Advice of Others

According to Ramirez and Dizon (2014) Students are planning to go to

college without any proper idea of what college degree they will that will

pursue for their future. They are few reasons that may affect the decision of

students , where it can be a better source of vision for private higher

education institutions offer quality services that will suit to the need,

expectations and demands of the community. Additionally, Pafili and

Mylonakis (2011), they stated that in coming up with the exact decision of

what profession to take, students can properly use their skills and passions to

gain proper experience who could contribute to the development and welfare

of the community. The last phase discover the Career Decision-Making made

by Hirschi and Lage (2007) which aims to determine whether if the

navigational program of the right college degree that students really aspire to

pursue, either personal choice with consent and approval from other people.

The importance of parental influence upon their children‘s career choice is

consistently important, even across gender and racial lines. Although schools,

peers, and the student‘s community all have an impact on the young adult‘s

self-identity and career choice, the parent‘s expectations and perceptions of

college degree fit for their children have been found to be the key roles in

shaping their career choices (Ferry, 2006). In one study (Creamer &Laughlin,

2005), this influence has been so strong as to override the influence of

teachers, faculty, and career counselors, who likely know more about the

career field in question but were not as well-known and/or trusted as the

student‘s parents for this type of decision. The use of a systems model when
conducting career counselling sessions, especially with adolescents, appears

to be a quite useful strategy, especially as, ―the counselor’s ability to think

systematically may be the only key available to the client who is

unconsciously bound by forces in the family from which the client needs to be

freed in order to select and pursue a career that can provide independence

and autonomy as well as satisfaction and fulfilment.

These types of powerful messages, that start within the family, help lay

the foundation of how young people will view their future career options,

especially when the messages cointain either overt or covert biases based on

one’s gender (Medved & Brogan, 2006). Such messages, communicated from

adults to children, which focus on a person’s ability due to their gender, may

also increase or decrease a child’s perception of his or her own skills or

aptitude in certain areas (Kurtz-cortes, Rowley, Harris-Britt, & Woods, 2008)

Indeed, children are likely not to be alone in making their high-school track

choice, as parents will likely exert, explicitly or implicitly, a substantial

influence as well. Because the decision is made during children’s

adolescence, however, exact roles children and parents respectively play in it

appear neither obvious or well documented or understood. There may be

substantial heterogeneity across families in this respect, depending on things

like children’s own development and parents’ “parenting style,” as suggested

by recent and ongoing research in this area (e.g., Lundberg et al. (2009a,b),
Armstrong (2011), Cosconati (2011), Doepke and Zilibotti (2012), Giustinelli

(2012), etc).

Social economic status affects an individual’s identity

development which then, subsequently, affects his or her

perception of the world (and vice versa) and the choices he or she

eventually makes, regarding their career (Heppner & Scott, 2004).

Moreover, Leppel, Williams and Waldaver (2001) also stated that

socio-economic status would also really affect of choosing a

college degree.

According to a recent study by Hausmann, Schofield, and

Woods (2007), peer-group and faculty interaction significantly

increase a students sense of belonging. (829) The study also

revealed that the “early social experiences students have when

they first enter college and the social support they receive during

that time are likely to be better determinants of initial levels of a

sense of belonging,” which then impacts the students overall

integration into the college community and students’ persistence

intentions (831). O’Gara, Karp and Hughes (2009) concluded that

students felt they got good advice from their success course

instructors; interaction with the instructor of the study skills course

may be a positive point of connection. A relationship with the

instructor from a student success course can be the basis for other
 interactions with other instructors once that initial experience is

forged and students are less intimidated.

Students who would enroll in to a college orientation program and it

can make them conclude that orientation course can be their asset to

adjust and adopt to campus like providing them a formal structures to

help them express their concerns and issues and can learn together

about their own goals services available to make help to achieve their

goals in life.

According to the study of O’Gara, Karp, and Hughes (2008) The

socialization can be a big help for students to made themselves

comfortable when they will go to a class discussion of other course so

that they can interact to other students and professor that can help them

decide of what course they will take, p.14. And Additionally, Stoval

(2007) also made a point that faculty and students interactions is more

important and quality than the quantity.Moreover, Scanlon, Rowling, and

Weber (2007),stated this “situated interaction with significant others in

the new learning context is a critical ingredient in the formation of new

student identity. (237) As first-year students enter college, they are

“decontextualized” from their previous learning paradigms and

expectations, and this process of reorientation often heightens anxiety

and fears of failure.. A successful transition requires students to acquire

the cultural capital necessary to navigate their new surroundings

independently and with confidence.As Read (2003) stated before,

connectedness to the environment is critical to identity formation and a

sense of control.

(Anderson 2005, 185) Students assess their thematic strengths

through an initial assessment and then learn how to best maximize those

strengths in various academic situations. According to Hodges and

Harter (2005), a recent study of first-year students at UCLA suggests

that students who participated in the curriculum significantly raised their

confidence levels. One student remarked, “I think learning my strengths

gives me much more confidence and hope for myself. I am able to be

optimistic about what my future holds for me.” (195). Once students feel

less anonymous and more in control of their environment, they are more

likely to persist and succeed. (Thomas, 2002, 435). In addition, because

the student success course often emphasizes the career path, the

students wish to pursue, the course curriculum also provides an

opportunity for students to establish an occupational identity. (Kaufman

and Feldman 2004) Interacting with peers in a safe space allow students

to “try out various roles that coincide with specific occupations.”