This study aims to develop and validate a comprehensive model of career planning competencies and assess the effectiveness of an integrative group counseling intervention in enhancing these competencies among Chinese university students. A mixed-method research design was employed in two phases. In Phase 1, a quantitative, cross-sectional survey of 400 students from Yunnan Arts University was conducted using a Career Planning Questionnaire measuring six dimensions: self-cognition, social cognition, career cognition, career decision-making, career planning, and career implementation. Structural Equation Modeling (SmartPLS) was used for model testing. In Phase 2, a quasi-experimental design involved 20 low-scoring students, who received 8–10 sessions of integrative group counseling. Data were analyzed using paired t-tests, independent t-tests, and repeated measures ANOVA. Results from Phase 1 confirmed the model’s validity and revealed strong interrelations among the six dimensions. Phase 2 findings demonstrated significant improvements in career planning competencies in the experimental group, sustained at follow-up, with large effect sizes. The paper provides a theoretical, empirical investigation of career planning development of Chinese university students in a six-dimensional model and a two-phase design with a combination of structural modeling with group counseling intervention. The results reveal that the model has very good predictive validity and that integrative counseling has long-term, unparalleled efficacy. The study emphasizes culturally appropriate, theory-based career guidance in college education to guide students on how to navigate the complex global labor market with clarity and confidence. This research contributes a culturally responsive and empirically validated model for career planning and introduces a structured counseling intervention suitable for Chinese higher education contexts. The study offers actionable insights for university counselors, educators, and policymakers aiming to enhance student career readiness through integrated psychological support.
Liu et al. (Thu,) studied this question.