Psychology Career Development Enhancement: A Case Study of the Fourth-Year Thai Undergraduate Class


With the work field of Psychology remaining at its budding stage within Thailand, psychology undergraduates--- while increasing in number--- reportedly experience difficulties identifying their future psychological works. The course “Career in Psychology” hence was offered, to assist students to explore their psychology career options. With the increased enrollment and course limited time resource, a classroom action research was conducted to compare the benefits of the five learning components in the course. Participants were thirty-two fourth-year public-university undergraduates. The majority of them (94%) were in an undergraduate international program in psychology with the remaining being foreign exchange students. The students responded to self-report measures where they indicated how much they perceived the benefits and relevance of the course five learning components (i.e., Self-evaluation, Interviews of Psychology Professionals, Career Site Visit, Career Counseling, and Integrative Analysis of Career Exploration) and relevant open-ended questions. One-way Analyses of Variance (One-way ANOVAs) were conducted for data analysis, with post-hoc comparisons. Findings suggested that the students perceived relatively high benefits and high relevance of the five learning components. Indeed, they did not perceive them as significantly different in terms of their benefits. Still, in terms of their relevance, they found Career Counseling significantly more relevant to their career exploration than Career Site Visit. Findings were discussed in terms of implications for future class time and resource management. Generalizability of the findings to other psychology career development program within the contexts in which psychology was yet to be well-established was also discussed.

Author Information
Kullaya Pisitsungkagarn, Chulalongkorn University, Thailand

Paper Information
Conference: ECP2018
Stream: Psychology and Education

This paper is part of the ECP2018 Conference Proceedings (View)
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Posted by James Alexander Gordon