2016 POLISH JOURNAL OF MANAGEMENT STUDIES

Vol.13 No.1 Ukil M.I.

CAREER BARRIERS TO CAREER INDECISION: A FINAL-YEAR

BBA STUDENTS VIEW
Ukil M.I.*
Abstract: Researchers uncovered number of factors that affect young students in finding
their preferred career, and that lead to career indecision. This study thus drives into two
directions: first to identify the major barriers that stimulate difficulty for students to explore
right career, and second to ascertain what occupational barriers lead to career indecision.
The sample of this research involved final-year BBA (Bachelor of Business
Administration) students studying at ten different universities in Bangladesh. A survey was
steered using self-reported questionnaire consisting of two standardized measures to gather
research data. Surveyed data were reviewed first to ensure usability and then analysed
following a number of distinct statistical techniques including descriptive, Pearson
correlation and regression analysis. All the statistical analyses were performed in SPSS
software version 20.00. Results reveal that political and social reference, national shortage
of good job, lack of parental interest, lack of career counseling and lack of personal ability
significantly affect students’ career, that in consequence lead to career indecision. The
present research suggests that various policy-makers, management and university may
support students by ensuring merit-based recruitment, generating prospects through new
ventures, organising career programs and developing their aptitudes.
Keywords: career, career barriers, career difficulty, career indecision
DOI: 10.17512/pjms.2016.13.1.18

Introduction
Making career decision is very important and thus quite taxing especially for young
students. This is because they simply lack strong self-concept; appropriate career
information, skills and competencies; and practical knowledge about the world of
work (Gati et al., 1996). In addition to vocational and personality interests (Burns
et al., 2013), factors like parent or family, socio-political condition, sufficient job
prospects, and career counseling also play crucial role in career exploration and
decision-making process (ILO, 2013; Keller and Whiston, 2008). Researchers
found significant influence of family, parent or friends on students’ career decision
(Emmanuelle, 2009; Mudhovozi and Chireshe, 2012). Youth in under-developed or
developing societies experience greater difficulty, as many parents in those cultures
do not simply allow their adolescents to make career decision (Negsi, 2003).
University students suffer vastly from career indecision (Jordaan et al., 2009;
Saunders et al., 2000). Both environmental (external) and attitudinal (internal)
factors may upraise career indecision (Osipow, 1999), which causes deep adverse
consequences among students. Career indecision not only leads to career

*
Minhajul Islam Ukil, MBA, Department of Management, University of Dhaka, Dhaka-
1000, Bangladesh
 Corresponding author: [email protected]

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uncertainty but also contributes negatively to wellbeing, vocational life and social
state of young adults (Bullock-Yowell et al., 2014; Cheung et al., 2014; Creed
et al., 2005). Many young people get afflicted by career indecision in Bangladesh
because of the complex labor market situation, that in turn navigates them to search
superior opportunities overseas (ILO, 2013). To get rid of long-term detrimental
effects, individuals associated to career decision-making thus need to diagnose the
symptoms so as to reduce career indecision among students as well as other young
adults.
Extensive researches uncovered significant impact of career barriers like parental
influence, financial support, available job opportunities, career counseling on
career indecision in different parts of the world (Creed et al., 2004; Saka and Gati,
2007; Lent et al., 2002). However, career barriers and indecision were paid less
attention and remained under-researched in Bangladesh, though young educated
people perceive relatively vaster difficulties in finding job due to uneven
distribution of availability of job and qualified manpower in the country (ILO,
2013). In order to contribute to the career literature in Bangladesh, the present
study was therefore designed to serve two specific purposes: (i) to ascertain major
barriers that affect students to choose their anticipated career, and (ii) to investigate
the effect of career barriers on career indecision. Several hypotheses were
developed and tested to attain the research objectives.

Literature Review and Hypotheses

Levinson ed. (1989) argued that placing someone in a career is challenging like
setting together a psychological jigsaw puzzle: we are unaware of ‘many objects’
are not fashioned in such a way that we can fit them together efficiently. These
objects can be termed as career barriers. Perceived career barriers, often known as
perceived occupational barriers, on the other hand consist of obstacles
an individual experiences to get employment (Albert and Luzzo, 1999), which may
affect thoughts, emotions and activities during the process of career selection
(London, 2001). Powell (2000) distinguished career barriers into two basic types:
person-centered that encompasses personality attributes, skills and attitudes, and
situation-centered that includes barriers related to work and environment.
Whilst Patton et al. (2003) branded two traits of external career barriers such as
work related and non-work related barriers, Lent et al. (2002) argue some common
career barriers to be lack of family support, economic difficulties and lack of
personal ability. Howell and his colleagues (1984) extensively studied and
extracted ten latent career or occupational barriers: lack of interest by parents, the
school, financial disability to attend school, no intention to move, national shortage
of good jobs, local shortage of good jobs, unavailability of technical school and
colleges nearby, lack of information about existing opportunities, personal
intelligence, and race.
Career indecision on the other hand is considered as the inability or feeling of
higher extent of perceived uncertainty to choose a specific career goal (Callahan

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and Greenhaus, 1990; Lopez and Ann-Yi, 2006). Gati et al. (1996) conceptualized
career indecision as a construct indicating problems a person may experience
in making his or her career decision, and devised a taxonomy for realizing
difficulties leading to career indecision, which consists of three key domains: lack
of readiness, lack of information and inconsistent information. Self-efficacy was
found to be another significant predictor of career indecision (Betz and Voyten,
1997; Creed et al., 2004). Germeijs and Boeck (2003) extracted three factors of
career indecision from normative decision theory: information problem, valuation
problem and outcome uncertainty.
Patton et al. (2003), and Constantine et al. (2005) explored that career or
occupational barriers positively relate to career indecision, which may cause severe
psychometric problems (Hinkelman and Luzzo, 2007). Families or parent
significantly influence children’s career decision though (Wong and Lui, 2010);
parents actually choose their children career in many Asian countries (Baines,
2009). Financial security, and Lack of self-efficacy or personal ability also affect
career indecision (Baines, 2009; Betz and Luzzo, 1996; Betz and Voyten, 1997).
Many researchers on the other hand evidenced significant relationship between
career counseling or career education, and career decision (Brown and Krane,
2000; Hughes and Karp, 2004; Reese and Miller, 2006; Tabor, 2014).
Based on the prior discussion, the below research framework, and one basic (H1)
and ten sub-hypotheses (h1-h10) were formulated. This framework demonstrates
the postulated impact of occupational barriers on career indecision.

+
Occupational Barriers Career Indecision

Figure 1. Research Framework

H1: Occupational barriers have a significant positive impact on career indecision.

h1: Lack of parental interest has a meaningful positive effect on career indecision.
h2: Institution (university) has a significant negative impact on career indecision.
h3: Insufficient financial support positively leads to career indecision.
h4: Unwillingness to move positively leads to career indecision.
h5: National shortage of jobs has a significant positive effect on career indecision.
h6: Lack of career counseling positively leads to career indecision.
h7: Lack of career education has a meaningful positive effect on career indecision.
h8: Lack of information about opportunities positively leads to career indecision.
h9: Lack of personal ability has a meaningful positive impact on career indecision.
h10: Political and social reference positively leads to career indecision.

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Methodology
Participants and Procedures
Participants of this study include 300 final-year undergraduate students who are
currently pursuing BBA (Bachelor of Business Administration) at 10 different
universities in Bangladesh. This study followed quantitative survey method.
The researcher first identified ten universities located in Dhaka, Bangladesh based
on the reputation. The researcher either by him or through the faculty members/
university staffs manually distributed questionnaires among randomly picked thirty
students to each of the ten universities. The faculty members or university staffs
were instructed about the protocol well before the survey took place. The filled-in
questionnaires were manually collected. Then, all returned answers were carefully
reviewed and only fully completed answers were considered for statistical analysis.
231 students returned their answers where twenty-one answers were found
ineligible for statistical analysis. Thus, the final sample stood at 210 of which one
hundred twenty (57%) were males and 43 % of them were females. This figure
sounds quite relevant as The World Bank (2015) documented that female
enrollment rates at higher study levels in Bangladesh was just above 40% and 41%
in 2011 and 2012 respectively. All survey participants were aged between 21 and
25 years, and only eighteen percent of them are married. A mere four percent of the
respondents reported having some sort of work experiences. Responses emerged
from students with three different major areas of study: human resource
management (46%), strategic management (38%) and finance (16%). Sixty one
percent survey attendants were grown up in urban or sub-urban communities
whereas thirty nine percent of them were brought up in rural community.
Instruments
Perceived Barriers Scale (PBS): The Perceived Barriers Scale developed by
Howell et al. (1984) consists of ten barriers. The sixth (local shortage of good jobs)
and tenth (race) items were replaced, and other items were slightly altered in order
to fit the nature and context of this study. The PBS asks participants to respond to
a general question “How much effect do you think each of the following things has
in keeping you from getting the job you desire?” for all ten barriers: (i) lack of
parental interest; (ii) the university you are attending; (iii) insufficient financial
support; (iv) your unwillingness to move; (v) national shortage of good job; (vi)
lack of career counseling (vii) lack of career education; (viii) lack of information
about exiting opportunities; (ix) lack of personal ability; and (x) political and social
reference. Respondents were optioned to indicate the effect level of each barrier on
a 5-point scale going from 1-no effect to 5-very much effect. Higher scores imply
greater perceived barriers. The occupational barriers scale was found highly
reliable measure for this study with a Cronbach’s alpha coefficient of 0.835.
Several researchers used this scale and evidenced decent alpha score of 0.80 or
more (e.g. Creed et al., 2005).

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Career Indecision Scale (CIS): Career Indecision Scale of Germeijs and Boeck
(2003) was adopted to measure students’ perceived difficulties in choosing
anticipated career. This scale includes seventeen items that are split in three sub-
scales namely information problems, valuation problem and outcome uncertainty.
Information and valuation problems contain six items each whereas the latter yields
five items. The scale comprehends both positive and negative statements where
positive ones were reverse graded. Items were weighted on a 5-point scale ranging
between 1-strongly disagree and 5-strongly agree where 1 indicates no problems
and 5 implies significant problems in career decision making. This scale and its
three factors were also found suitable and consistent for the present study as the
overall CIS produced quite decent alpha value to be as high as 0.871, whereas the
three dimensions such as information problems, valuation problems and outcome
uncertainty yield alpha coefficients of 0.758, 0.796 and 0.789 respectively.
Demographic variables: In addition to the standardized measures, a demographic
section was also designed to collect some general information about the graduate
students. Participants were solicited to indicate their sex, age, marital status, work
experience, major area of study and community where they have grown up.
Data Analysis
Frequency distribution and percentile measures were undertaken for the
distribution of study sample. Whilst descriptive statistics was used to calculate the
scores of mean and standard deviation, Pearson correlation was applied to
experiment the typical relationship between occupational barriers. Simple and
multiple regressions were run so as to examine the relationship impact between
independent and dependent variables of this study. In addition, reliability of the
scales was tested determining the scores of Cronbach’s alpha coefficients.

Results
Occupational barriers were first analysed determining the scores of mean and
standard deviation (SD) of each of the ten barriers. Then these barriers were ranked
on the basis of calculated mean value. Table 1 presents the scores of mean and SD
of occupational barriers and their corresponding ranking.
As demonstrated in Table 1, political and social reference yields the highest mean
score of 4.01 while unwillingness to move (M=2.87) generates the lowest mean
value among all ten barriers. National shortage of good job (M=3.89), lack
of career counseling (M=3.85) and lack of parental interest (M=3.84) produced
almost similar but higher scores of their respective mean. Mean value of lack of
personal ability (M=3.74) was also relatively higher. Lack of career education
(M=3.50) and lack of information about opportunities (M=3.31) produced
moderate mean values. Apart from these, mean scores of educational institution
(M=2.89) and poor financial support (M=3.06) were significantly low in
comparison to other factors.

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Table 1. Descriptive statistics of occupational barriers

Occupational Barriers Mean S.D. Rank
Lack of Parental Interest (LPI) 3.84 0.63 4
University You are Attending (UYA) 2.89 0.93 9
Insufficient Finacial Support (IFS) 3.06 0.91 8
Unwillingness to Move (UM) 2.87 0.85 10
National Shortage of Good Job (NSJ) 3.89 0.72 2
Lack of Career Counseling (LCC) 3.85 0.60 3
Lack of Career Education (LCE) 3.50 0.67 6
Lack of Information about opportunities (LIO) 3.31 0.72 7
Lack of Personal Ability (LPA) 3.74 0.63 5
Political and Social Reference (PSR) 4.01 0.76 1

As displayed in Table 2, all ten barriers are intercorrelated between each other
except between UYA and NSJ as indicated in the table below. Most of the
correlations are statistically significant at p<0.01.

Table 2. Correlation matrix

LPI UYA IFS UM NSJ LCC LCE LIO LPA
UYA .190**
IFS .200** .674**
UM .173* .683** .696**
NSJ .741** 0.117 .158* .139*
LCC .365** .356** .299** .269** .293**
LCE .194** .343** .441** .523** .201** .313**
LIO .197** .356** .258** .319** .180** .298** .535**
LPA .665** .203** .238** .140* .634** .389** .269** .289**
PSR .601** .172* .151* .158* .609** .351** .299** .270** .458**
** Correlation is significant at the 0.01 level (2-tailed).
* Correlation is significant at the 0.05 level (2-tailed).

All correlations are positive where some of them produced strong uphill linear
relationship. Lack of personal interest is highly correlated to national shortage of
good job (r=0.741), lack of personal ability (r=0.665), and political and social
reference (r=0.601). National shortage of good job also established greater
correlation with lack of personal ability (r=0.634), and political and social
reference (r=0.609). Insufficient financial support on the other hand generated two
strong correlations with university (r=0.674) and unwillingness to move (r=0.696).
Another greater correlation was reported between university and unwillingness to
move (r=0.683). Other correlations were found varying between weak to moderate

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level. Simple regression was used to test the single basic hypothesis and multiple
regressions were applied to examine ten sub-hypotheses as formulated before.
Results of simple and multiple regressions were summarized in Table 3 and Table
4 that demonstrate the values of R2, the standardized regression coefficients (Beta),
the values of t and the associated p-values for the variables inserted into the
equation.

Table 3: Result of simple regression

Independent Variable Dependent Variable R2 Beta t Sig Impact

Occupational Barriers Career Indecision 0.275 0.524 8.877 0.000 Significant

Result of simple regression (Table 3) suggests significant relationship between

occupational barriers and career indecision at t= 8.877, p<0.001. The impact of this
relationship is quite high (R2=0.275, which implies that occupational barriers can
predict and explain 27.5% of the variance in career indecision. The Beta effect is
also measured to be high and positive (Beta=0.524), which indicates that
occupational barriers positively relate to career indecision. Therefore hypothesis
H1 is supported.

Table 4. Results of multiple regressions

Independent Dependent
Dimensions R2 Beta t Sig Impact
Variable Variable
LPI 0.291 3.650 0.000 Significant
UYA -0.036 -0.483 0.629 Insignificant
IFS -0.017 -0.237 0.813 Insignificant
UM 0.103 1.329 0.186 Insignificant
Occupational NSJ Career 0.216 2.794 0.006 Significant
0.533
Barriers LCC Indecision 0.237 4.256 0.000 Significant
LCE 0.199 3.362 0.001 Significant
LIO -0.040 -0.040 0.544 Insignificant
LPA 0.179 2.568 0.011 Significant
PSR 0.187 2.896 0.004 Significant

Analysis of multiple regressions (Table 4) reveals substantial impact of six

different occupational barriers on students’ career indecision. Lack of parental
influence (Beta=0.291, t=3.650), lack of career counseling (Beta=0.237, t=4.256)
and lack of career education (Beta=0.199, t=3.362) significantly relate to career
indecision at p<0.001. Whilst national shortage of job (Beta=0.216, 2.794), and
political and social reference (Beta=0.187, t=2.896) have association with career
indecision at p<0.01; the relationship between lack of personal ability and career
indecision was established within 95% confidence level. Therefore, hypotheses h1,

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h5, h6, h7, h9 and h10 were accepted. University, insufficient financial support,
unwillingness to move and lack of information about opportunities on the other
hand, reported no significant relationship with career indecision, and thus
hypotheses h2, h3, h4 and h8 were rejected.

Discussion
Overall outcomes of this research provided sufficient contextual background to
identify key barriers that affect getting into anticipated career, and to prove
majority of the hypotheses. As expected, political and social reference was
unveiled to be the most influential barrier to get into the desired career in
Bangladesh. While national shortage of good job became the second most
significant predictor of students’ career, and lack of career counseling and lack of
parental interest ranked on the third and fourth place; respondents have given
almost similar importance to these three obstacles. The other factor in top five
barriers was lack of personal ability. Lack of career education was also given due
significance as its mean score was 3.50. Students though reported some effect of
lack of information about opportunities; educational institution, poor financial
support and unwillingness to move have considerably lower influence on their
desired career.
Political influence was found being correlated to outcomes (Ferris and Judge,
1991). Bangladesh has long history exercising political influence in recruitment
and selection procedures (Jahan, 2006; Pandey, 2009; Political appointment, 2015),
which was fairly enough for the students to place this onto top threat for their
career. Apart from being an influential career obstacle, this study uncovers that
political and social reference positively leads to career indecision. National deficit
of jobs is another big challenge for the educated youth. In addition, the current
study unveils significant positive relationship between job shortage and career
indecision. These outcomes are quite consistent with other findings. Report
indicates that forty seven percent of graduates struggle to get suitable job in
Bangladesh (The Economist Intelligence Unit, 2014). Many educated young people
become pessimist about career in Bangladesh and attempt to migrate abroad
because of impoverished labor market condition (ILO, 2013). This is
understandably happened due to the mismatch between job opportunities and
qualified labor force.
Lack of parental interest upturn extensive difficulties for the students to get into
their anticipated career, and a significant positive relationship between lack of
parental interest and career indecision was not unpredicted as a large number of
research originated similar result (Guerra and Braungart-Rieker, 1999; Wong and
Lui, 2010). Salami (1999) evidenced that adolescents’ careers are heavily affected
by the higher expectations of their parents and family. Number of researchers
found that perceived parental psychological support and acceptance affect career
indecision (Emanuelle, 2009; Guerra and Braungart-Rieker, 1999; Nota et al.,
2007). Youth basically anticipate to know the parental behavior that their parent

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are confident in their efficacy and career decision, and shows interest on their
chosen occupation (Keller and Whiston, 2008). Children whose parent gets
interested on them were found having higher perceived career self-efficcay (Keller
and Whiston, 2008).
Lack of career counseling was also revealed to be another major barrier for
students’ career that in turn positively leads to career indecision. Number of
researches explored significant correlation between career counseling and career
decision (Masdonati et al., 2009; Whiston et al., 2003). Career counseling can be
done either by one-to-one meeting or through the arrangement of different career
programs. Barthorpe and Hall (2000) conducted a study concerning collaborative
career program, and found that those who participated in career advising programs
perceive comparatively higher level of confidence and interest to explore their
career, are able to assess their attitudes and personality wherever required, and tend
to work hard in order to improve personal ability. Researchers studied and
consistently found that career counseling supports students in improving skills, as
well as in responding to problems related to their career (Dragolea, 2015).
Another perceived barrier of students’ career was found to be Lack of personal
ability. Extensive studies found substantial positive relationship between self-
efficacy or personal ability and career decision (Betz and Voyten, 1997; Weiss,
2000). In addition, lack of career education also leads to career indecision. Many
earlier studies discovered that career education affects adolescents positively to
make career-related decisions (Hughes and Karp, 2004; Reese and Miller, 2006).
Students get benefit from career courses that support them to develop knowledge,
and to provide background to make career decisions (Hughes and Karp, 2004;
Reese and Miller, 2006). Personal ability is also internally correlated to career
education. Apart from being a competent career decision-maker, studies suggest
that career education increases career planning skills and self-efficacy (Reardon et
al., 2007).
University was reported having no significant impact on career indecision.
Moreover university was ranked ninth out of ten occupational barriers. These
findings were quite surprising as universities in Bangladesh as well as many other
countries lack proper resources, and still follow the traditional style of teaching and
learning. Therefore, students’ expectations and purposes are unmet, that in
consequence upturn career indecision among students. Another substantial finding
of this study that no significant relationship exists between insufficient financial
support and career indecision was also unpredicted, as strong financial backup is
believed to be an essential element in exploring desired career (Kirkland, 2010).
Although relocation or transfer is a very common phenomena in many public and
private job sectors in Bangladesh, final-year BBA students anticipate having no big
problem finding their preferred career if they really do not want to move.

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Conclusion
The present study confirms five top influential barriers to be political and social
reference, national shortage of job, lack of parental interest, lack of career
counseling and lack of personal ability that significantly affect finding their desired
career. All of these top five barriers positively lead to problems in making career
decision. Besides, the sixth factor namely lack of career education has also positive
meaningful impact on career indecision. Results of this study involve substantial
implications for parents, educationalists, government and policy-makers as well as
career and university management in several directions, as they could design and
implement effective strategies that contribute to reduce students’ career problems.
This study suggests that political and social reference shall be used positively, and
employers must ensure merit-based recruitment and selection.
Governmental and non-governmental entities may encourage new ventures among
young adults through financial and policy support that as a result, contribute to
national job prospects. Besides, parents need to pay considerable attention to the
willingness and capability of their adolescents in order to facilitate students’
decision in finding best-fit career. This study also advocates that students must
invest sufficient time and energy in proper career management by setting specific
goals, improving aptitudes, and systematic and logical evaluation of their
developmental progress. In addition, university management could support students
by arranging and coordinating career counseling sessions or collaborative career
programs in cooperation with external organizations, and offer proper career
education to students, as these can benefit them to make right career decision.
These implications are well thought having potentials to create sustainable
opportunities and environment for the youth by lessening career decision
uncertainty.
Apart from its sundry effects, this study acknowledges several limitations.
The present research solely based on self-reported questionnaires, and thus may not
reflect insights of students as a whole. A combination of survey and interview
techniques might be more useful to learn their real feelings and experiences, which
could make the outcomes of this study more extensive. Potential future researchers
may use interview or case study approach in addition to structured questionnaires.
This study concentrates on how career barriers affect career indecision. In future,
career barriers can be studied in terms of multiple measures e.g. career decision
self-efficacy, exploration and aspiration.

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OD BARIER KARIERY DO NIEZDECYDOWANIA CO DO KARIERY:

PRZYKŁAD STUDENTÓW OSTATNIEGO ROKU LINCENCJATU
Z ZARZĄDZANIA
Streszczenie: Naukowcy odkryli wiele czynników, które wpływają na młodych studentów
podczas poszukiwania preferowanej kariery, a które prowadzą do niezdecydowania co do
kariery. Badanie to prowadzi w dwóch kierunkach: po pierwsze, aby zidentyfikować
główne przeszkody, które stymulują trudności dla uczniów co do odkrywania właściwej
kariery, a po drugie, aby ustalić, jakie bariery zawodowe prowadzą do niezdecydowania co
do kariery. Próbka badania obejmowała ostatni rok licencjatu z zarządzania, studentów
studiujących na dziesięciu różnych uniwersytetach w Bangladeszu. Badanie polegało na
samodzielnym wypełnianiu kwestionariusza przez respondentów, składającego się z dwóch
standardowych środków do zbierania danych badawczych. Badane dane zostały
zweryfikowane najpierw aby zapewnić użyteczność, a następnie przeanalizowano je przy
wykorzystaniu różnych technik statystycznych, uwzględniając opisową korelację Pearsona
oraz analizę regresji. Wszystkie analizy statystyczne przeprowadzono w wersji
oprogramowania SPSS 20.00. Wyniki pokazują, że odniesienia polityczne i społeczne, brak
dobrej pracy w kraju, brak zainteresowania rodzicielskiego, brak doradztwa zawodowego i
brak osobistej zdolności znacząco wpływają na kariery studentów, które w konsekwencji
prowadzą do niezdecydowania co do kariery. Przeprowadzone badania sugerują, że różni
decydenci, zarządzanie i uczelnia mogą wspierać uczniów poprzez zapewnienie rekrutacji
opartej na osiągnięciach, generując perspektywy poprzez nowe przedsięwzięcia,
organizowanie programów kariery i rozwijanie swoich uzdolnień.
Słowa kluczowe: kariera, bariery kariery, trudności związane z karierą, niezdecydowanie
co do kariery

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Ukil M.I. Vol.13 No.1

職業生涯阻隔職業猶豫不決：最後一年BBA學生查看
摘要：研究人員發現，影響青年學生找到自己喜歡的職業因素數量，以及導致事業
優柔寡斷。因此，本研究將推動兩個方向：首先要找出激發學生的困難，探索合適
的職業的主要障礙，其次，以確定哪些職業障礙導致的職業生涯優柔寡斷。這項研
究的樣本涉及的最後一年BBA（工商管理學士）的學生在孟加拉國十個不同的大學就
讀。調查採用自我報告問卷包括兩個標準化措施收集研究數據轉向。調查數據首先
確保可用性的審查，然後分析下一批不同的統計方法包括描述，Pearson相關分析和
回歸分析。所有的統計分析在SPSS軟件版本20.00執行。結果表明，政治和社會參考
，抓好國家緊缺，缺乏父母關心的，缺乏職業輔導和缺乏個人能力顯著影響學生的
職業生涯中，在後果導致的職業生涯優柔寡斷。目前的研究表明，不同的決策者，
管理和大學可以通過確保擇優錄用，通過生成新的合資企業的前景，組織職業課程
和發展他們的性向支持學生。
關鍵詞：職業，職業壁壘，職業困難，職業猶豫不決

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