The operation and effectiveness of career courses that compromise lectures and reflection-focused activities based on career constructivism for college students

Objectives The purposes of this study were to to operate and verify its effectiveness career courses that compromise lectures and reflection-focused activities based on career constructivism for college students. Methods To this end, two career courses consisting of six weeks of lecture-style classes and six weeks of various reflection-focused activities based on career constructivism were devised and operated. 78 students responded to both pre- and post-test, and agreed to provide research data. A paired t-test was conducted on the data of 78 students. Results As a result, two career courses was found to promote significantly the level of career decision-making, the overall human agency and sub-factors of human agency-intentionality, forethought, self-response, and self-reflection. According to the change in the level of career decision-making, it was divided into ‘regressive group’, ‘maintained group’, and ‘improved group’. In the three groups, the difference between gender and grade was not significant, and the difference between human agencies was significant. Conclusions Career courses that compromise lectures and reflection-focused activities based on career constructivism for college students were found to be effective in improving their career decision-making level and human agency.