and low significance of detecting factor variance/covariance memory errors in empirical research, as well as the limited number of studies that satisfy the criteria for complete measurement invariance (55), certain researchers propose (56) that scalar invariance is satisfied if at least two indicators of a construct have equal loadings and intercepts across groups. As a result, the structural model is invariant, as control variables including family location, income, and gender have no significant effect on the model as a whole. Measurement Model Evaluation PLS-SEM evaluated indicators including discriminant validity, internal consistency, convergent validity, and reliability, to validate the model. Indicators' validity and reliability are typically assessed using factor loading, Cronbach's alpha, composite reliability (CR), and average variance extracted (AVE) (57). In general, factor loadings are considered significant at the 0.05 level when they exceed 0.7 (51); Cronbach's alpha and CR values that are equal to or greater than 0.7 indicate high internal consistency and reliability (58,59); convergent validity is indicated when the AVE value of a construct surpasses 0.5 (58). Additionally, discriminant validity can be evaluated by investigating the correlation between constructs and factor loadings. Discriminant validity exists between constructs when the square root of AVE for a particular latent variable (LV) is greater than the correlation between that LV and any other LV (58). The factor loadings, convergent validity, and factor loadings of Table 2 and Table 3 for each item in the measurement model indicate that the items possess adequate discriminant validity, convergent validity, and reliability. Table 2 Reliability Indicators of Variables and Variance Inflation Factor Statistics Variable Dimension Loading VIF CR Cronbach's alpha AVE SS Parental Support 0.731 1.613 0.910 0.876 0.671 Teacher Support 0.807 1.998 Classmate Support 0.877 3.023 Friends Support 0.831 2.401 School Support 0.842 2.269 Hope Agency 0.938 2.059 0.923 0.835 0.858 Pathway 0.914 2.059 CE Belief 0.884 2.484 0.917 0.867 0.787 Process 0.886 2.601 Reflection 0.892 1.957 CA Career Concern 0.808 1.621 0.895 0.845 0.682 Career Control 0.762 1.672 Career Curiosity 0.870 2.531 Career Confidence 0.859 2.289 RCE CEA1 0.781 2.609 0.932 0.916 0.631 CEA2 0.726 2.303 CEA3 0.834 3.224 CEA4 0.828 3.126 CEA5 0.733 1.885 CEA6 0.792 2.751 CEA7 0.816 3.429 CEA8 0.835 3.151 Table 3 Correlation and Discriminant Validity SS Hope CE CA RCE SS 0.819 Hope 0.459 0.926 CE 0.426 0.673 0.887 CA 0.472 0.727 0.590 0.826 RCE 0.586 0.647 0.579 0.645 0.794 *Note: Square root of AVE on the diagonal (bolded term) Structural Modelling Evaluation The structural model provides a clear explanation of the interconnections among the variables that comprise the research model. The path coefficients, standard errors, t-values, and p-values of the structural model were obtained in this investigation using 5000 resamples and a bootstrapping procedure (59). Hahn and Ang (60) contend that when evaluating the validity of hypotheses, p-values, confidence intervals, and effect sizes should be regarded in conjunction. The assessment criteria utilized to examine the hypotheses are detailed in Table 4. To begin with, upon examining the direct impacts of the five variables, it becomes evident that each path coefficient (β) surpasses 0.10. Prior studies have established that to account for a specific influence within the model, the value of the path coefficient (β) must be no less than 0.10 (53,61). There is a statistically significant positive correlation among all variables, as indicated by p-values remaining below 0.01, T-values exceeding 1.96, and 95% confidence intervals excluding 0. Therefore, all of the hypotheses H1a-H1j are validated. The strongest correlation is observed between hope and CE, followed by hope and CA, and finally SS and hope. Furthermore, the degree to which the independent variables account for the variability observed in the dependent variable is denoted by the coefficient of determination (R 2 ). According to Hair (62), R 2 values of 0.670, 0.333, and 0.190 indicate that the endogenous latent variables have a considerable, moderate, and feeble explanatory power on the structural model, respectively. Q 2 is employed to assess the model's predictive validity. The predictive relevance of the path model to a particular dependent variable is indicated by a Q 2 value greater than zero; in the absence of such predictive relevance, the model lacks predictive relevance (62). In this study, the Smart-PLS algorithm function was used to obtain R 2 values by estimating the model results through extracting 5000 bootstrap samples. The Blindfolding calculation in Smart-PLS was employed to compute Q 2 values. The results indicate that SS explains 21% of the variance in hope (R 2 =0.210, Q 2 =0.176); SS and hope together explain 47.1% of the variance in CE (R 2 =0.471, Q 2 =0.354); SS, hope, and CE explain 56.5% of the variance in CA (R 2 =0.565, Q 2 =0.374); SS, hope, CE, and CA together explain 57% of the variance in the dependent variable (R 2 =0.570, Q 2 =0.351). This suggests that the overall model has good explanatory power, and the exogenous variables have a moderate to substantial explanatory ability for the endogenous variables, demonstrating a certain level of predictive relevance. The mediation hypothesis and indirect effects were subsequently assessed through the extraction of 5000 bootstrap samples. The determination of significance for the indirect effects of each mediating relationship is contingent upon the presence of T-values exceeding 1.96, p-values falling below 0.05, and 95% confidence intervals excluding 0. The significance of the subsequent indirect effects is illustrated in Table 5. SS → hope → CE (β=0.278, p<0.01), SS → hope → CA (β=0.254, p<0.01), SS → hope → RCE (β=0.103, p<0.01), SS → CE → CA (β=0.023, p<0.01), SS → CE → RCE (β=0.023, p<0.01), SS → CA → RCE (β=0.038, p<0.01), hope → CE → CA (β=0.092, p<0.01), hope → CE → RCE (β=0.092, p<0.01), hope → CA → RCE (β=0.138, p<0.01), CE → CA → RCE (β=0.038, p<0.01), SS → hope → CE → CA (β=0.042, p<0.01), SS → hope → CE → RCE (β=0.042, p<0.01), SS → hope → CA → RCE (β=0.063, p<0.01), SS → CE → CA → RCE (β=0.006, p<0.01), hope → CE → CA → RCE (β=0.023, p<0.01), SS → hope → CE → CA → RCE (β=0.011, p<0.01). Each of these effects exhibits statistical significance, as indicated by confidence intervals that do not encompass zero. As a result, all hypotheses H2a through H2p are validated. The findings from the mediation analysis indicate the presence of a noteworthy multi mediation model (Figure 1). In this model, hope, CE, and CA serve as chained mediators between SS and RCE. Discussion This study examined the effect of SS on RCE among Chinese senior high school students. The results indicate that SS influences the RCE of high school students not only directly but also indirectly via hope, CE, and CA. The mediating function of these three variables between SS and RCE confirms the hypotheses formulated for this research. Direct Relationships among Social Support, Hope, Career Exploration, Career Adaptability, and Reaction to Career Education To start with, the research findings indicate that SS influences high school students' hope (β=0.459, t=10.853, p<0.01), CE (β=0.149, t=3.619, p<0.01), CA (β=0.153, t=3.746, p<0.01), and RCE (β=0.300, t=7.149, p<0.01). This discovery is consistent with prior investigations that have examined different aspects of career development and discovered that SS positively influences adaptive response, adaptive preparation, resource adaptation, and adaptive outcomes. SS plays a crucial role in the career development of average high school students. The way in which individuals perceive and employ SS has a direct impact on the development of hope, motivation to CE, CA, and RCE. Elevated levels of perceived SS among typical high school students not only signify a more substantial provision of SS but also a more profound encounter with it, as it includes support in the form of information, assistance, emotional support, and appraisal. These elements facilitate the process of establishing aspirations, identifying objectives, initiating action, and procuring essential resources as well as solid psychological and objective support for successful CE. Consequently, this has a beneficial impact on their attitude towards vocational education. Additionally, hope influences positively the CE (β=0.605, t=16.856, p<0.01), CA (β=0.554, t=12.452, p<0.01), and RCE (β=0.226, t=3.641, p<0.01) of high school students. Hope, as a pivotal element in adaptive preparation (44), serves as a preparatory condition for adaptive resources, responses, and outcomes, following the CCT. In addition to confirming the tenets of the CCT, the outcomes of this investigation are consistent with prior research in this field. This is because elevated levels of pathway and agency thinking have the potential to generate an upward trajectory, thereby facilitating more efficient pathways and supplying motivation for the overall pursuit of objectives (20). This fuel not only provides a substantial amount of impetus for career exploration actions but also promotes active participation in the exploration process and contemplation of objectives throughout exploration endeavors. Furthermore, this fuel promotes a positive outlook on the future among students (career concern) and encourages them to be receptive to novel experiences (career curiosity). It aids students in cultivating the necessary behaviors and self-control to effectively participate in occupational tasks and transition processes (career control). Students can cultivate a sense of self-efficacy (career confidence) by strategically positioning themselves to generate advantageous unanticipated events and actively implementing action plans. A more positive and engaged attitude toward career education is observed among students when they pursue it with the guidance of optimism. Furthermore, CE positively influences the CA (β=0.152, t=2.868, p<0.01) and RCE (β=0.152, t=2.904, p<0.01) of high school pupils. This finding aligns with prior investigations. CE can assist average high school students in locating information pertinent to their careers that corresponds with their self-evaluation, increase their propensity to investigate diverse circumstances (career curiosity), and consequently inspire them to make fulfilling career decisions. Future-oriented psychological processes, including goal orientation and self-identity formation, exhibit a positive correlation with career exploration (28,63). Hence, through the acquisition and analysis of pertinent data, CE can inspire individuals to conscientiously contemplate employment and make arrangements for potential professional trajectories (career concern). Moreover, the activities involved in CE also promote the ability for thoughtful decision-making and serious action (64), likely strengthening the sense of career control. Engaging in these exploratory activities additionally cultivates self-efficacy convictions regarding one's problem-solving capabilities throughout the process of career advancement (career confidence) (65). In conclusion, extensive career exploration significantly contributes to the holistic development of career adaptability among high school students. In addition, career exploration not only necessitates introspection and investigation of one's personal (internal) and background (external), but it also significantly influences the actions and thoughts of individuals during the exploration process. By engaging in this introspection and taking this action, students not only strengthen their convictions regarding career paths (66) and self-assurance (67) but also improve their overall reception of career education. By engaging in a sequence of career exploration exercises, students' reactions to career education transcend mere acquisition of career-related knowledge; rather, they experience a profound sense of comprehension and transformation. Furthermore, the responses of high school pupils to career education items are positively influenced by career adaptability (β=0.249, t=4.130, p<0.01). According to Savickas (40,41), career adaptability frequently takes the form of "positive energy" social psychological capital, which facilitates frequent movement across domains and assists individuals in escaping ingrained patterns and notions (42). This suggests that an enhancement in the vocational adaptability of high school students will result in a more favorable reception of career education, as measured by their perception, comprehension, and contentment. Indirect Relationships among Social Support, Hope, Career Exploration, Career Adaptability and Reaction to Career education To begin with, the hope of high school students partially mediates the relationship between SS and CE/CA/RCE. This suggests that the hope of high school students impacts their CE, CA, and RCE to SS. It suggests that SS (contextual factor) must increase self-motivation and commitment to objectives among high school students to inspire CA (psychological resource), CE (adaptive response), and RCE (adaptive outcome). Alternatively stated, SS should be converted into intrinsic adaptive preparation that corresponds with individuals' internal aspirations to facilitate the development of adaptive patterns more effectively. This may elucidate why SS provided by parents, institutions, and other sources during high school is occasionally ineffectual or even detrimental. This is because the support in question fails to correspond with the intrinsic aspirations of high school students and may even divert them from their dedication to achieving objectives and following the right path, thus failing to be internalized as intrinsic preparation support. As a result, it fails to facilitate their CE and inhibit their adaptability in the workplace, but it may even impede their professional development. Additionally, the CE of high school students serves as a partial mediator that complements the relationship between SS/hope and CA/RCE. This suggests that the CA and RCE of high school students are influenced by SS and hope, which is manifested through their CE. It suggests that hope, as an internal adaptive preparation, and SS as a contextual factor must both influence the CA of high school students, thereby influencing their RCE via CE. CE is essential for high school pupils, functioning as a behavioral adaptation mechanism. It not only executes the guiding and directing function of SS in their professional lives but, more significantly, manifests their internal expectations into tangible results. Utilizing action, it reshapes their internal realm, thereby augmenting and fortifying their inherent capabilities, bringing career education into closer alignment with their daily lives, and improving their RCE. Furthermore, the CA of high school students serves as a partial mediator that complements the relationship between SS/hope/CE and RCE. This suggests that CA, when considered as a meta-capability, can efficiently amalgamate diverse elements of internal hope, external sources, and action investigation, thereby augmenting an individual's reaction to results. Indeed, the endorsement of high school students for career education is predicated on its fundamental objective of augmenting their CA, a purpose that aligns with the aforementioned statement. This facilitates students' enhanced ability to acclimate to intricate external environments. Ultimately, the career construction model of high school students elucidates several chain-mediated relationships: hope-CE mediates the relationship between SS and CA; hope-CE mediates the relationship between SS and RCE; hope-CA mediates the relationship between SS and RCE; CE-CA mediates the relationship between SS and RCE; and CE-CA mediates the relationship between hope and RCE. Among these, the most comprehensive pathway posits that SS exerts an influence on the CE of high school students via the lens of hope, which subsequently shapes their CA and ultimately determines their RCE. This result, which was validated among a representative sample of high school students, substantiates the career construction model as proposed in CCT. Achieving internal unity for typical high school students in the learning and development stage necessitates not only SS but also, more significantly, the fusion of internal hope (agency & pathway) with SS. This procedure entails introspection and development in their professional investigation of both themselves and the external world, consistently bolstering and augmenting psychological assets (such as curiosity, concern, control, and confidence). To be effective, high school career education must adhere to this paradigm, which will ultimately enhance students' RCE. Students can acquire career-related knowledge, strengthen their sense of direction, and advocate for their professional endeavors in this manner; consequently, they will experience a transformation, increased CA, and a sense of being comprehended. Limitations and Future Directions This research, akin to previous investigations, possesses specific limitations. To begin with, this study is cross-sectional, which precludes the identification of causal relationships between variables. While the study did validate the model assumptions, it is still prudent to exercise prudence when extrapolating and generalizing conclusions regarding causal relationships. In addition, the study's sample size is comparatively limited as a consequence of the pandemic's repercussions, potentially giving rise to sampling bias. The survey is predominately dependent on self-reporting, which may introduce reporting biases. In light of the restricted applicability of the present findings, subsequent investigations may seek to corroborate the research across various high schools and temporal periods to further substantiate the associations among SS, hope, CE, CA, and RCE. The response to career education is influenced by a multitude of factors; however, for this research, only four significant variables were chosen under CCT and HT. Further research may be warranted to investigate additional determinants that impact the career education of high school students, including demographics, culture, individual coping mechanisms, and occupational development status. This may facilitate the development of all-encompassing approaches aimed at augmenting vocational adaptability. Conclusion Findings of the Study In conclusion, the purpose of this study is to develop a career construct model for senior high school students by utilizing CASSS, HS, HSSCES, CAAS-SF, and RCES as research instruments and applying CCT and HT. To acquire the data necessary for model construction, cross-sectional data are utilized. The research revealed that SS, hope, CE, and CA all exert a beneficial influence on RCE. This necessitates that senior high school career education not only takes into account the impact of contextual elements such as familial and academic assistance, as well as peer supports, but also considers intrinsic psychological factors including adaptive readiness and adaptive resources. Combining actions and interior reformation, the career construction of senior high school students is a complex system that incorporates both objective SS and preparation for inner hope. Career education in senior high school is thus not limited to the mere transmission of acknowledge. It necessitates the impact of the SS system, which emphasizes the formation of aspirations and objectives, motivates individuals to engage in exploratory activities, and ultimately fosters the growth and improvement of their CA. Establishing a connection between the internal and external is a critical process, and more significantly, it serves as a mechanism for reformation between the two. Students can only develop a genuine appreciation for the allure of vocation education, attain its desired results, and increase their RCE by adopting this methodology. Significance In a theoretical sense, this research further broadens and enhances the implications of the Hope Theory and the Career Construction Theory. By examining the significance of social support and hope in the process of vocational career planning among high school students, this study contributes to a more comprehensive comprehension of the mechanisms underlying capacity development and adaptation. In an operational sense, RCE as adaptive outcomes is positively influenced by SS as a contextual factor, hope as individual adaptive readiness, CE as adaptive behaviors, and CA as adaptive resources. This suggests that in the development of career education for high school students, education contents should take into account not only the influence of contextual elements (e.g., school support, family support, and peer support) but also intrinsic psychological factors (e.g., adaptive preparation and adaptive resources) that affect students' career advancement. Furthermore, in designing the career education of high school students, the emphasis should be placed not only on imparting knowledge but also on fostering an inclination towards exploration. This is a critical method for reshaping the external and internal environments and for connecting the internal and external. In addition, high school students' career construction model is a multifaceted system comprising intrinsic hope preparation and objective SS, as well as action and internal reshaping. It consists of a comprehensive career construction pathway in which SS influences the RCE of high school students via the pathway of hope-CE and CA. This not only provides an internal perspective on the career construction of high school students but also exemplifies the process of career education construction for high school students: SS elements including school support, family support, peer support, and teacher support encourage students to explore their potential careers through individual adaptive preparation (such as hope). Students reshape their psychological resources (CA) during CE, thereby improving their RCE. This catalyzes further investigation into the efficacy of general high school career education and establishes the groundwork for assessing high school career education. Abbreviations SS social support CE career exploration CA career adaptability RCE reactions to career education CASSS Child and Adolescent Social Support Scale HS Hope Scale HSSCES High School Students' Career Exploration Scale CAAS-SF Career Adapt-Ability Scale-Short Form RCES Reactions to Career Education Scale CCT the Career Construction Theory HT Hope theory PLS-SEM Partial Least Squares Structural Equation Modeling VIF variance inflation factor CR composite reliability AVE average variance extracted LV latent variable R 2 the coefficient of determination Declarations Ethics approval and consent to participate This study involving human participants was reviewed and approved by the Ethics Committee of Nanjing Normal University. The Ethics Committee waived the requirement of written informed consent for participation. Consent for publication Not applicable. Availability of data and materials The original contributions presented in the study are included in the article, further inquiries can be directed to the corresponding author. Competing interests The authors declare that they have no competing interests. Funding This study was funded by the Philosophy and Social Science Research Project of Universities in Jiangsu Province, Project No. 2023SJSZ0277; 2023SJSZ0279; and General project of Jiangsu Province Recruitment and Employment Guidance, No. JCXM-C-20230526. Authors' contributions CS and HL supervised the topic selection and put forward the core point, as well as wrote the paper. YF, QY, and JW were responsible for reference collection and modifying the manuscript. All authors contributed to the article and approved the submitted version. Acknowledgements We appreciate the two teachers Mixia Yun from Shanghai Sanxin School and Xin Jin from Nanjing Jiangning Senior High School for their support in the data collection of this study. 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Supplementary Files Table4PathCoefficientsandHypothesisTestingResults.csv Table5StatisticalTableofIndirectEffects.csv Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4280016","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":293144165,"identity":"b9690667-5a17-4501-a1eb-c845864f4a55","order_by":0,"name":"Hairong Ling","email":"","orcid":"","institution":"Nanjing Normal University","correspondingAuthor":false,"prefix":"","firstName":"Hairong","middleName":"","lastName":"Ling","suffix":""},{"id":293144166,"identity":"e9b1abd2-75ee-4c11-a6d5-e7b521d9a904","order_by":1,"name":"Yanling Fang","email":"","orcid":"","institution":"Nanjing Normal University","correspondingAuthor":false,"prefix":"","firstName":"Yanling","middleName":"","lastName":"Fang","suffix":""},{"id":293144167,"identity":"7532477f-4619-4552-bdcf-04c61698f7a0","order_by":2,"name":"Qi Yu","email":"","orcid":"","institution":"Nanjing Normal University","correspondingAuthor":false,"prefix":"","firstName":"Qi","middleName":"","lastName":"Yu","suffix":""},{"id":293144168,"identity":"b51ddd26-adf1-4334-88fa-ab79e3ff265e","order_by":3,"name":"Jing Wu","email":"","orcid":"","institution":"Nanjing Normal University","correspondingAuthor":false,"prefix":"","firstName":"Jing","middleName":"","lastName":"Wu","suffix":""},{"id":293144169,"identity":"853825fb-0545-4514-8f1a-ff80b59d7551","order_by":4,"name":"Chunze Song","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA20lEQVRIiWNgGAWjYPACGzl+9gYgbWBBtJY0Y8meAyAtEkRrOZRoMCMBxCBCi3x77+EXP/4cSDCQfH51w48CCQb+9u4EvFoMzpxLs+zhuZNnLp1TdrMH6DCJM2c34NcikWNmzCDxrNhydk7aDR6gFgOJXPxa5GeAtBgcTtxw80zazT/EaGG4kWP8mCEBqOUG+7HbRNlicOaMGWPPAVAg57DdljGQ4CHoF/n2HuMPP/6AovL4s5tvQIz2XgIOY2Bgg8YFjwGYJKQcBJg/QGj2B8SoHgWjYBSMghEIAAIbShtwoz7KAAAAAElFTkSuQmCC","orcid":"","institution":"Universiti Sains Malaysia","correspondingAuthor":true,"prefix":"","firstName":"Chunze","middleName":"","lastName":"Song","suffix":""}],"badges":[],"createdAt":"2024-04-17 07:21:24","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-4280016/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-4280016/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":55176539,"identity":"3607acd3-2c7a-43fe-8d8a-1778485c11c4","added_by":"auto","created_at":"2024-04-23 16:21:47","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":32424,"visible":true,"origin":"","legend":"\u003cp\u003eThe Multi Mediation of Path Coefficients and Coefficients of Determination\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-4280016/v1/a11a61a848d42c0dd54e7e6c.png"},{"id":61060093,"identity":"686845ea-67af-4279-8f6e-ed6de5e33cfd","added_by":"auto","created_at":"2024-07-25 06:31:40","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":789862,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4280016/v1/54804409-3bce-40de-8ef1-13d212f0a87a.pdf"},{"id":55176538,"identity":"32916046-5eb2-4f26-8520-cac3fea5f137","added_by":"auto","created_at":"2024-04-23 16:21:47","extension":"csv","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":738,"visible":true,"origin":"","legend":"","description":"","filename":"Table4PathCoefficientsandHypothesisTestingResults.csv","url":"https://assets-eu.researchsquare.com/files/rs-4280016/v1/38a6a9bf03f827effda4828d.csv"},{"id":55176540,"identity":"e0fe422d-2613-4890-a918-82f18a346938","added_by":"auto","created_at":"2024-04-23 16:21:47","extension":"csv","order_by":2,"title":"","display":"","copyAsset":false,"role":"supplement","size":1213,"visible":true,"origin":"","legend":"","description":"","filename":"Table5StatisticalTableofIndirectEffects.csv","url":"https://assets-eu.researchsquare.com/files/rs-4280016/v1/49bb84b403dd9f7384da01cb.csv"}],"financialInterests":"No competing interests reported.","formattedTitle":"Guidance of Hope: The Link of Social Support Influences the Career Educational Response of Senior High School Students","fulltext":[{"header":"Introduction","content":"\u003cp\u003eCareer education has historically been a subject of considerable significance and interest on an international scale. The prominence of career education in senior high school has grown in China in tandem with the intensification of reforms in basic education. Both SS for career education among senior high school students and the demand for such programs have increased significantly in recent years\u0026nbsp;(1). High school students\u0026apos; RCE are impacted by a multitude of factors, encompassing both intrinsic psychological resources and extrinsic ones like SS. This study investigated the associations between the reactions of high school students toward career education and four key variables: SS, hope, CE, and CA, under the Career Construction Theory (CCT). Additionally, the influencing mechanisms were investigated to provide a benchmark for advancing career education in senior high schools.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSocial Support\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSS encompasses all processes that enhance health and well-being via social connections; it includes both objective and perceived social support. The term \u0026quot;objective social support\u0026quot; predominantly denotes the provision of assistance by members of his/her social circle. Conversely, perceived SS concerns an individual\u0026apos;s estimation of the extent to which others support them or their level of contentment with the assistance they receive from others\u0026nbsp;(2). The majority of research has employed perceived SS as a metric for assessing SS. The social life of senior high school students is predominantly centered on the school and family unit, given the more confined nature of the school environment. The majority of these students\u0026apos; SS system consists of classmates, close friends in school, teachers, parents, and school staff. Therefore, investigating the level of perceived SS among senior high school students with regard to the aforementioned factors would be significant and beneficial. The CASSS was selected for this research due to its construction on scenarios that are commonly encountered by adolescents\u0026nbsp;(3,4).\u003c/p\u003e\n\u003cp\u003eRegarding the effects of SS on personal mental and physical well-being, as well as coping mechanisms for unforeseen circumstances, the prevailing consensus among researchers is that SS exerts a positive and advantageous impact, as supported by the main effect hypothesis, direct effect hypothesis, and buffering hypothesis. Considerable research has been devoted to SS as a situational factor in the process of career construction within the domain of career education. Essential SS has the potential to generate a positive and reinforcing influence on students. For example, Kemer and Atik\u0026nbsp;(5)\u0026nbsp;found that SS can predict the level of hope among high school pupils with a high degree of accuracy. The more SS an individual receives, the greater the likelihood that they will accomplish their objectives and the greater their level of optimism, according to YANG et al.\u0026nbsp;(6). Eccles\u0026nbsp;(7)\u0026nbsp;noted that parents, in their capacity as \u0026quot;expectancy socializers\u0026quot; throughout a child\u0026apos;s development, can substantially influence a range of facets pertaining to family support. These facets include the development of adolescents\u0026apos; academic self-concept and vocational efficacy. Before school, parents frequently encourage career exploration and intervene in the career development of their children. The active and positive influence of parental support on the career development of high school students is evident in their forthcoming career planning and advancement\u0026nbsp;(8). Individual career aspirations are influenced by one\u0026apos;s family of origin, according to Lustig et al.\u0026nbsp;(9), who discovered that greater family cohesion correlates with reduced levels of commitment anxiety, individual decision perplexity, and external conflicts. Regarding school support, certain scholars believe that the foremost challenge confronting high schools is to adequately equip students for their forthcoming pursuits in higher education. In this regard, comprehensive facilities and teaching personnel are deemed essential metrics for assessing the caliber of schools\u0026nbsp;(10). The school\u0026apos;s impact on the future career development of high school students is of the utmost importance, given the substantial time they dedicate to academic pursuits\u0026nbsp;(11). Enhanced assistance from educational institutions during the career exploration phase will unquestionably facilitate more informed decision-making and future career advancement for high school students\u0026nbsp;(12).\u003c/p\u003e\n\u003cp\u003eCorresponding investigations have also been carried out by scholars regarding the associations between SS and a range of career development propositions, including CA, CE, and RCE (e.g., subject satisfaction, and course satisfaction). Certain academicians postulate that individual adaptability is positively reinforced by the perception of support from diverse sources, such as family and school\u0026nbsp;(13,14). In their study, Guan et al.\u0026nbsp;(15)\u0026nbsp;investigated the potential ramifications of various parental practices (including absence, support, and interference) with respect to the career advancement of their children in China. Parental support promotes college students\u0026apos; career exploration and increases their career adaptability; interference, on the other hand, has been identified as a negative factor. Furthermore, the substantial impacts of the previously mentioned support or interference behaviors will be amplified when parental absence is minimal.\u003c/p\u003e\n\u003cp\u003eFurthermore, career construction is also somewhat influenced by objective situational factors about SS. As an illustration, Tolentino et al.\u0026nbsp;(16)\u0026nbsp;discovered that business students who possess a high degree of adaptability are more inclined to consider engaging in entrepreneurial endeavors. The involvement of the family in business functions as a mediating variable, indicating that the aforementioned positive effects will be more pronounced for pupils hailing from business families. In their investigation of vocational high school students, Zeng et al.\u0026nbsp;(17)\u0026nbsp;discovered that those who engage in regular conversations with their parents regarding their future careers exhibit greater levels of career interest, career control, career curiosity, and career confidence in comparison to those who engage in such discussions only occasionally or never. There is a positive correlation between parental support for the profession and the four dimensions of career adaptation. SS facilitated the acquisition of CA by newly employed young professionals and continued to impact their job satisfaction\u0026nbsp;(18). Parental and institutional support in SS have a positive effect on the CA and CE of typical high school pupils, according to a study\u0026nbsp;(19). Furthermore, they served as a substantial chain mediator in the connection between CE and subject satisfaction, exerting a greater degree of influence than any of the aforementioned individual dimensions.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eHope\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAccording to Snyder\u0026nbsp;(20), hope can be described as the \u0026quot;perceived capability to devise pathways to desired objectives and the drive to employ those pathways via agency thinking.\u0026quot; Hope theory (HT) posits that hope is comprised of pathway thinking, in which individuals imagine numerous ostensibly logical routes to the accomplishment of personal value objectives. Individuals who possess elevated levels of optimism are likely to exhibit enhanced agency thinking, which fosters a sense of assurance in their capacity to attain their objectives and effectively traverse the anticipated routes that lead to those objectives. Optimism fosters a constructive outlook on the future and a proactive stance towards attaining objectives, both of which augment the career exploration behaviors and adaptability of individuals. Within the realm of career education, bolstering an individual\u0026apos;s optimism can additionally improve career adaptability-related outcomes, including life fulfillment and vocational decisions. Multiple researchers have confirmed these assertions.\u003c/p\u003e\n\u003cp\u003eAccording to the findings of Sara Santilli et al.\u0026nbsp;(21), hope partially mediates the relationship between CA and life satisfaction. The study conducted by Jia et al.\u0026nbsp;(22)\u0026nbsp;investigated Chinese vocational school students and found that hope moderates the mediating role in CA significantly. The mediating functions of connectivity and efficacy become more evident at reduced levels of hope, and there is a stronger correlation between connectivity, CA, and efficacy. The research conducted by Zeng et al.\u0026nbsp;(17)\u0026nbsp;on vocational high school students revealed a significant positive correlation between elevated levels of hope and enhanced CA. Furthermore, professional identity\u0026nbsp;(23), career self-efficacy belief\u0026nbsp;(24,25), career decision, career planning, and proactive career behavior among adolescents, university students, and working adults\u0026nbsp;(24)\u0026nbsp;are all career structures that are positively correlated with various measures of hope (including general context, career, and job expectations). According to the findings of Hirschi et al.\u0026apos;s\u0026nbsp;(26)\u0026nbsp;survey of high-risk adolescents in Switzerland, hope explained disparities in CE in addition to the significant influence of general self-efficacy beliefs and perceived social support.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCareer Exploration for Senior High School Students\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eCareer development theory initially proposed the notion of vocational exploration, predominantly as a phase within an individual\u0026apos;s professional trajectory, with an emphasis on the periods of early maturity and adolescence. The principal responsibilities at this juncture encompass comprehending, elucidating, and selecting a vocation\u0026nbsp;(27). Further investigations consistently enhanced and refined this notion, transcending intricate psychological facets to underscore the enduring nature of the entire exploration procedure. Throughout the process of accumulating information to advance one\u0026apos;s career objectives, it consistently verified the assumptions that individuals held regarding the external world\u0026nbsp;(28,29). Over time, vocational exploration evolved into the notion of CE that prioritizes reflection, sustainability, and lifelong learning.\u003c/p\u003e\n\u003cp\u003eIn the early exploration phase of their CE phase, typical high school students must prepare not only for academic study but also for a more advanced and vocationally focused education. In contrast to general CE, their CE is expected to incorporate elements on academic readiness for tertiary education and the selection of majors, in addition to vocational components. Physical or psychological activities that ordinary high school students engage in to optimize their future college major selections are referred to as CE, according to Chen et al.\u0026nbsp;(30). Exploration of oneself, potential college disciplines, and the environment are all components of this procedure. Additionally, this process encompasses the cultivation of skills including self-adjustment, self-perception, self-reflection, and self-matching. Drawing inspiration from these concepts, a career exploration questionnaire for average high school students was formulated. This questionnaire is used in the present study.\u003c/p\u003e\n\u003cp\u003eIt is critical to note that the CE of high school students is notably enhanced by hope\u0026nbsp;(26)\u0026nbsp;and SS\u0026nbsp;(19). Several studies have also discovered that the CE of high school students positively affects CA. As an illustration, a study conducted by Germeijs and Verschueren\u0026nbsp;(31)\u0026nbsp;revealed that adolescents who possess greater levels of CA exhibit an enhanced capacity for career decision-making and exploration when confronted with career changes and transitions. CHENG et al.\u0026nbsp;(32)\u0026nbsp;found that adolescents who possess elevated levels of CA are capable of effectively managing the interplay between themselves and their surroundings by engaging in ongoing exploration or personal career planning. In addition, certain outcomes in high school career education are influenced by the CE of high school students, including career decision-making\u0026nbsp;(33)\u0026nbsp;and satisfaction with subject selection\u0026nbsp;(19).\u003c/p\u003e\n\u003cp\u003eNevertheless, research on the reciprocal relationship between CE and CA has produced contradictory results. The Career Construction Theory posits that CA exerts a positive influence on a range of variables associated with reactive behaviors and outcomes. Moreover, CE, which is classified as an adaptive behavior, is found to be positively impacted by CA. Yet Savickas\u0026nbsp;(34)\u0026nbsp;contends that to cultivate these adaptive capabilities, people must continually gain a deeper understanding of their attributes and the intricacies of the professional setting via a variety of personal experiences. CE may serve as a proximal antecedent variable for individual CA, and sustained CE behavior may contribute to the development of CA\u0026nbsp;(15). They discovered that high levels of parental support and low levels of parental intervention positively influenced CE and, consequently, positively predicted CA in a three-time period study involving Chinese university students.\u003c/p\u003e\n\u003cp\u003eThe objective of career education is to provide opportunities for ordinary high school students, who are still in the process of learning and developing their sense of self, to participate in a range of exploratory activities that will enable them to identify potential future career paths and acquire pertinent skills to navigate the challenges they will encounter during their professional development. By engaging in self-examination, people have the opportunity to assess their interests, values, and experiences, thereby developing a comprehensive understanding of how these intrinsic qualities influence their prospective professional trajectories\u0026nbsp;(28,29,35). Environmental exploration empowers individuals to make more informed career decisions through the collection of data on occupations, organizations, and careers\u0026nbsp;(36,37). CE activities, which occur in the self-environment, are of paramount importance in assisting individuals in recognizing viable career advancement prospects, attaining more favorable employment circumstances, and managing the complexities and pressures associated with career transitions\u0026nbsp;(38). Hence, we posit in this research that the ongoing progression of CE behavior might foster the growth of CA. Additionally, their responses to career education are positively influenced by sustained CE behavior.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCareer Adaptability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe notion of CA, which is founded upon work maturity and vocational maturation, was initially proposed by Super and Knasel in 1981\u0026nbsp;(39). At present, Savickas\u0026apos; notion of CA enjoys broad acceptance. CA is regarded as a fundamental capability that is vital for both personal vocational growth and social interaction processes. It signifies an individual\u0026apos;s capacity to effectively allocate the resources necessary for both present and future career transitions\u0026nbsp;(40,41). Additionally, it is described as a type of \u0026quot;positive\u0026quot; social psychological capital that empowers people to frequently navigate across domains by liberating them from ingrained patterns and beliefs\u0026nbsp;(42). A collaboration between 2008 and 2012 resulted in the development of operational definitions and measurement instruments for CA\u0026nbsp;(43). This effort involved experts from 18 countries and regions. This international study provided evidence that the four-dimensional structure of CA was universally accepted and recognized by experts and scholars from various countries, notwithstanding cultural differences. CA is comprised of four distinct dimensions: concern, control, inquiry, and confidence.\u003c/p\u003e\n\u003cp\u003eIt is foreseen that the development of CA will necessitate ongoing interaction between individuals and their surroundings. CA is influenced by both contextual and individual factors\u0026nbsp;(44). CA, which reinforces adaptive behaviors and results in adaptive outcomes, functions as a type of social psychological capital that facilitates the adaptation of internal motivation and external environmental changes in the vocational development of individuals\u0026nbsp;(40,41,45).\u003c/p\u003e\n\u003cp\u003eIn their meta-analysis, Rudolph et al.\u0026nbsp;(44)\u0026nbsp;examined the associations between CA and adaptive readiness (cognitive abilities including the Big Five traits, self-esteem, core self-evaluation, proactive personality, future orientation, hope, and optimism), adaptive responses (including career planning, CE, career self-efficacy, and career decision-making self-efficacy), and adaptive outcomes (such as occupational success) across 90 studies that utilized the CA model. The findings revealed noteworthy correlations.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eReaction to Career Education\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eRCE denotes the responses of students to activities related to vocation education. Common high schools offer a variety of career education modalities, including group career counseling, individual career counseling, and classroom instruction. Irrespective of the format, the profound objective of these endeavors is for pupils to gain knowledge, feel comprehended, and ultimately undergo development. The Counseling Reaction Inventory was created by Hill et al. in 1988 with the purpose of quantifying responses to counseling cases\u0026nbsp;(46). They identified latent clusters using multidimensional scaling, beginning with 18 positive and 18 negative reaction items. Reaction items that were infrequently used, had not been used independently or produced similar effects were eliminated and merged. This procedure produced seven negative reaction items and fourteen positive ones. While direct evidence regarding the relationship between RCE and SS, hope, CE, and CA is lacking, it is possible to deduce a positive correlation between RCE and these factors, and that RCE is influenced by these factors, based on the relationships between these four variables and other adaptive outcome variables.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRelationships among Variables\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAn evident correlation exists among these five variables, as indicated by the synthesis of prior research. Concurrently, it has been noted that previous scholars failed to adequately consider the interconnections between the aforementioned five variables. Frequently, the emphasis was placed on the interrelationships among two variables or the utilization of one variable as a mediating element.\u003c/p\u003e\n\u003cp\u003eMoreover, according to CCT, individuals strategize their professional trajectories in response to societal expectations concerning readiness, entry, involvement, and disconnection from different occupations\u0026nbsp;(47). Subjective readiness or willingness (adaptivity), CA or social psychological resources facilitating self-adjustment (adaptability), particular stress responses or vocational behavior selections (adapting), and relative adaptive outcomes (adaptation) are the four components that comprise a stable adaptive state at each career stage. The elements above symbolize, in that order, motivation, capability, attitude/behavior, and adaptation outcomes. Individuals develop beliefs and exhibit behaviors to cope with continuously changing environmental conditions by varying degrees of willingness and allocating capabilities. Through active integration and development, they adapt to their job roles\u0026nbsp;(34,43). Nevertheless, given that high school students are still in the developmental phase of career adaptability, they must establish internal psychological resources for their careers through consistent communication and interaction with themselves and their surroundings, and then achieve adaptive outcomes commensurate with this. The objective of this research is to investigate and authenticate these associations. Consequently, this study developed a multi-mediated hypothesis model connecting SS, hope, CE, CA, and RCE, under relevant theory and prior research.\u003c/p\u003e\n\u003cp\u003eAssumed in this model are:\u003c/p\u003e\n\u003cp\u003eHypothesis 1: There is a significant positive correlation between SS, hope, CE, CA, and RCE among Chinese senior high school students.\u003c/p\u003e\n\u003cp\u003eH1a: There is a significant positive correlation between SS and hope among Chinese senior high school students.\u003c/p\u003e\n\u003cp\u003eH1b: There is a significant positive correlation between SS and CE among Chinese senior high school students.\u003c/p\u003e\n\u003cp\u003eH1c: There is a significant positive correlation between SS and CA among Chinese senior high school students.\u003c/p\u003e\n\u003cp\u003eH1d: There is a significant positive correlation between SS and RCE among Chinese senior high school students.\u003c/p\u003e\n\u003cp\u003eH1e: There is a significant positive correlation between hope and CE among Chinese senior high school students.\u003c/p\u003e\n\u003cp\u003eH1f: There is a significant positive correlation between hope and CA among Chinese senior high school students.\u003c/p\u003e\n\u003cp\u003eH1g: There is a significant positive correlation between hope and RCE among Chinese senior high school students.\u003c/p\u003e\n\u003cp\u003eH1h: There is a significant positive correlation between CE and CA among Chinese senior high school students.\u003c/p\u003e\n\u003cp\u003eH1i: There is a significant positive correlation between CE and RCE among Chinese senior high school students.\u003c/p\u003e\n\u003cp\u003eH1j: There is a significant positive correlation between CA and RCE among Chinese senior high school students.\u003c/p\u003e\n\u003cp\u003eHypothesis 2: Hope, CE, and CA play mediating roles between SS and RCE.\u003c/p\u003e\n\u003cp\u003eH2a: Hopes plays a mediating role between SS and CE.\u003c/p\u003e\n\u003cp\u003eH2b: Hopes plays a mediating role between SS and CA.\u003c/p\u003e\n\u003cp\u003eH2c: Hopes plays a mediating role between SS and RCE.\u003c/p\u003e\n\u003cp\u003eH2d: CE plays a mediating role between SS and CA.\u003c/p\u003e\n\u003cp\u003eH2e: CE plays a mediating role between SS and RCE.\u003c/p\u003e\n\u003cp\u003eH2f: CA plays a mediating role between SS and RCE.\u003c/p\u003e\n\u003cp\u003eH2g: CE plays a mediating role between hope and CA.\u003c/p\u003e\n\u003cp\u003eH2h: CE plays a mediating role between hope and RCE.\u003c/p\u003e\n\u003cp\u003eH2i: CA plays a mediating role between hope and RCE.\u003c/p\u003e\n\u003cp\u003eH2j: CA plays a mediating role between CE and RCE.\u003c/p\u003e\n\u003cp\u003eH2k: Hope and CE play a chain mediating role between SS and CA.\u003c/p\u003e\n\u003cp\u003eH2l: Hope and CE play a chain mediating role between SS and RCE.\u003c/p\u003e\n\u003cp\u003eH2m: Hope and CA play a chain mediating role between SS and RCE.\u003c/p\u003e\n\u003cp\u003eH2n: CE and CA play a chain mediating role between SS and RCE.\u003c/p\u003e\n\u003cp\u003eH2o: CE and CA play a chain mediating role between hope and RCE.\u003c/p\u003e\n\u003cp\u003eH2p: Hope, CE and CA play a chain mediating role between SS and RCE.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003e\u003cstrong\u003eParticipants and Procedure\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe compilation of survey data occurred between May and June of 2022. The selection process for the paper-based questionnaire survey involved a convenient sampling method employed at a four-star high school in Nanjing, Jiangsu Province, as a consequence of the pandemic control measures. To guarantee the preciseness of the data and the comprehensiveness of the responses, the head instructors of the classes that were surveyed were provided with a pre-survey briefing that outlined the objectives and ethical implications of the questionnaire survey. Participants were requested to provide surveyed students with clarification regarding the questionnaire\u0026apos;s objectives, ethical implications, and fulfillment requirements throughout the questionnaire\u0026apos;s implementation. As an expression of gratitude, high school students were presented with small trinkets before completing the questionnaire. Each of the two sessions of questionnaire collection lasted approximately fifteen minutes to complete. Ethics committee approval was obtained for this survey from the university.\u003c/p\u003e\n\u003cp\u003eThis survey distributed a total of 440 questionnaires, and 429 were collected, resulting in a response rate of 97.5%. After excluding 11 questionnaires with excessive missing values or numerical anomalies, 418 valid questionnaires were obtained, with an effective response rate of 95%. Among the respondents, 56.459% were male, and the remaining were female; 69.856% were urban residents, and the rest were rural residents. Regarding the education level of fathers and mothers, those with primary school education or below were 5.502% and 9.809%, respectively; those with junior high school education were 28.947% and 34.928%, respectively; those with high school/technical secondary school education were 38.278% and 35.646%, respectively; those with college diploma and bachelor\u0026apos;s degree were 25.837% and 18.660%, respectively; those with postgraduate (master\u0026apos;s/doctorate) degrees were 1.675% and 1.435%, respectively. In terms of family income, 3.110% had a monthly income below 3000 yuan, 11.483% had an income between 3000 and 5000 yuan, 38.995% had an income between 5000 and 10000 yuan, and 46.172% had an income above 10000 yuan. The sample details are shown in Table 1. The distribution of the demographic variable of gender in this study\u0026apos;s sample is relatively balanced. Since the sample in this survey mainly comes from a specific high school, there is some deviation in the distribution of four demographic variables: the location of the family, father\u0026apos;s education level, mother\u0026apos;s education level, and monthly family income. These variables will be controlled for in subsequent analyses.\u003c/p\u003e\n\u003cp\u003eA total of 440 questionnaires were distributed for this survey; of those, 429 were collected, for a response rate of 97.5%. After removing eleven questionnaires that contained an inordinate number of missing values or numerical anomalies, the final count was 418 valid questionnaires, representing an effective response rate of 95%. Out of the total respondents, 69.856% were urban residents and 56.459% were female. Regarding the educational attainment of fathers and mothers, the following percentages were found to be present: 5.502% and 9.809% had completed primary school or less; 28.947% and 34.928% had completed junior high school; 35.646% and 38.278% had completed high school/technical secondary school; 25.837% and 18.660% held a bachelor\u0026apos;s degree; 1.675% and 1.435% held postgraduate (master\u0026apos;s or doctoral) degrees. Concerning household income, the following percentages were as follows: 3.110% earned a monthly income below \u0026yen;3000, 11.483% earned between \u0026yen;3000 and \u0026yen;5000, 38.995% earned between \u0026yen;5000 and \u0026yen;10000 yuan, and 46.172% earned more than \u0026yen;10000. Specifics of the samples are presented in Table 1. In the sample for this investigation, the distribution of the demographic variable gender is relatively balanced. Since the majority of the respondents in this survey attend a particular high school, the distribution of four demographic variables\u0026mdash;family location, father\u0026apos;s education level, mother\u0026apos;s education level, and monthly family income\u0026mdash;deviates slightly. Subsequent analyses will incorporate controls for these variables.\u003c/p\u003e\n\u003cp\u003eTable 1 Summary of Basic Characteristics (n=418)\u003c/p\u003e\n\u003cdiv align=\"center\"\u003e\n \u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"28.066914498141266%\"\u003e\n \u003cp\u003eVariable\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"36.98884758364312%\" valign=\"top\"\u003e\n \u003cp\u003eClassification\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.472118959107807%\" valign=\"top\"\u003e\n \u003cp\u003eFrequency\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.472118959107807%\" valign=\"top\"\u003e\n \u003cp\u003ePercent\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"28.066914498141266%\" rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003eGender\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"36.98884758364312%\" valign=\"top\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.472118959107807%\" valign=\"top\"\u003e\n \u003cp\u003e236\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.472118959107807%\" valign=\"top\"\u003e\n \u003cp\u003e56.459%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"51.42118863049095%\" valign=\"top\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\" valign=\"top\"\u003e\n \u003cp\u003e180\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\" valign=\"top\"\u003e\n \u003cp\u003e43.062%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"28.066914498141266%\" rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003eHome location\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"36.98884758364312%\" valign=\"top\"\u003e\n \u003cp\u003eCity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.472118959107807%\" valign=\"top\"\u003e\n \u003cp\u003e292\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.472118959107807%\" valign=\"top\"\u003e\n \u003cp\u003e69.856%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"51.42118863049095%\" valign=\"top\"\u003e\n \u003cp\u003eRural\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\" valign=\"top\"\u003e\n \u003cp\u003e128\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\" valign=\"top\"\u003e\n \u003cp\u003e30.622%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"28.066914498141266%\" rowspan=\"5\" valign=\"top\"\u003e\n \u003cp\u003eFather\u0026rsquo;s education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"36.98884758364312%\" valign=\"top\"\u003e\n \u003cp\u003eprimary school and below\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.472118959107807%\"\u003e\n \u003cp\u003e23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.472118959107807%\"\u003e\n \u003cp\u003e5.502%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"51.42118863049095%\" valign=\"top\"\u003e\n \u003cp\u003ejunior high school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\" valign=\"top\"\u003e\n \u003cp\u003e121\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\" valign=\"top\"\u003e\n \u003cp\u003e28.947%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"51.42118863049095%\" valign=\"top\"\u003e\n \u003cp\u003esenior high school/\u0026nbsp;secondary vocational school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\"\u003e\n \u003cp\u003e160\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\"\u003e\n \u003cp\u003e38.278%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"51.42118863049095%\" valign=\"top\"\u003e\n \u003cp\u003ecollege and bachelor degree educated\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\"\u003e\n \u003cp\u003e108\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\"\u003e\n \u003cp\u003e25.837%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"51.42118863049095%\" valign=\"top\"\u003e\n \u003cp\u003ePostgraduate(master \u0026nbsp;degree/doctoral degree）\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\"\u003e\n \u003cp\u003e1.675%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"28.066914498141266%\" rowspan=\"5\" valign=\"top\"\u003e\n \u003cp\u003eMother\u0026rsquo;s education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"36.98884758364312%\" valign=\"top\"\u003e\n \u003cp\u003eprimary school and below\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.472118959107807%\"\u003e\n \u003cp\u003e41\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.472118959107807%\"\u003e\n \u003cp\u003e9.809%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"51.42118863049095%\" valign=\"top\"\u003e\n \u003cp\u003ejunior high school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\" valign=\"top\"\u003e\n \u003cp\u003e146\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\" valign=\"top\"\u003e\n \u003cp\u003e34.928%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"51.42118863049095%\" valign=\"top\"\u003e\n \u003cp\u003esenior high school /\u0026nbsp;secondary vocational school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\"\u003e\n \u003cp\u003e149\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\"\u003e\n \u003cp\u003e35.646%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"51.42118863049095%\" valign=\"top\"\u003e\n \u003cp\u003ecollege and bachelor degree educated\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\" valign=\"top\"\u003e\n \u003cp\u003e78\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\" valign=\"top\"\u003e\n \u003cp\u003e18.660%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"51.42118863049095%\" valign=\"top\"\u003e\n \u003cp\u003ePostgraduate(master degree/doctoral degree）\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\"\u003e\n \u003cp\u003e1.435%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"28.066914498141266%\" rowspan=\"4\" valign=\"top\"\u003e\n \u003cp\u003eFamily income\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"36.98884758364312%\" valign=\"top\"\u003e\n \u003cp\u003eBelow\u0026nbsp;\u0026yen;3000\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.472118959107807%\" valign=\"top\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.472118959107807%\" valign=\"top\"\u003e\n \u003cp\u003e3.110%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"51.42118863049095%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026yen;3000-\u0026yen;5000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\" valign=\"top\"\u003e\n \u003cp\u003e48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\" valign=\"top\"\u003e\n \u003cp\u003e11.483%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"51.42118863049095%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026yen;5000-\u0026yen;10000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\" valign=\"top\"\u003e\n \u003cp\u003e163\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\" valign=\"top\"\u003e\n \u003cp\u003e38.995%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"51.42118863049095%\" valign=\"top\"\u003e\n \u003cp\u003eAbove\u0026nbsp;\u0026yen;10000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\" valign=\"top\"\u003e\n \u003cp\u003e193\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"24.289405684754524%\" valign=\"top\"\u003e\n \u003cp\u003e46.172%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u003cstrong\u003eMeasures\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThe Child and Adolescent Social Support Scale (CASSS)\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe version of CASSS revised by Malecki team in 2000\u0026nbsp;(3)\u0026nbsp;was utilized in this study. The sixty-item scale is subdivided into the following five subscales: parents, teachers, classmates, friends, and people at school. Each subscale comprises a total of 12 items and can be utilized in isolation. In each subscale, questions 1 through 3 assess emotional support, while questions 4 through 6 evaluate instrumental support, questions 7 through 9 evaluate informational support, and questions 10 through 12 evaluate appraisal support. The participants were requested to assess the degree to which each statement applied to them using a seven-point scale; higher scores were indicative of a greater perception of support. The initial reliability of the scale was documented as 0.94, and the questionnaire utilized in this investigation exhibited an internal consistency of 0.910.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eHope Scale (HS)\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe HS, devised by Snyder et al.\u0026nbsp;(48), was employed in our study. It comprises nine items that are structured along two dimensions: questions 1-4 evaluate the pathway, while questions 5-9 evaluate the agency. A Likert five-point scale is utilized, whereby higher scores are indicative of an increased degree of optimism. Initial reliability estimates for the scale ranged from 0.74 to 0.84; for this investigation, the scale\u0026apos;s internal consistency was 0.923.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eHigh School Students\u0026rsquo; Career Exploration Scale (HSSCES)\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe HSSCES, which was developed by Chen\u0026nbsp;(30)\u0026nbsp;in 2021, was utilized in our study. The scale consists of 33 items, which contains three dimensions: CE beliefs (questions 1 to 12), CE process (questions 13 to 24), and CE reflection (questions 25 to 33). A greater degree of CE is classified by higher scores on the Likert five-point scale. The internal consistency of this survey scale is 0.917, which is the same as its initial reliability.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThe Career Adaptability Scale Short Form (CAAS-SF)\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe CAAS-SF, a concise edition derived from Savickas\u0026apos;s research in 2017 and developed by Yu et al.\u0026nbsp;(49), was used in this study. The CAAS-SF consists of twelve items, each representing one of the following four dimensions: career concerns (questions 1 to 3); career control (questions 4 to 6); career curiosity (questions 7 to 9); and career confidence (questions 10 to 12). The initial reliability of the scale was 0.92, and its internal consistency for this investigation was 0.895.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eReactions to Career Education Scale (RCES)\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe 14 positive reaction items developed by Hill et al. in 1988\u0026nbsp;(46)\u0026nbsp;were utilized in this research as a metric for assessing responses to career interventions. However, six items were eliminated from the analysis due to their failure to satisfy the index requirements of factor analysis during the data analysis process. In conclusion, eight items that satisfy the criteria are chosen as suitable items for the scale\u0026apos;s construction. Through this screening procedure, a greater degree of validity and reliability is ensured for the questions, allowing them to more precisely represent the fundamental variables that are significant to the study. The reactions of the respondents to career education were assessed using a five-point scale, where higher scores denoted a more favorable response. This study\u0026apos;s internal consistency for the measurement was 0.932.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFor general descriptive statistics, correlation analysis, and difference analysis, this study utilized SPSS 26.0 and Excel 2020. The measurement and structural models were verified utilizing Smart-PLS version 3.3.7. The rationale behind this decision was that Smart-PLS is widely recognized as a leading statistical analysis instrument specifically designed for Partial Least Squares Structural Equation Modeling (PLS-SEM) (50). An additional rationale for selecting Smart-PLS is its relaxed sample prerequisites, which are not predicated on the assumption of multivariate normal distribution of the data under analysis (51). With 418 participants, the sample size for this investigation surpassed the minimum threshold of 50 as recommended. The results of normality tests utilizing the Kolmogorov-Smirnov test revealed that all variables had significant values of 0.00, indicating that the data were not normally distributed. This supports the application of PLS-SEM further.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e\u003cstrong\u003eVariant Inflation Factor\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAs stated by Kock\u0026nbsp;(52), multicollinearity was examined to address the concern of common method bias, given that the data originated from the same source. Each variable is associated with a common variable in this method. A lenient standard for variance inflation factor (VIF) coefficients is a value below 5, which signifies the absence of multicollinearity concerns among the variables in the measurement model\u0026nbsp;(53). The findings revealed that the VIF values for every item were below 4, which provided evidence that there were no multicollinearity concerns present among the items.\u003c/p\u003e\n\u003cp\u003eAdditionally, when utilizing PLS-SEM, the measurement model and the structural model must be evaluated. Further examinations are feasible solely when both models meet the stipulations\u0026nbsp;(54).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eControl Variables\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAs control variables, the research investigated gender (male/female), family location (rural/urban), and family income (greater than ten thousand yuan or less than ten thousand yuan). Utilizing PLS-SEM\u0026apos;s Measurement Invariance Assessment Procedure, the model for measuring invariance was assessed. Family location and family income were not statistically significant in either STEP2 or STEP3, confirming complete measurement invariance, according to the analysis of the results. There were discernible gender disparities in the variable of hope, but none in the remaining variables. Given the difficulty and low significance of detecting factor variance/covariance memory errors in empirical research, as well as the limited number of studies that satisfy the criteria for complete measurement invariance\u0026nbsp;(55), certain researchers propose\u0026nbsp;(56)\u0026nbsp;that scalar invariance is satisfied if at least two indicators of a construct have equal loadings and intercepts across groups. As a result, the structural model is invariant, as control variables including family location, income, and gender have no significant effect on the model as a whole.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMeasurement Model Evaluation\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003ePLS-SEM evaluated indicators including discriminant validity, internal consistency, convergent validity, and reliability, to validate the model. Indicators\u0026apos; validity and reliability are typically assessed using factor loading, Cronbach\u0026apos;s alpha, composite reliability (CR), and average variance extracted (AVE)\u0026nbsp;(57). In general, factor loadings are considered significant at the 0.05 level when they exceed 0.7\u0026nbsp;(51); Cronbach\u0026apos;s alpha and CR values that are equal to or greater than 0.7 indicate high internal consistency and reliability\u0026nbsp;(58,59); convergent validity is indicated when the AVE value of a construct surpasses 0.5\u0026nbsp;(58). Additionally, discriminant validity can be evaluated by investigating the correlation between constructs and factor loadings. Discriminant validity exists between constructs when the square root of AVE for a particular latent variable (LV) is greater than the correlation between that LV and any other LV\u0026nbsp;(58). The factor loadings, convergent validity, and factor loadings of Table 2 and Table 3 for each item in the measurement model indicate that the items possess adequate discriminant validity, convergent validity, and reliability.\u003c/p\u003e\n\u003cp\u003eTable 2 Reliability Indicators of Variables and Variance Inflation Factor Statistics\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"14.07942238267148%\"\u003e\n \u003cp\u003eVariable\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"23.28519855595668%\"\u003e\n \u003cp\u003eDimension\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.71841155234657%\"\u003e\n \u003cp\u003eLoading\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.371841155234657%\"\u003e\n \u003cp\u003eVIF\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.830324909747292%\"\u003e\n \u003cp\u003eCR\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.52346570397112%\"\u003e\n \u003cp\u003eCronbach\u0026apos;s alpha\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.191335740072201%\"\u003e\n \u003cp\u003eAVE\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"14.07942238267148%\" rowspan=\"5\" valign=\"top\"\u003e\n \u003cp\u003eSS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"23.28519855595668%\"\u003e\n \u003cp\u003eParental Support\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.71841155234657%\"\u003e\n \u003cp\u003e0.731\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.371841155234657%\"\u003e\n \u003cp\u003e1.613\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.830324909747292%\" rowspan=\"5\" valign=\"top\"\u003e\n \u003cp\u003e0.910\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.52346570397112%\" rowspan=\"5\" valign=\"top\"\u003e\n \u003cp\u003e0.876\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.191335740072201%\" rowspan=\"5\" valign=\"top\"\u003e\n \u003cp\u003e0.671\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"48.134328358208954%\"\u003e\n \u003cp\u003eTeacher Support\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"28.35820895522388%\"\u003e\n \u003cp\u003e0.807\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"23.507462686567163%\"\u003e\n \u003cp\u003e1.998\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"48.134328358208954%\"\u003e\n \u003cp\u003eClassmate Support\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"28.35820895522388%\"\u003e\n \u003cp\u003e0.877\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"23.507462686567163%\"\u003e\n \u003cp\u003e3.023\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"48.134328358208954%\"\u003e\n \u003cp\u003eFriends Support\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"28.35820895522388%\"\u003e\n \u003cp\u003e0.831\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"23.507462686567163%\"\u003e\n \u003cp\u003e2.401\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"48.134328358208954%\"\u003e\n \u003cp\u003eSchool Support\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"28.35820895522388%\"\u003e\n \u003cp\u003e0.842\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"23.507462686567163%\"\u003e\n \u003cp\u003e2.269\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"14.07942238267148%\" rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003eHope\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"23.28519855595668%\"\u003e\n \u003cp\u003eAgency\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.71841155234657%\"\u003e\n \u003cp\u003e0.938\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.371841155234657%\"\u003e\n \u003cp\u003e2.059\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.830324909747292%\" rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e0.923\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.52346570397112%\" rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e0.835\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.191335740072201%\" rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e0.858\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"48.134328358208954%\"\u003e\n \u003cp\u003ePathway\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"28.35820895522388%\"\u003e\n \u003cp\u003e0.914\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"23.507462686567163%\"\u003e\n \u003cp\u003e2.059\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"14.07942238267148%\" rowspan=\"3\" valign=\"top\"\u003e\n \u003cp\u003eCE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"23.28519855595668%\"\u003e\n \u003cp\u003eBelief\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.71841155234657%\"\u003e\n \u003cp\u003e0.884\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.371841155234657%\"\u003e\n \u003cp\u003e2.484\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.830324909747292%\" rowspan=\"3\" valign=\"top\"\u003e\n \u003cp\u003e0.917\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.52346570397112%\" rowspan=\"3\" valign=\"top\"\u003e\n \u003cp\u003e0.867\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.191335740072201%\" rowspan=\"3\" valign=\"top\"\u003e\n \u003cp\u003e0.787\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"48.134328358208954%\"\u003e\n \u003cp\u003eProcess\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"28.35820895522388%\"\u003e\n \u003cp\u003e0.886\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"23.507462686567163%\"\u003e\n \u003cp\u003e2.601\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"48.134328358208954%\"\u003e\n \u003cp\u003eReflection\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"28.35820895522388%\"\u003e\n \u003cp\u003e0.892\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"23.507462686567163%\"\u003e\n \u003cp\u003e1.957\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"14.07942238267148%\" rowspan=\"4\" valign=\"top\"\u003e\n \u003cp\u003eCA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"23.28519855595668%\"\u003e\n \u003cp\u003eCareer Concern\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.71841155234657%\"\u003e\n \u003cp\u003e0.808\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.371841155234657%\"\u003e\n \u003cp\u003e1.621\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.830324909747292%\" rowspan=\"4\" valign=\"top\"\u003e\n \u003cp\u003e0.895\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.52346570397112%\" rowspan=\"4\" valign=\"top\"\u003e\n \u003cp\u003e0.845\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.191335740072201%\" rowspan=\"4\" valign=\"top\"\u003e\n \u003cp\u003e0.682\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"48.134328358208954%\"\u003e\n \u003cp\u003eCareer Control\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"28.35820895522388%\"\u003e\n \u003cp\u003e0.762\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"23.507462686567163%\"\u003e\n \u003cp\u003e1.672\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"48.134328358208954%\"\u003e\n \u003cp\u003eCareer Curiosity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"28.35820895522388%\"\u003e\n \u003cp\u003e0.870\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"23.507462686567163%\"\u003e\n \u003cp\u003e2.531\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"48.134328358208954%\"\u003e\n \u003cp\u003eCareer Confidence\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"28.35820895522388%\"\u003e\n \u003cp\u003e0.859\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"23.507462686567163%\"\u003e\n \u003cp\u003e2.289\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"14.07942238267148%\" rowspan=\"8\" valign=\"top\"\u003e\n \u003cp\u003eRCE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"23.28519855595668%\"\u003e\n \u003cp\u003eCEA1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.71841155234657%\"\u003e\n \u003cp\u003e0.781\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.371841155234657%\"\u003e\n \u003cp\u003e2.609\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.830324909747292%\" rowspan=\"8\" valign=\"top\"\u003e\n \u003cp\u003e0.932\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.52346570397112%\" rowspan=\"8\" valign=\"top\"\u003e\n \u003cp\u003e0.916\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.191335740072201%\" rowspan=\"8\" valign=\"top\"\u003e\n \u003cp\u003e0.631\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"48.134328358208954%\"\u003e\n \u003cp\u003eCEA2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"28.35820895522388%\"\u003e\n \u003cp\u003e0.726\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"23.507462686567163%\"\u003e\n \u003cp\u003e2.303\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"48.134328358208954%\"\u003e\n \u003cp\u003eCEA3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"28.35820895522388%\"\u003e\n \u003cp\u003e0.834\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"23.507462686567163%\"\u003e\n \u003cp\u003e3.224\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"48.134328358208954%\"\u003e\n \u003cp\u003eCEA4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"28.35820895522388%\"\u003e\n \u003cp\u003e0.828\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"23.507462686567163%\"\u003e\n \u003cp\u003e3.126\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"48.134328358208954%\"\u003e\n \u003cp\u003eCEA5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"28.35820895522388%\"\u003e\n \u003cp\u003e0.733\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"23.507462686567163%\"\u003e\n \u003cp\u003e1.885\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"48.134328358208954%\"\u003e\n \u003cp\u003eCEA6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"28.35820895522388%\"\u003e\n \u003cp\u003e0.792\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"23.507462686567163%\"\u003e\n \u003cp\u003e2.751\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"48.134328358208954%\"\u003e\n \u003cp\u003eCEA7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"28.35820895522388%\"\u003e\n \u003cp\u003e0.816\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"23.507462686567163%\"\u003e\n \u003cp\u003e3.429\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"48.134328358208954%\"\u003e\n \u003cp\u003eCEA8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"28.35820895522388%\"\u003e\n \u003cp\u003e0.835\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"23.507462686567163%\"\u003e\n \u003cp\u003e3.151\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 3 Correlation and Discriminant Validity\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.666666666666668%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003eSS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003eHope\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003eCE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003eCA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003eRCE\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003eSS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.819\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003eHope\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003e0.459\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.926\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003eCE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003e0.426\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003e0.673\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.887\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003eCA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003e0.472\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003e0.727\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003e0.590\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.826\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003eRCE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003e0.586\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003e0.647\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003e0.579\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003e0.645\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.666666666666668%\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.794\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003csup\u003e*Note: Square root of AVE on the diagonal (bolded term)\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStructural Modelling Evaluation\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe structural model provides a clear explanation of the interconnections among the variables that comprise the research model. The path coefficients, standard errors, t-values, and p-values of the structural model were obtained in this investigation using 5000 resamples and a bootstrapping procedure\u0026nbsp;(59). Hahn and Ang\u0026nbsp;(60)\u0026nbsp;contend that when evaluating the validity of hypotheses, p-values, confidence intervals, and effect sizes should be regarded in conjunction. The assessment criteria utilized to examine the hypotheses are detailed in Table 4.\u003c/p\u003e\n\u003cp\u003eTo begin with, upon examining the direct impacts of the five variables, it becomes evident that each path coefficient (\u0026beta;) surpasses 0.10. Prior studies have established that to account for a specific influence within the model, the value of the path coefficient (\u0026beta;) must be no less than 0.10\u0026nbsp;(53,61). There is a statistically significant positive correlation among all variables, as indicated by p-values remaining below 0.01, T-values exceeding 1.96, and 95% confidence intervals excluding 0. Therefore, all of the hypotheses H1a-H1j are validated. The strongest correlation is observed between hope and CE, followed by hope and CA, and finally SS and hope. Furthermore, the degree to which the independent variables account for the variability observed in the dependent variable is denoted by the coefficient of determination (R\u003csup\u003e2\u003c/sup\u003e). According to Hair\u0026nbsp;(62), R\u003csup\u003e2\u003c/sup\u003e values of 0.670, 0.333, and 0.190 indicate that the endogenous latent variables have a considerable, moderate, and feeble explanatory power on the structural model, respectively. Q\u003csup\u003e2\u003c/sup\u003e is employed to assess the model\u0026apos;s predictive validity. The predictive relevance of the path model to a particular dependent variable is indicated by a Q\u003csup\u003e2\u003c/sup\u003e value greater than zero; in the absence of such predictive relevance, the model lacks predictive relevance (62).\u003c/p\u003e\n\u003cp\u003eIn this study, the Smart-PLS algorithm function was used to obtain R\u003csup\u003e2\u003c/sup\u003e values by estimating the model results through extracting 5000 bootstrap samples. The Blindfolding calculation in Smart-PLS was employed to compute Q\u003csup\u003e2\u003c/sup\u003e values. The results indicate that SS explains 21% of the variance in hope (R\u003csup\u003e2\u003c/sup\u003e=0.210, Q\u003csup\u003e2\u003c/sup\u003e=0.176); SS and hope together explain 47.1% of the variance in CE (R\u003csup\u003e2\u003c/sup\u003e=0.471, Q\u003csup\u003e2\u003c/sup\u003e=0.354); SS, hope, and CE explain 56.5% of the variance in CA (R\u003csup\u003e2\u003c/sup\u003e=0.565, Q\u003csup\u003e2\u003c/sup\u003e=0.374); SS, hope, CE, and CA together explain 57% of the variance in the dependent variable (R\u003csup\u003e2\u003c/sup\u003e=0.570, Q\u003csup\u003e2\u003c/sup\u003e=0.351). This suggests that the overall model has good explanatory power, and the exogenous variables have a moderate to substantial explanatory ability for the endogenous variables, demonstrating a certain level of predictive relevance.\u003c/p\u003e\n\u003cp\u003eThe mediation hypothesis and indirect effects were subsequently assessed through the extraction of 5000 bootstrap samples. The determination of significance for the indirect effects of each mediating relationship is contingent upon the presence of T-values exceeding 1.96, p-values falling below 0.05, and 95% confidence intervals excluding 0. The significance of the subsequent indirect effects is illustrated in Table 5. SS \u0026rarr; hope \u0026rarr; CE (\u0026beta;=0.278, p\u0026lt;0.01), SS \u0026rarr; hope \u0026rarr; CA (\u0026beta;=0.254, p\u0026lt;0.01), SS \u0026rarr; hope \u0026rarr; RCE (\u0026beta;=0.103, p\u0026lt;0.01), SS \u0026rarr; CE \u0026rarr; CA (\u0026beta;=0.023, p\u0026lt;0.01), SS \u0026rarr; CE \u0026rarr; RCE (\u0026beta;=0.023, p\u0026lt;0.01), SS \u0026rarr; CA \u0026rarr; RCE (\u0026beta;=0.038, p\u0026lt;0.01), hope \u0026rarr; CE \u0026rarr; CA (\u0026beta;=0.092, p\u0026lt;0.01), hope \u0026rarr; CE \u0026rarr; RCE (\u0026beta;=0.092, p\u0026lt;0.01), hope \u0026rarr; CA \u0026rarr; RCE (\u0026beta;=0.138, p\u0026lt;0.01), CE \u0026rarr; CA \u0026rarr; RCE (\u0026beta;=0.038, p\u0026lt;0.01), SS \u0026rarr; hope \u0026rarr; CE \u0026rarr; CA (\u0026beta;=0.042, p\u0026lt;0.01), SS \u0026rarr; hope \u0026rarr; CE \u0026rarr; RCE (\u0026beta;=0.042, p\u0026lt;0.01), SS \u0026rarr; hope \u0026rarr; CA \u0026rarr; RCE (\u0026beta;=0.063, p\u0026lt;0.01), SS \u0026rarr; CE \u0026rarr; CA \u0026rarr; RCE (\u0026beta;=0.006, p\u0026lt;0.01), hope \u0026rarr; CE \u0026rarr; CA \u0026rarr; RCE (\u0026beta;=0.023, p\u0026lt;0.01), SS \u0026rarr; hope \u0026rarr; CE \u0026rarr; CA \u0026rarr; RCE (\u0026beta;=0.011, p\u0026lt;0.01). Each of these effects exhibits statistical significance, as indicated by confidence intervals that do not encompass zero. As a result, all hypotheses H2a through H2p are validated. The findings from the mediation analysis indicate the presence of a noteworthy multi mediation model (Figure 1). In this model, hope, CE, and CA serve as chained\u0026nbsp;\u003cbr\u003emediators between SS and RCE.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study examined the effect of SS on RCE among Chinese senior high school students. The results indicate that SS influences the RCE of high school students not only directly but also indirectly via hope, CE, and CA. The mediating function of these three variables between SS and RCE confirms the hypotheses formulated for this research.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDirect Relationships among Social Support, Hope, Career Exploration, Career Adaptability, and Reaction to Career Education\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo start with, the research findings indicate that SS influences high school students\u0026apos; hope (\u0026beta;=0.459, t=10.853, p\u0026lt;0.01), CE (\u0026beta;=0.149, t=3.619, p\u0026lt;0.01), CA (\u0026beta;=0.153, t=3.746, p\u0026lt;0.01), and RCE (\u0026beta;=0.300, t=7.149, p\u0026lt;0.01). This discovery is consistent with prior investigations that have examined different aspects of career development and discovered that SS positively influences adaptive response, adaptive preparation, resource adaptation, and adaptive outcomes. SS plays a crucial role in the career development of average high school students. The way in which individuals perceive and employ SS has a direct impact on the development of hope, motivation to CE, CA, and RCE. Elevated levels of perceived SS among typical high school students not only signify a more substantial provision of SS but also a more profound encounter with it, as it includes support in the form of information, assistance, emotional support, and appraisal. These elements facilitate the process of establishing aspirations, identifying objectives, initiating action, and procuring essential resources as well as solid psychological and objective support for successful CE. Consequently, this has a beneficial impact on their attitude towards vocational education.\u003c/p\u003e\n\u003cp\u003eAdditionally, hope influences positively the CE (\u0026beta;=0.605, t=16.856, p\u0026lt;0.01), CA (\u0026beta;=0.554, t=12.452, p\u0026lt;0.01), and RCE (\u0026beta;=0.226, t=3.641, p\u0026lt;0.01) of high school students. Hope, as a pivotal element in adaptive preparation\u0026nbsp;(44), serves as a preparatory condition for adaptive resources, responses, and outcomes, following the CCT. In addition to confirming the tenets of the CCT, the outcomes of this investigation are consistent with prior research in this field. This is because elevated levels of pathway and agency thinking have the potential to generate an upward trajectory, thereby facilitating more efficient pathways and supplying motivation for the overall pursuit of objectives\u0026nbsp;(20). This fuel not only provides a substantial amount of impetus for career exploration actions\u0026nbsp;but also promotes active participation in the exploration process and contemplation of objectives throughout exploration endeavors. Furthermore, this fuel promotes a positive outlook on the future among students (career concern) and encourages them to be receptive to novel experiences (career curiosity). It aids students in cultivating the necessary behaviors and self-control to effectively participate in occupational tasks and transition processes (career control). Students can cultivate a sense of self-efficacy (career confidence) by strategically positioning themselves to generate advantageous unanticipated events and actively implementing action plans. A more positive and engaged attitude toward career education is observed among students when they pursue it with the guidance of optimism.\u003c/p\u003e\n\u003cp\u003eFurthermore, CE positively influences the CA (\u0026beta;=0.152, t=2.868, p\u0026lt;0.01) and RCE (\u0026beta;=0.152, t=2.904, p\u0026lt;0.01) of high school pupils. This finding aligns with prior investigations. CE can assist average high school students in locating information pertinent to their careers that corresponds with their self-evaluation, increase their propensity to investigate diverse circumstances (career curiosity), and consequently inspire them to make fulfilling career decisions. Future-oriented psychological processes, including goal orientation and self-identity formation, exhibit a positive correlation with career exploration\u0026nbsp;(28,63). Hence, through the acquisition and analysis of pertinent data, CE can inspire individuals to conscientiously contemplate employment and make arrangements for potential professional trajectories (career concern).\u003c/p\u003e\n\u003cp\u003eMoreover, the activities involved in CE also promote the ability for thoughtful decision-making and serious action\u0026nbsp;(64), likely strengthening the sense of career control. Engaging in these exploratory activities additionally cultivates self-efficacy convictions regarding one\u0026apos;s problem-solving capabilities throughout the process of career advancement (career confidence)\u0026nbsp;(65). In conclusion, extensive career exploration significantly contributes to the holistic development of career adaptability among high school students. In addition, career exploration not only necessitates introspection and investigation of one\u0026apos;s personal (internal) and background (external), but it also significantly influences the actions and thoughts of individuals during the exploration process. By engaging in this introspection and taking this action, students not only strengthen their convictions regarding career paths\u0026nbsp;(66)\u0026nbsp;and self-assurance\u0026nbsp;(67)\u0026nbsp;but also improve their overall reception of career education. By engaging in a sequence of career exploration exercises, students\u0026apos; reactions to career education transcend mere acquisition of career-related knowledge; rather, they experience a profound sense of comprehension and transformation. Furthermore, the responses of high school pupils to career education items are positively influenced by career adaptability (\u0026beta;=0.249, t=4.130, p\u0026lt;0.01). According to Savickas\u0026nbsp;(40,41), career adaptability frequently takes the form of \u0026quot;positive energy\u0026quot; social psychological capital, which facilitates frequent movement across domains and assists individuals in escaping ingrained patterns and notions\u0026nbsp;(42). This suggests that an enhancement in the vocational adaptability of high school students will result in a more favorable reception of career education, as measured by their perception, comprehension, and contentment.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eIndirect Relationships among Social Support, Hope, Career Exploration, Career Adaptability and Reaction to Career education\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo begin with, the hope of high school students partially mediates the relationship between SS and CE/CA/RCE. This suggests that the hope of high school students impacts their CE, CA, and RCE to SS. It suggests that SS (contextual factor) must increase self-motivation and commitment to objectives among high school students to inspire CA (psychological resource), CE (adaptive response), and RCE (adaptive outcome). Alternatively stated, SS should be converted into intrinsic adaptive preparation that corresponds with individuals\u0026apos; internal aspirations to facilitate the development of adaptive patterns more effectively. This may elucidate why SS provided by parents, institutions, and other sources during high school is occasionally ineffectual or even detrimental. This is because the support in question fails to correspond with the intrinsic aspirations of high school students and may even divert them from their dedication to achieving objectives and following the right path, thus failing to be internalized as intrinsic preparation support. As a result, it fails to facilitate their CE and inhibit their adaptability in the workplace, but it may even impede their professional development.\u003c/p\u003e\n\u003cp\u003eAdditionally, the CE of high school students serves as a partial mediator that complements the relationship between SS/hope and CA/RCE. This suggests that the CA and RCE of high school students are influenced by SS and hope, which is manifested through their CE. It suggests that hope, as an internal adaptive preparation, and SS as a contextual factor must both influence the CA of high school students, thereby influencing their RCE via CE. CE is essential for high school pupils, functioning as a behavioral adaptation mechanism. It not only executes the guiding and directing function of SS in their professional lives but, more significantly, manifests their internal expectations into tangible results. Utilizing action, it reshapes their internal realm, thereby augmenting and fortifying their inherent capabilities, bringing career education into closer alignment with their daily lives, and improving their RCE.\u003c/p\u003e\n\u003cp\u003eFurthermore, the CA of high school students serves as a partial mediator that complements the relationship between SS/hope/CE and RCE. This suggests that CA, when considered as a meta-capability, can efficiently amalgamate diverse elements of internal hope, external sources, and action investigation, thereby augmenting an individual\u0026apos;s reaction to results. Indeed, the endorsement of high school students for career education is predicated on its fundamental objective of augmenting their CA, a purpose that aligns with the aforementioned statement. This facilitates students\u0026apos; enhanced ability to acclimate to intricate external environments.\u003c/p\u003e\n\u003cp\u003eUltimately, the career construction model of high school students elucidates several chain-mediated relationships: hope-CE mediates the relationship between SS and CA; hope-CE mediates the relationship between SS and RCE; hope-CA mediates the relationship between SS and RCE; CE-CA mediates the relationship between SS and RCE; and CE-CA mediates the relationship between hope and RCE. Among these, the most comprehensive pathway posits that SS exerts an influence on the CE of high school students via the lens of hope, which subsequently shapes their CA and ultimately determines their RCE. This result, which was validated among a representative sample of high school students, substantiates the career construction model as proposed in CCT. Achieving internal unity for typical high school students in the learning and development stage necessitates not only SS but also, more significantly, the fusion of internal hope (agency\u0026nbsp;\u0026amp; pathway) with SS. This procedure entails introspection and development in their professional investigation of both themselves and the external world, consistently bolstering and augmenting psychological assets (such as\u0026nbsp;curiosity, concern, control, and confidence). To be effective, high school career education must adhere to this paradigm, which will ultimately enhance students\u0026apos; RCE. Students can acquire career-related knowledge, strengthen their sense of direction, and advocate for their professional endeavors in this manner; consequently, they will experience a transformation, increased CA, and a sense of being comprehended.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eLimitations and Future Directions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research, akin to previous investigations, possesses specific limitations. To begin with, this study is cross-sectional, which precludes the identification of causal relationships between variables. While the study did validate the model assumptions, it is still prudent to exercise prudence when extrapolating and generalizing conclusions regarding causal relationships. In addition, the study\u0026apos;s sample size is comparatively limited as a consequence of the pandemic\u0026apos;s repercussions, potentially giving rise to sampling bias. The survey is predominately dependent on self-reporting, which may introduce reporting biases. In light of the restricted applicability of the present findings, subsequent investigations may seek to corroborate the research across various high schools and temporal periods to further substantiate the associations among SS, hope, CE, CA, and RCE. The response to career education is influenced by a multitude of factors; however, for this research, only four significant variables were chosen under CCT and HT. Further research may be warranted to investigate additional determinants that impact the career education of high school students, including demographics, culture, individual coping mechanisms, and occupational development status. This may facilitate the development of all-encompassing approaches aimed at augmenting vocational adaptability.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003e\u003cstrong\u003eFindings of the Study\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn conclusion, the purpose of this study is to develop a career construct model for senior high school students by utilizing CASSS, HS, HSSCES, CAAS-SF, and RCES as research instruments and applying CCT and HT. To acquire the data necessary for model construction, cross-sectional data are utilized. The research revealed that SS, hope, CE, and CA all exert a beneficial influence on RCE. This necessitates that senior high school career education not only takes into account the impact of contextual elements such as familial and academic assistance, as well as peer supports, but also considers intrinsic psychological factors including adaptive readiness and adaptive resources. Combining actions and interior reformation, the career construction of senior high school students is a complex system that incorporates both objective SS and preparation for inner hope. Career education in senior high school is thus not limited to the mere transmission of acknowledge. It necessitates the impact of the SS system, which emphasizes the formation of aspirations and objectives, motivates individuals to engage in exploratory activities, and ultimately fosters the growth and improvement of their CA. Establishing a connection between the internal and external is a critical process, and more significantly, it serves as a mechanism for reformation between the two. Students can only develop a genuine appreciation for the allure of vocation education, attain its desired results, and increase their RCE by adopting this methodology.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSignificance\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn a theoretical sense, this research further broadens and enhances the implications of the Hope Theory and the Career Construction Theory. By examining the significance of social support and hope in the process of vocational career planning among high school students, this study contributes to a more comprehensive comprehension of the mechanisms underlying capacity development and adaptation.\u003c/p\u003e\n\u003cp\u003eIn an operational sense, RCE as adaptive outcomes is positively influenced by SS as a contextual factor, hope as individual adaptive readiness, CE as adaptive behaviors, and CA as adaptive resources. This suggests that in the development of career education for high school students, education contents should take into account not only the influence of contextual elements (e.g., school support, family support, and peer support) but also intrinsic psychological factors (e.g., adaptive preparation and adaptive resources) that affect students\u0026apos; career advancement. Furthermore, in designing the career education of high school students, the emphasis should be placed not only on imparting knowledge but also on fostering an inclination towards exploration. This is a critical method for reshaping the external and internal environments and for connecting the internal and external. In addition, high school students\u0026apos; career construction model is a multifaceted system comprising intrinsic hope preparation and objective SS, as well as action and internal reshaping. It consists of a comprehensive career construction pathway in which SS influences the RCE of high school students via the pathway of hope-CE and CA. This not only provides an internal perspective on the career construction of high school students but also exemplifies the process of career education construction for high school students: SS elements including school support, family support, peer support, and teacher support encourage students to explore their potential careers through individual adaptive preparation (such as hope). Students reshape their psychological resources (CA) during CE, thereby improving their RCE. This catalyzes further investigation into the efficacy of general high school career education and establishes the groundwork for assessing high school career education.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"20.43399638336347%\" valign=\"top\"\u003e\n \u003cp\u003eSS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"79.56600361663652%\" valign=\"top\"\u003e\n \u003cp\u003esocial support\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"20.43399638336347%\" valign=\"top\"\u003e\n \u003cp\u003eCE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"79.56600361663652%\" valign=\"top\"\u003e\n \u003cp\u003ecareer exploration\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"20.43399638336347%\" valign=\"top\"\u003e\n \u003cp\u003eCA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"79.56600361663652%\" valign=\"top\"\u003e\n \u003cp\u003ecareer adaptability\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"20.43399638336347%\" valign=\"top\"\u003e\n \u003cp\u003eRCE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"79.56600361663652%\" valign=\"top\"\u003e\n \u003cp\u003ereactions to career education\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"20.43399638336347%\" valign=\"top\"\u003e\n \u003cp\u003eCASSS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"79.56600361663652%\" valign=\"top\"\u003e\n \u003cp\u003eChild and Adolescent Social Support Scale\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"20.43399638336347%\" valign=\"top\"\u003e\n \u003cp\u003eHS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"79.56600361663652%\" valign=\"top\"\u003e\n \u003cp\u003eHope Scale\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"20.43399638336347%\" valign=\"top\"\u003e\n \u003cp\u003eHSSCES\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"79.56600361663652%\" valign=\"top\"\u003e\n \u003cp\u003eHigh School Students\u0026apos; Career Exploration Scale\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"20.43399638336347%\" valign=\"top\"\u003e\n \u003cp\u003eCAAS-SF\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"79.56600361663652%\" valign=\"top\"\u003e\n \u003cp\u003eCareer Adapt-Ability Scale-Short Form\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"20.43399638336347%\" valign=\"top\"\u003e\n \u003cp\u003eRCES\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"79.56600361663652%\" valign=\"top\"\u003e\n \u003cp\u003eReactions to Career Education Scale\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"20.43399638336347%\" valign=\"top\"\u003e\n \u003cp\u003eCCT\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"79.56600361663652%\" valign=\"top\"\u003e\n \u003cp\u003ethe Career Construction Theory\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"20.43399638336347%\" valign=\"top\"\u003e\n \u003cp\u003eHT\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"79.56600361663652%\" valign=\"top\"\u003e\n \u003cp\u003eHope theory\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"20.43399638336347%\" valign=\"top\"\u003e\n \u003cp\u003ePLS-SEM\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"79.56600361663652%\" valign=\"top\"\u003e\n \u003cp\u003ePartial Least Squares Structural Equation Modeling\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"20.43399638336347%\" valign=\"top\"\u003e\n \u003cp\u003eVIF\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"79.56600361663652%\" valign=\"top\"\u003e\n \u003cp\u003evariance inflation factor\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"20.43399638336347%\" valign=\"top\"\u003e\n \u003cp\u003eCR\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"79.56600361663652%\" valign=\"top\"\u003e\n \u003cp\u003ecomposite reliability\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"20.43399638336347%\" valign=\"top\"\u003e\n \u003cp\u003eAVE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"79.56600361663652%\" valign=\"top\"\u003e\n \u003cp\u003eaverage variance extracted\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"20.43399638336347%\" valign=\"top\"\u003e\n \u003cp\u003eLV\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"79.56600361663652%\" valign=\"top\"\u003e\n \u003cp\u003elatent variable\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"20.43399638336347%\" valign=\"top\"\u003e\n \u003cp\u003eR\u003csup\u003e2\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"79.56600361663652%\" valign=\"top\"\u003e\n \u003cp\u003ethe coefficient of determination\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study involving human participants was reviewed and approved by the Ethics Committee of Nanjing Normal University.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe Ethics Committee waived the requirement of written informed consent for participation.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe original contributions presented in the study are included in the article, further inquiries can be\u0026nbsp;directed to the corresponding author.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no competing interests.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was funded by the Philosophy and Social Science Research Project of Universities in Jiangsu Province, Project No. 2023SJSZ0277; 2023SJSZ0279; and General project of Jiangsu Province Recruitment and Employment Guidance, No. JCXM-C-20230526.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eCS and HL supervised the topic selection and put forward the core point, as well as wrote the paper. YF, QY, and JW were responsible for reference collection and modifying the manuscript. All authors contributed to the article and approved the submitted version.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe appreciate the two teachers Mixia Yun from Shanghai Sanxin School and Xin Jin from Nanjing Jiangning Senior High School for their support in the data collection of this study.\u0026nbsp;\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003ePang C. A Look Back at 70 Years: The Development Path and Future Direction of Career Education in New China\u0026rsquo;s High Schools. Contemp Educ Sci. 2019;(6):61\u0026ndash;4. \u003c/li\u003e\n\u003cli\u003eSarason BR, Sarason IG, Pierce GR. Traditional views of social support and their impact on assessment. In: B R Sarason, I G Sarason, \u0026amp; G R Pierce (Eds), Social support: An interactional view. 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Struct Equ Model Multidiscip J. 2004 Apr;11(2):272\u0026ndash;300. \u003c/li\u003e\n\u003cli\u003eSteenkamp JEM, Baumgartner H. Assessing Measurement Invariance in Cross‐National Consumer Research. J Consum Res. 1998 Jun;25(1):78\u0026ndash;107. \u003c/li\u003e\n\u003cli\u003eLewis BR, Templeton GF, Byrd TA. A methodology for construct development in MIS research. Eur J Inf Syst. 2005 Dec 1;14(4):388\u0026ndash;400. \u003c/li\u003e\n\u003cli\u003eFornell C, Larcker DF. Evaluating Structural Equation Models with Unobservable Variables and Measurement Error. J Mark Res. 1981 Feb 1;18(1):39\u0026ndash;50. \u003c/li\u003e\n\u003cli\u003eHair J, Hult GTM, Ringle C, Sarstedt M. A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM), 2nd edition. 2016. \u003c/li\u003e\n\u003cli\u003eHahn ED, Ang SH. From the editors: New directions in the reporting of statistical results in the Journal of World Business. J World Bus. 2017 Feb 1;52(2):125\u0026ndash;6. \u003c/li\u003e\n\u003cli\u003eWetzels M, Odekerken-Schr\u0026ouml;der G, van Oppen C. Using PLS Path Modeling for Assessing Hierarchical Construct Models: Guidelines and Empirical Illustration. MIS Q. 2009;33(1):177\u0026ndash;95. \u003c/li\u003e\n\u003cli\u003eHair Jr. JF, Babin BJ, Krey N. Covariance-Based Structural Equation Modeling in the Journal of Advertising: Review and Recommendations. J Advert. 2017 Jan 2;46(1):163\u0026ndash;77. \u003c/li\u003e\n\u003cli\u003eBlustein DL. The role of goal instability and career self-efficacy in the career exploration process. J Vocat Behav. 1989 Oct 1;35(2):194\u0026ndash;203. \u003c/li\u003e\n\u003cli\u003eBlustein DL, Phillips SD. Individual and contextual factors in career exploration. J Vocat Behav. 1988 Oct;33(2):203\u0026ndash;16. \u003c/li\u003e\n\u003cli\u003eLent RW, Hackett G. Career self-efficacy: Empirical status and future directions. J Vocat Behav. 1987 Jun;30(3):347\u0026ndash;82. \u003c/li\u003e\n\u003cli\u003eCheung R, Jin Q. Impact of a Career Exploration Course on Career Decision Making, Adaptability, and Relational Support in Hong Kong. J Career Assess. 2016 Aug;24(3):481\u0026ndash;96. \u003c/li\u003e\n\u003cli\u003eLi J, Mau WCJ, Chen SJ, Lin TC, Lin TY. A Qualitative Exploration of STEM Career Development of High School Students in Taiwan. J Career Dev. 2021 Apr;48(2):120\u0026ndash;34. \u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Tables","content":"\u003cp\u003eTable 4 and 5 are available in the Supplementary Files section.\u003c/p\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Social support, Hope, Career exploration, Career adaptability, Reactions to career education, Chinese senior high school students ","lastPublishedDoi":"10.21203/rs.3.rs-4280016/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4280016/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground\u003c/strong\u003e: This research aims to investigate the relationships between social support, hope, career exploration, career adaptability, and reactions to career education among Chinese high school students. The study sample consists of 418 Chinese high school students. Various instruments were utilized to assess the variables, including the Child and Adolescent Social Support Scale, the Hope Scale, the High School Students' Career Exploration Scale, the Career Adapt-Ability Scale-Short Form, and the Reactions to Career Education Scale.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods\u003c/strong\u003e: The study utilized a sample of 418 Chinese high school students to examine the relationships between social support, hope, career exploration, career adaptability, and reactions to career education. The variables were assessed using the instruments. Smart-PLS and SPSS analyses were employed to determine the correlations among the variables.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e: The analysis revealed a positive correlation between social support, hope, career exploration, career adaptability, and reactions to career education among Chinese high school students. Additionally, evidence suggests that hope, career exploration, and career adaptability act as mediators, indicating the presence of a multi-mediation model.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusions\u003c/strong\u003e: The findings of this research contribute to the understanding of the relationships between social support, hope, career exploration, career adaptability, and reactions to career education among Chinese high school students. These findings support the development of career education strategies for Chinese senior high schools and provide a basis for assessing the effectiveness of such programs.\u003c/p\u003e","manuscriptTitle":"Guidance of Hope: The Link of Social Support Influences the Career Educational Response of Senior High School Students","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-04-23 16:21:43","doi":"10.21203/rs.3.rs-4280016/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"e7c7d1b8-4af6-423d-8681-6c1d38256479","owner":[],"postedDate":"April 23rd, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-07-25T06:23:33+00:00","versionOfRecord":[],"versionCreatedAt":"2024-04-23 16:21:43","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-4280016","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4280016","identity":"rs-4280016","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}