Determinants of career education by course instructors: a social cognitive perspective

Abstract

Based on social cognitive career theory, this study aims to explore the mechanisms influencing the participation of Chinese university professional course teachers in career education, with a specific focus on the roles of self-efficacy, outcome expectations, and career goals. Employing a mixed-methods approach combining quantitative and qualitative research within this theoretical framework, the study systematically analyzes key variables including self-efficacy, personal capital, institutional constraints, and personality traits. The results show that: teachers’ self-efficacy is positively correlated with their perceived capability to implement career education; personal capital enhances motivation to participate, while administrative and research demands constitute significant barriers; the construction of value regarding the relevance of career education strengthens intrinsic motivation that transcends formal institutional requirements; recognition of professional goals improves teaching engagement, particularly among teachers with perfectionist, helper, and achiever personality traits. The findings confirm the applicability of social cognitive career theory in the Chinese higher education context and emphasize the importance of intrinsic and personal factors in motivating teachers. The study provides policy implications for promoting comprehensive engagement in career education: there is a need to reduce administrative and research burdens while leveraging teachers’ values and personal characteristics. This research extends social cognitive career theory to the Chinese educational context, revealing culturally specific predictors of teacher motivation and offering a nuanced understanding of how individual and systemic factors interact to shape engagement in career education.