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...the moment of feeling uncertainty, and (c) coping efficacies toward the uncertainty. Responses were sorted into categories within each question based on the grounded theory methodology (B. G. Glaser A. L. Strauss, 1967). A hypothetical model was developed to describe college students' perceptions of career uncertainties, experiences of feeling uncertainty, and coping efficacy toward the uncertainty.
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Career uncertainty plays an important role in an individual's career decision-making process. In Taiwan, the rapid fluctuations in social, economic, and political situations influence the structure of the world of work as well as the career development of individuals. About 2 decades ago, the progress of economics, technology, and social welfare was more stable, and college students had more opportunities to enter the job market. It seemed that they did not have to worry about their future, nor did they encounter the problem of career uncertainty. In the past 7 years, the newfound political power assumed by a different party is not as stable. In addition, many people lost family members and jobs in the earthquake that occurred September 21, 1999. The political issues, social problems, and unstable economic development are interwoven and have influenced the opportunity structure of the work world. Career uncertainty has now become an important issue to be considered during the career planning process of college students. During the 4 years of college, the rapid changes of the external environment force students to modify their decisions from time to time. In addition, environmental changes also influence the development of students' personal values and interests. These interactions between an individual and the environment continue to play an important role in the process of career development.
Another aspect of the cultural background related to Taiwanese college students' career uncertainty is the educational system in Taiwan. Career counseling in the school setting has been sacrificed to the overemphasis on intellectual learning. During the period of compulsory education, which is from first to ninth grade in Taiwan, most students are encouraged to perform well on a variety of achievement tests in order to earn admission to excellent universities. The students spend too much time in study and do not have enough opportunities for self-exploration, nor do they have the chance to explore the world of work. At the college and university stage, the students suddenly feel uncertain about what they really want to do or what they might be able to do regarding a career. Now, career courses are beginning to be provided in most of the high schools. Career planning courses are also popular in colleges and universities. However, unplanned events often lead many people to alter their career directions. Therefore, it is important to explore the sources of career uncertainty and help college students develop appropriate coping efficacy.
It is clear that uncertainty plays an important role in an individual's career decision process. Several studies found that career indecision was prevalent among college students in Taiwan (Lin, 1989; Tien, 2001, 2005; Xie, 1990). In Tien's studies, about two thirds of college students were undecided about their career futures. The undecided group, which was defined by the author according to Marcia's (1966, 1980) concept of identity status, included the anxious type of undecided (which was called indecisiveness), the explorative type of undecided, and the career diffusion group. These students were undecided about their career future because of lack of exploration, lack of a feeling of crisis and/or commitment to certain job fields, and other varieties of personal or external barriers. These barriers and difficulties were all possible causes of the individuals' career uncertainty.
Betz and Voyten (1997) believed that decision-making self-efficacy is a major predictor of career uncertainty. The concept of self-efficacy originated from Bandura's (1986) contention that people who believe in their ability to successfully complete the tasks required to achieve an outcome are more likely to engage in and persist at those tasks. Gender role socialization might also influence an individual's career uncertainty, especially for women who intend to pursue positions in traditionally male-dominated fields (Dawson-Threat & Huba, 1996).
Career uncertainty might also be caused by certain barriers perceived by individuals. Gottfredson (1981) emphasized the importance of an individual's recognition of career barriers in three domains: self-concept, socioeconomic environment, and the interaction of self-concept and environment. Russell and Rush (1987) specifically examined women's views of 28 internal and external barriers to management careers. London (1997), on the other hand, stated that career barriers stem from the individual, the work environment, and a combination of the two. He further proposed an emotional and cognitive model of coping with career barriers. In Taiwan, Xie (1990) explored the relationships among career decision-making self-efficacy, sex role attitude, field independence, decision-making style, and career uncertainty. The results indicated that the variable self-efficacy was highly correlated with the participants' career certainty. In the current study, we also want to explore college students' coping efficacy related to perceived uncertainty.
To further examine the cross-cultural influences on the students' careers, we believe that the ecological structures also have to be taken into account. Sue and Sue (1999) pointed out that some cultural values that are salient to the Asian American group are deference to authority, emotional restraint, and hierarchical family structure. Cultural values common to Asian people include collectivism, conformity to norms, emotional self-control, family recognition through achievement, filial piety, and humility. This culture is categorized as a group-oriented culture; therefore, issues of family, conforming to authority, and collectivism are most important (Pope, Cheng, & Leong, 1998). To be successful means to honor and bring pride to the family. The individual's career development...
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