Career-training mentorship intervention via the Dreyfus model: Implication for career behaviors and practical skills acquisition in vocational electronic technology

One of the employability skills lacking among fresh graduates is the practical skill needed for school-to-work transition. This has resulted to career thwarting behavior among students. Thus, this study determines the longitudinal impact of career-training mentorship intervention on vocational electronic students' career-related behaviors and practical skills learning outcomes. Moreover, this study examines the multiple mediation effects of career learning self-efficacy and work volition on the cause-effect relationship. We employed nonequivalent control-group quasi-experimental design. The participants were 97 vocational electronic technology education students. The results depicted that career-training mentorship intervention has effects on career-related behaviors (planning, intentions, commitment, and reconsideration) and psychomotor skills performance respectively. We also found multiple mediation effects of career learning self-efficacy and work volition on the relationship between predictor (perceived career-training mentorship) and the outcome (career-related behaviors and performance in practical skills) variables.