The Influence of Career Guidance Services, Self Understanding,
Opportunities, Decisions and Job Preparation on Career
Achievement Motivation in the Digital Age
Famahato Lase
Guidance and Counseling Study Program, Teaching and Education Faculty of Universitas Nias,
Jl. Yos Sudarso 118 E/S Gunungsitoli Nias 22812, Indonesia
Keywords: Achievement Motivation, Career.
Abstract: Achievement motivation in a career can be influenced by several factors. The purpose of this study was to
reveal the effect of the the influence of career guidance services, self understanding, opportunities, decisions
and job preparation on career achievement motivation in the digital age, using a quantitative research method.
The study population was all students of the Guidance and Counseling Study Program at the Teaching and
Education Faculty of Universitas Nias, and the sample was drawn by purposive sampling, is a study group of
42 students who were taking a career guidance course as well as a data source. The research instrument used
to collect data is a closed questionnaire. Data were analyzed statistically inferential with multiple linear
regression analysis, to answer research questions or hypotheses posed. The results of the study reveal that
there is a significant influence simultaneously and partially: career guidance services (X1), self-understanding
(X2), understanding of career opportunities (X3), career planning and the future (X4), career decisions (X5),
and job preparation X6), on achievement motivation in a career (Y). The contribution of the independent
variable X1-X6 to the dependent variable Y is 98.3%. Every 1% increase in the X1-X6 variable will be
followed by a 1.018% increase in the Y variable. The more the independent variable increases, the dependent
variable also increases.
1 INTRODUCTION
What is the purpose of education as a conscious and
planned effort? What is activated and also what
potential is developed in students? Nothing but
educational efforts to activate students through the
form of a learning atmosphere and learning process,
which is carried out with good planning by educators
(Fajriati, 2022). The goal is for students to develop
their potential. The self-potentials that are developed
constitute six educational focuses, namely: (1)
religious spiritual strength; (2) self-control; (3)
personality; (4) intelligence; (5) noble character; and
(6) the skills needed by themselves, the community,
the nation and the state (Hidayah, 2022; Nur, 2020).
The form of a learning atmosphere and learning
process in an effort and planned from education, is
carried out to awaken, activate, and empower the life
energy that exists within students, to think, feel,
behave, act, and be responsible to completion, in
order to develop the six educational focuses.
The energy of life meant (Lase et al., 2022) is
achievement motivation in career (Toma, 2022;
Perera, 2022), is the driving force that exists within a
student to learn and gain success, and involve himself
in activities where his success depends on his
personal efforts and abilities (Touw et al., 2018).
Achievement motivation or life energy referred to is
a driving factor to determine success (Adegboyega,
2018; Lase et al., 2022), both in learning or academic
success or success in the community in a career, in
order to achieve or achieve the desired success (Ran,
2022). The size of the influence depends on its
intensity (Rezeki, 2021). This driving factor or
motivation for achievement or life energy is what
makes individuals characterized by the desire to
always try or struggle to improve or maintain their
abilities as high as possible in all activities by using
standards of excellence (Ibrahem, 2020; Lase, 2018).
Achievement motivation in a career in the digital age
or life energy is a competition with a standard of
excellence (Anwar et al., 2020), can be activated
within the individual through several factors or can be
146
Lase, F.
The Influence of Career Guidance Services, Self Understanding, Opportunities, Decisions and Job Preparation on Career Achievement Motivation in the Digital Age.
DOI: 10.5220/0012197900003738
Paper published under CC license (CC BY-NC-ND 4.0)
In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 146-161
ISBN: 978-989-758-669-9; ISSN: 2975-9676
Proceedings Copyright © 2024 by SCITEPRESS – Science and Technology Publications, Lda.
influenced by several variables, including: (1) career
guidance services, (2) individual self-understanding,
(3) understanding of career opportunities, (4) career
decisions, and (5) preparation work.
Career guidance services are services provided by
counselors to help individual students to develop
acceptance of unity and self-image and their role in
the world of work (Kettunen, 2022; Nikander et al.,
2022). This service is organized so that individuals
understand themselves and accept them well and
adapt themselves to the world of work they will enter
(Dodd et al., 2022; Masyarakat et al., 2022). Some
things need to be understood (Lase et al., 2020),
accepted by the individual, and adapting himself to
the world of work is related to all potentials such as:
interests, talents, strengths and weaknesses,
intellectual, emotional, and spiritual intelligence,
physical, psychological, and so on (Magee et al.,
2022; Lase et al., 2020).
This career guidance is a means of fulfilling the
needs of individual development, and an integral part
of the educational program that is integrated in every
learning experience in the field of study (Konseling
& Gunungsitoli, 2021), related to the development of
abilities, both cognitive, affective, and skills in
realizing a positive self-concept, understanding the
decision-making process, acquiring knowledge, and
skills that will help him enter life, living arrangements
from events in life that are constantly changing
(Santos, 2022). This career guidance is also useful for
solving career problems, getting the best adjustment
between abilities and their living environment,
preparing themselves to face the world of work with
various demands, in choosing a particular job field or
position/profession, and equipping oneself to be
ready to assume that position, gain success, and self-
realization in the course of his life (Adejarebabarinde,
2022).
It can be emphasized that career guidance is a
process of assistance, service, approach to
individuals, in order to know and understand
themselves, get to know the world of work, plan for a
decent future, in accordance with the expected form
of life, be able to determine and make decisions
appropriately and responsibly for the decision he
took, so that he is able to realize himself meaningfully
(Couth et al., 2022). This career guidance service has
a strong influence on achievement motivation in a
career in the digital age or life energy in a career
(Lase, 2022; Boamah et al., 2022; Kautish et al.,
2022).
Individual self-understanding for a career
involves identifying: talents, interests, and various
potentials, all strengths and weaknesses possessed, in
order to choose and enter an appropriate study
program, in order to plan a decent career and life for
the future (Loacker, 2022; Lase & Halawa, 2022).
Talent can be defined as an innate ability or potential
possessed by all individuals that is gifted by God to
humans with all their uniqueness (Mousa et al., 2022).
Everyone should be able to hone and develop it
(Jensen et al., 2022). Interest is the power that exists
within the individual, which directs him to take
advantage of his free time in doing the things he likes
most to do. (Kjus, 2022). This interest is one of the
important factors to consider in further studies, in
order to plan a viable career and future (Lu et al.,
2022).
If students choose a major that suits their talents
and interests, their potential will develop, because
they will enjoy their choice of study even though
there are many challenges. (Solahudin et al., 2022).
Vice versa, if he chooses a major that does not suit his
interests, then his potential is not explored (Belova et
al., 2022). Meanwhile, knowing oneself is the ability
to honestly accept all the strengths and weaknesses
one has in responding appropriately to a situation
(Larasati et al., 2022). This self-understanding greatly
influences career achievement motivation and proper
life planning by individual participants in career
guidance services (Al-hadith, 2022).
The introduction of career opportunities is an
opportunity to enter the various world of work that is
around individuals according to their talents,
interests, potential, all the weaknesses and strengths
they have (Nehez, 2022; Yunusa et al., 2022). Job
opportunities are conditions that describe the
availability of jobs for job seekers, and make it
possible to get them (Ntamu, 2022). Job information
can be obtained by someone through the mass media
such as: newspapers, the internet, the ministry of
manpower, educational institutions, service bureaus,
and various other sources of information (Phan et al.,
2022). Therefore, in planning a decent career and
future life, individual students in choosing a study
program to enter, should pay attention to career
opportunities and jobs available in the future (Gepner
et al., 2022). So that you prepare well according to the
job vacancies you will enter, prepare yourself for the
required job requirements, including what
knowledge, attitudes, skills and expertise are needed.
(Chaturvedi et al., 2022). Everything needs to be
understood by the individual and well prepared for
the career (Schlaegel et al., 2022). The introduction
of career opportunities is very influential on career
achievement motivation and planning for a decent
future life by individual participants in career
guidance services (Digby et al., 2021). For this
The Influence of Career Guidance Services, Self Understanding, Opportunities, Decisions and Job Preparation on Career Achievement
Motivation in the Digital Age
147
reason, the introduction of career opportunities needs
to be material for career guidance services planned
and organized by the counselor (Tran et al., 2022).
Career planning and the future, is a process that
includes exploration, selection, and self-preparation
for a career (Elassar et al., 2022; M.Paz, 2021). This
process is also the determination of activities or
activities that will be carried out in a directed and
focused manner, based on the potential: interests,
talents, beliefs, and values possessed by individuals,
to obtain sources of income that enable the quality
and quantity of welfare to progress and develop
(Wong et al., 2022). This planning includes several
things, namely: (1) self-awareness of career
opportunities, constraints, choices, and consequences
that will be faced; (2) identification of goals in life
and life, especially those related to career and future;
(3) preparation of an educational program to be
pursued in relation to the career to be entered,
knowledge, attitudes, skills, expertise and
experiences required, which are developmental in
nature in achieving career goals, which refer to the
work or position occupied and believed to be a calling
in life (Hsu & Tseng, 2022; Chouhan, 2022). In
principle, the intended career is a choice of profession
or work that is the purpose of life for an individual,
and is also a development of the course of one's work
life which is taken seriously and improved as much as
possible (Stambulova et al., 2021), which permeates
the entire realm of one's thoughts and feelings, and
colors his entire lifestyle.
There are several steps in planning a career and
the future (Ang, 2021), namely: (1) thinking about
what will be done and the strategic steps needed to
achieve the desired thing; (2) pay attention to the
interests, talents or abilities possessed, and think
seriously and deeply about the things one likes, the
ability to work well, and the values that are believed
to be true; (3) find out the types of careers or jobs that
suit the individual, namely: talents, interests, and
educational background possessed, working
conditions, and expected environment, clarity of
direction and career focus to be entered; (4) compare
the skills and interests possessed with the type of
career that will be chosen according to oneself; (5)
attend training education in accordance with the
career goals that have been made; (6) prepare the
necessary costs; and (7) request assistance from a
career guidance service from a professional counselor
(Magnano et al., 2021; Hirschi, 2021).
Career decisions are dexterous attitudes and
actions after carrying out good career planning (Peng
& Lin, 2019). Career decision making is a process of
determining a choice that begins with selecting an
alternative first through comparison and evaluation of
the available alternatives (Kassahun et al., 2022). The
individual develops an understanding of critical and
intelligent thinking processes, feels packaged, takes a
positive attitude with full awareness, acts agile and
takes full responsibility for making decisions (Asghar
& Ajmal, 2022). Making good career decisions is an
important and very crucial skill, which must be
carried out by individuals after carrying out good
career planning beforehand (A. Pascual, 2022). This
decision-making went through several stages, starting
with identifying several alternatives, comparisons,
evaluation and information processing skills first
(Kekeocha et al., 2022).
Various factors can influence this career decision
making (Almaghaslah et al., 2021), such as peers,
parents, close people in the environment where the
decision maker is located, geographical location,
educational institutions, political conditions, past
conditions including the job market, workplace,
socioeconomic status, and community groups,
conditions that will come like family, historical
trends, media, globalization, and many other factors
(Sharma et al., 2022). Good decision making requires
a career guidance service from a counselor, who can
help individuals find, choose, and make decisions
(Williams et al., 2021). This career decision greatly
influences career achievement motivation and proper
life planning for the future (Nurwahidin, 2022).
Job preparation is everything that needs to be
prepared by someone before working (Quintos et al.,
2022; Kim, 2022). The question that needs to be
asked by decision makers at this job preparation stage
is what should be known before starting work? (Arini
et al., 2021) The answer is the knowledge that a
decision maker has about the world of work, the
process of entering a job, requirements,
qualifications, the future of the job, salary, and career
development (H. M. Chen et al., 2021). his
knowledge plays an important role and influences the
pattern of development of job selection (Allen et al.,
2021). A deep understanding of the world of position
or work can assist individuals in determining their
decisions. Job information that is needed by
individuals is things that are oriented towards a
number of possibilities to enter the choice of a job
(Birtch et al., 2021). So as to avoid mistakes in
choosing a job or further study later because the
information obtained is outdated (Baluku et al.,
2021).
There are several things that decision makers need
to know before working (Arada et al., 2021; Cooper
et al., 2021; Cooper et al., 2021), among them are: (1)
differences in the social environment, namely
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understanding yourself and the environment in which
you work (Valijonovna, 2022; Axatovna, 2022); (2)
learn to understand self-concept by carrying out
various ability tests as information material for
consideration in entering the world of work (Duclos-
Bastías et al., 2022); (3) be responsible for job
planning, that is, they must be able to overcome
internal and external pressures to make decisions in
planning for job selection, also consciously and
without coercion must equip themselves with
additional capabilities and hone the skills they already
have so that they are better , ready to meet the
requirements for the level of entering the planned jobs
(Deng et al., 2022); (4) identify the necessary steps,
namely alternative ways of achieving educational
goals that assist in the planning process, continuing
education after high school such as apprenticeships,
trainings, courses, and various other trainings, and
record what is most related to job selection (Stahl,
2022); (5) assistance entering the world of work,
namely students who have completed their education,
especially vocational school students, really need
assistance with job distribution (M.-L. Ma, 2021).
This work preparation is very influential on
achievement motivation in a career in the digital age
(Smyrnova et al., 2021; Behzadi, 2021).
Achievement motivation in a career in the digital
age is a desire that drives individuals to achieve
success and a standard of excellence in a career
(Karlina et al., 2021). This drive makes him try or
struggle to improve and maintain his ability as high
as possible in all activities by using his standard of
excellence (Karlina et al., 2021). Achievement
motivation, also known as life energy, is an
individual's effort and belief in realizing their
learning goals with certain standards of success and
being able to overcome all obstacles that hinder the
achievement of goals (Net et al., 2022). This can also
be explained as a motivation that aims to pursue the
highest possible achievements, namely to develop or
demonstrate high abilities, to do something as well as
possible in order to achieve success (Beacon et al.,
2021).
So achievement motivation in a career in the
digital age is an encouragement from within the
individual to carry out activities in order to seek or
obtain the best possible results based on standards of
perfection with all the potential and support that
individuals have for a career (Tomizh et al., 2022).
Individuals who have high achievement motivation
will tend to have great energy to persist in doing
difficult tasks, until they can actually complete them
(Smith et al., 2021). Individuals who have high
achievement motivation will tend to have great
energy to persist in doing difficult tasks, until they
can actually complete them (Jitsupa et al., 2022). It
can be emphasized that achievement motivation in a
career in the digital age is motivation that has a goal
direction to pursue achievement and develop or
demonstrate high abilities of individuals to obtain
maximum and commendable results (E. Purwanto,
2022).
Individuals who have achievement motivation in
a career can be seen from several characteristics
(Werdhiastutie et al., 2020), namely: (1) they prefer
situations or tasks that require personal responsibility
for the results and not on the basis of fate, chance or
chance; (2) determine the value to be achieved or set
superior standards and have realistic goals and are
willing to take risks; (3) trying to work creatively,
namely being persistent and actively looking for
creative ways to complete tasks, and preferring
situations or jobs where immediate and real feedback
is obtained; (4) have a comprehensive work plan and
strive to realize goals and prefer to work and compete
healthily to outperform others; (5) anticipate that
there will be no failure and be able to hold or postpone
the satisfaction of their desires for a better future; and
(6) are not moved to just get money, status, or other
benefits, and prefer to look for opportunities to realize
the plans that have been programmed (Singh, 2011).
He will look for it if these things are symbols of
achievement, a measure of success. Specifically in the
academic field, the characteristics of individuals who
have this achievement motivation are: (7) tenacity
(persistence) in achievement tasks, especially when
facing obstacles of difficulty, boredom, or fatigue; (8)
prefer to exert energy/effort either in the form of
physical or cognitive effort; (9) prefer (choice)
involved in academic tasks than others (Kamid et al.,
2021; Manik, 2016).
Achievement motivation in a career in the digital
age is caused by several factors, namely individual
internal factors, concerning: (1) ability, namely the
driving force to act through learning exercises; (2)
needs, namely deficiencies that cause the will to
fulfill them; (2) interest, which is a rather persistent
tendency in the individual to feel interested in a
certain field or thing and feel happy to be involved in
that field; and (3) hope and belief, namely the
possibility that is seen to fulfill a certain need of an
individual based on past experience; while external
factors, concerning: (4) situational, namely
circumstances that support or even hinder individuals
in achieving their goals; and (5) environment (Nova,
2022; Tambunan et al., 2021). Achievement
motivation in a career in the digital age can be
influenced by several variables, namely: (1) career
The Influence of Career Guidance Services, Self Understanding, Opportunities, Decisions and Job Preparation on Career Achievement
Motivation in the Digital Age
149
guidance services, (2) self-understanding, (3)
understanding of career opportunities, (4) career and
future planning; (5) career decisions, and (6) job
preparation.
Based on the background and study of this theory,
the main problems, formulations, questions, and aims
of this study are formulated in the form of research
hypotheses, namely: (1) there is a significant
influence of "career guidance services" (X1) on
"achievement motivation in a career" (Y); (2) there is
a significant effect of "self-understanding" (X2) on
"career achievement motivation" (Y); (3) there is a
significant effect of "understanding career
opportunities" (X3) on "career achievement
motivation" (Y); (4) there is a significant influence of
"career planning and future" (X4) on "career
achievement motivation" (Y); (5) there is a
significant influence of "career decisions" (X5) on
"career achievement motivation" (Y); and 6) there is
a significant effect of "job preparation" (X6) on
"career achievement motivation" (Y), and (7) there is
a significant effect together X1, X2, X3, X4, X5, and
X6 on Y.
2 METHOD
This study uses a quantitative method to see the effect
of independent variables on the dependent variable
(Purwanto, 2022; D. Ma & Zhao, 2022). There are six
independent variables and one dependent variable.
The independent variables are: career guidance
services (X1), self-understanding (X2),
understanding of career opportunities (X3), career
and future planning (X4), career decisions (X5), job
preparation (X6), and one dependent variable, namely
achievement motivation in a career in the digital age
(Y). The research instrument used to collect data was
a closed questionnaire, which was circulated to a
number of respondents as a data source. The study
population was all students of the Guidance and
Counseling Study Program at the Teaching and
Education Faculty of Universitas Nias, and the
sample was drawn by purposive sampling, namely a
study group of 42 students taking Career Guidance
courses. Data were analyzed statistically inferential
with multiple linear regression analysis, to answer
research questions according to the hypothesis that
has been proposed. The framework for thinking about
this research can be described as follows.
X1 = Career guidance services
X2 = Self understanding
X3 = Understanding career opportunities
X4 = Career planning and the future
X5 = Career decision
X6 = Job preparation
Y = Achievement motivation in career in the
digital age
Information:
1. There is a significant influence of "career
guidance" services (X1) on " achievement
motivation in career in the digital age " (Y).
2. There is a significant influence of "self-
understanding" (X2) on " achievement
motivation in career in the digital age " (Y);
3. There is a significant influence of
"understanding of career opportunities" (X3) on
" achievement motivation in career in the digital
age " (Y).
4. There is a significant influence of "career
planning and the future" (X4) on " achievement
motivation in career in the digital age " (Y).
5. There is a significant influence of "career
decisions" (X5) on " achievement motivation in
career in the digital age " (Y).
6. There is a significant effect of "job preparation"
(X6) on " achievement motivation in career in
the digital age" (Y); and
7. There is a significant influence simultaneously
X1, X2, X3, X4, and X5 on Y.
3 FINDING AND DISCUSSION
The results of research findings regarding the
collective influence of career guidance services, self-
understanding, understanding of career opportunities,
career and future planning, career decisions, and job
preparation, on achievement motivation in a career in
the digital age, can be seen in the following tables.
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Table 1: Model Summary.
Model R R Square Adjusted R Square
Std. Error of the
Estimate
1 ,992
a
,983 ,976 ,225
a. Predictors: (Constant), Career Guidance Services, Self Understanding, Understanding Career Opportunities, Career
Planning and Future, Career Decisions, Job Preparation
Table 2: ANOVA
a
.
Model Sum of Squares df Mean Square F Sig.
1 Regression 41,579 6 6,930 137,331 ,000
b
Residual ,706 14 ,050
Total 42,286 20
a. Dependent Variable: Achievement Motivation in Career
b. Predictors: (Constant), Career Guidance Services, Self Understanding, Understanding Career Opportunities, Career
Planning and Future, Career Decisions, Job Preparation
In table 1, an R of 0.992a is obtained which shows
that there is a very close relationship between the
variables X1, X2, X3, X4, X5, and X6 on the variable
Y because the number obtained is 0.992 and is very
close to number 1. R Square (R2) ) which shows a
coefficient of determination of 0.983 which is
converted into a percent, is 98.3%. This means that
the influence of the independent variables: X1 (career
guidance services), X2 (self-understanding), X3
(understanding of career opportunities), X4 (career
planning and future), X5 (career decision), and X6
(job preparation) on the dependent variable Y
(achievement motivation in a career in the digital age)
is 98.3%, while the rest is influenced by other
variables that have not been studied (1.7%).
In table 2, the results of the F test (ANOVA) or
joint regression coefficient test are obtained, to test
the significance of the influence of several
independent variables on the dependent variable,
namely the effect of: variables X1, X2, X3, X4, X5,
X6 on Y. The variable referred to are: career guidance
services, self-understanding, understanding of career
opportunities, career planning and the future, career
decisions, and work preparation, whether or not it
influences motivation to achieve in a career. The test
uses a significance level of 0.05, with the following
steps.
a. Hypothesis formulation:
Ho : Career guidance services, Self
Understanding, Understanding Career Opportunities,
Career Planning and the future, Career Decisions, and
Work Preparation, collectively have no effect on
Motivation for Achievement in Career in the digital
age.
Ha : Career guidance services, Self-
understanding, Understanding Career Opportunities,
Career Planning and the future, Career Decisions, and
Work Preparation, jointly affect Motivation for
Achievement in Career in the digital ge.
b. Determination of Fcount and Ftable at a
Significance level of 0.05 with df 1 (number of
variables -1) = 6 and df 2 (n-k-1) or 25-6-1 = 18 (n is
the amount of data and k is the number of independent
variables). From the results of the analysis that has
been carried out, Fcount is 137.331 and Ftable is
3.127 or 137.331 > 3.160 (see attachment F test).
Hypothesis testing is done by: if Fcount < Ftable (or
significance) > 0.05, then Ho is accepted and if
Fcount > Ftable or significance < 0.05 then Ho is
rejected. Because Fcount is greater than Ftable, the
Ho hypothesis is rejected and the Ha Hypothesis is
accepted. So it can be concluded that career guidance
services, self-understanding, understanding of career
opportunities, career planning and the future, career
decisions, and work preparation, jointly influence
achievement motivation in career in the digital age.
c. The results of the t test were carried out to partially
test the regression coefficients, to find out whether the
independent variables partially have a significant
effect or not on the dependent variable. Partially, it
means whether each or one of the variables X1-X6
has an effect on Y. The test uses a significance level
of 0.05 and 2 sides, and the steps are as follows.
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Motivation in the Digital Age
151
Tabel 3: Coefficients
a
.
Model
Unstandardized
Coefficients
Standardized
Coefficients
t Sig.
B Std. Error Beta
(Constant) -2,115 4,145 -,510 ,618
Career Guidance Service (X1)
,451 ,093 ,455 4,834 ,000
Self Understanding (X2) ,121 ,149 ,130 ,809 ,432
Understanding Career Opportunities (X3) ,056 ,179 ,056 ,311 ,761
Career and Future Planning X4) ,163 ,085 ,160 1,914 ,076
Career Decision (X5) ,147 ,161 ,162 ,916 ,375
Job Preparation (X6) ,080 ,214 ,084 ,374 ,714
a. Dependent Variable: Motivation for Career Achievement in the digital age (Y)
In table 3, a constant value of -2.115 is obtained,
meaning that if career guidance services, self-
understanding, understanding of career opportunities,
career planning and the future, career decisions, and
work preparation have a value of 0, then achievement
motivation in a career in the digital age has a negative
value, is 2.115. The regression coefficient value of
career guidance services (X1) is positive, which is
0.451, meaning that each engagement of career
guidance services is 1%, it will be followed by an
increase in achievement motivation in a career of
0.451%, assuming other independent variables have a
fixed value. The value of the regression coefficient of
self-understanding (X2) is positive, is 0.121, meaning
that every 1% increase in self-understanding will be
followed by an increase in achievement motivation in
a career of 0.121%. The career opportunity regression
coefficient (X3) is positive, which is 0.056, meaning
that every 1% increase in career opportunities will be
followed by an increase in achievement motivation in
a career of 0.056%. The value of the regression
coefficient for career planning and the future (X4) is
positive, is 0.163, meaning that every 1% increase in
career opportunities will be followed by an increase
in achievement motivation in a career of 0.163%. The
career decision regression coefficient (X5) is positive,
which is 0.147, meaning that every 1% increase in
career decision will be followed by an increase in
achievement motivation in a career of 0.147%. The
regression coefficient value of job preparation (X6) is
positive, is 0.080, meaning that every 1% increase in
work preparation will be followed by an increase in
achievement motivation in a career of 0.080%. So
that every 1% increase in X1-X6 variables will be
followed by an increase in achievement motivation in
a career of 1.018%. The more the independent
variable increases, the dependent variable also
increases. Furthermore, the following describes the
results of testing the hypothesis of each independent
variable on the dependent variable.
1) Testing the variable coefficient of career guidance
services (X1) on achievement motivation in a
career. Hypothesis formulation:
Ho : Career guidance services partially have no
effect on achievement motivation in career in the
digital age.
Ha : Career guidance services partially
influence achievement motivation in career in the
digital age.
From the results of the analysis carried out, the t
count is 4.834 and the t table is -2.101 (see attachment
t table), which is searched for a significance of 0.05/2
= 0.025 (2 sided test) with degrees of freedom df = n-
k-1 or 25-6-1 = 18. The criteria for testing the
hypothesis are carried out by:
If tcount < ttable then Ho is accepted
If tcount > ttable then Ho is rejected
In conclusion, because tcount is greater than ttable
(4.834 > -2.101) then Ho is rejected. It can be
concluded that career guidance services partially
influence achievement motivation in career.
2) Testing the variable coefficient of self-
understanding (X2) on achievement motivation in
career. Hypothesis formulation:
Ho : Partial self-understanding has no effect on
achievement motivation in career in the digital age.
Ha : Self-understanding partially influences
achievement motivation in career in the digital age.
Determination of tcount and ttable as well as
criteria for testing hypotheses and drawing
conclusions is carried out as above. From the results
of the analysis performed, it was obtained that tcount
was 0.809 and ttable was -2.101 (0.809 > -2.101) then
Ho was rejected. It can be concluded that self-
understanding partially influences achievement
motivation in career in the digital age.
3) Testing the variable coefficient of career planning
and the future (X3) on achievement motivation in
career. Hypothesis formulation:
ICoIE 4 2022 - The Fourth International Conference on Innovation in Education
152
Ho : Career planning and the future partially
have no effect on achievement motivation in career in
the digital age.
Ha : Career planning and the future partially
affect achievement motivation in career in the digital
age.
Determination of tcount and ttable as well as
criteria for testing hypotheses and drawing
conclusions is carried out as above. From the results
of the analysis performed, it was obtained that tcount
was 0.311 and ttable was -2.101 (0.311 > -2.101) then
Ho was rejected. It can be concluded that career
planning and the future partially influence
achievement motivation in career in the digital age.
4) Testing the variable coefficient of understanding
of career opportunities (X4) on achievement
motivation in career in the digital age.
Hypothesis formulation:
Ho : Understanding career opportunities
partially has no effect on achievement motivation in
career in the digital age.
Ha : Understanding of career opportunities
partially influences achievement motivation in career
in the digital age.
Determination of tcount and ttable as well as
criteria for testing hypotheses and drawing
conclusions is carried out as above. From the results
of the analysis carried out, it was obtained that tcount
was 1.914 and ttable was -2.101 (1.914 > -2.101) then
Ho was rejected. It can be concluded that
understanding of career opportunities partially
influences achievement motivation in career in the
digital age.
5) Testing the coefficient of the career decision
variable (X5) on achievement motivation in a
career:
Ho : Career decisions partially have no effect
on achievement motivation in career in the digital
age.
Ha : Career decisions partially affect
achievement motivation in career in the digital age.
Hypothesis formulation:
Determination of tcount and ttable as well as
criteria for testing hypotheses and drawing
conclusions is carried out as above. From the results
of the analysis performed, it was obtained that tcount
was 0.916 and ttable was -2.101 (0.916 > -2.101) then
Ho was rejected. It can be concluded that career
decisions partially influence achievement motivation
in career in the digital age.
6) Testing the coefficient of the job preparation
variable (X6) on achievement motivation in career
in the digital age.
Hypothesis formulation:
Ho : Partial job preparation has no effect on
achievement motivation in career in the digital age.
Ha : Job preparation partially influences
achievement motivation in career in the digital age.
Determination of tcount and ttable as well as
criteria for testing hypotheses and drawing
conclusions is carried out as above. From the results
of the analysis performed, it was obtained that tcount
was 0.374 and ttable was -2.101 (0.374 > -2.101) then
Ho was rejected. It can be concluded that work
preparation partially influences achievement
motivation in career in the digital age.
The results of the study have revealed that there is
a jointly and partially significant influence (variables
X1-X6), is: Career guidance services, Self-
understanding, Understanding Career Opportunities,
Career Planning and the future, Career Decisions, and
Work Preparation, on Motivation Achievement in
Career in the digital age (Y). The contribution of the
variables X1-X6 to Y is 98.3% and the remainder
(1.7%) is influenced by other variables that have not
been studied. The more the independent variables
increase, the dependent variable also increases.
The form of a learning atmosphere and learning
process in a conscious and planned effort from
education is carried out to awaken, activate and
empower life energy in students or individuals to
think, feel, behave, act and be responsible to the end,
in order to develop their potential (Lase, 2022;
Nurhuda, 2022). The self-potential that is meant to be
developed is six educational focuses, as confirmed by
the Indonesian Education Law No. 20, 2003, namely:
(1) religious spiritual power; (2) self-control; (3)
personality; (4) intelligence; (5) noble character; and
(6) the skills needed by themselves, the community,
the nation and the state(A. Purwanto et al., 2022).
This developing self-potential, all of which are
needed by students or each individual in planning a
proper career and future, and its development requires
life energy or achievement motivation in a career
(Tjalla et al., 2015; Ginting et al., 2022).
Achievement motivation or achievement
motivation in a career in the digital age can be
generated, activated, developed, and empowered by
counselors through career guidance services. Career
guidance is an assistance service provided by
counselors to service participants or clients to develop
acceptance of oneness and self-image and its role in
the world of work (Ho et al., 2022). So that you
understand yourself and accept it well and adapt
yourself to the world of work that you will enter
(Gower et al., 2022). Things that need to be
understood and accepted by individuals within
themselves, namely all the potential they have, such
The Influence of Career Guidance Services, Self Understanding, Opportunities, Decisions and Job Preparation on Career Achievement
Motivation in the Digital Age
153
as interests, talents, strengths and weaknesses,
intellectual, emotional, and spiritual intelligence,
physical, psychological, and other similar conditions
to adapt themselves to the changing world of work.
will be entered (Riastuti et al., 2022). In addition,
career guidance services also provide service
participants with a good understanding of possible
career opportunities to enter, help plan a viable career
and future, assist in making career decisions, and help
prepare for a career or work. (Mathiesen, 2022). All
of this will affect the energy of life or achievement
motivation in career in the individual.
Career guidance services provided by counselors
to service participants can help individuals
understand themselves well for a career, and this
greatly influences achievement motivation in a career
(Su & Wong, 2022). Talent is an innate ability or
potential possessed by all individuals that is gifted by
God to each individual and interest is a power that
exists within the individual (Warren et al., 2022),
which directs him to utilize his free time in doing the
things he likes most to do (Guevara-Pérez et al.,
2022). Likewise all other potentials, all the
advantages and disadvantages possessed, all of which
need to be understood by service participants in their
careers (Pradas et al., 2022). This self-understanding
greatly influences achievement motivation in a career
and proper life planning by individual participants in
career guidance services.
Understanding career opportunities or job
opportunities is a condition that describes the
availability of jobs for job seekers (Drymiotou et al.,
2021), and possible opportunities to get it in
accordance with the talents, interests, potential and all
the weaknesses and strengths possessed (Everts et al.,
2022). Information on career opportunities and
employment opportunities can be obtained by
individuals through various sources, such as:
newspapers, the internet, the ministry of manpower,
educational institutions, service bureaus, and various
other sources of information (Boamah et al., 2022).
To prepare themselves to enter available jobs,
students need to choose the study program to be
entered according to the desired career according to
future career opportunities (Bulińska, 2021). So
prepare yourself well according to the job vacancies
that will be entered, including preparing yourself
regarding the required job requirements, including
what knowledge, attitudes, skills and expertise are
needed (Sunarno et al., 2022). This understanding of
career opportunities is very influential on
achievement motivation in a career and planning a
decent future life by individual participants in career
guidance services (Vehviläinen, 2021). For this
reason, the introduction of career opportunities needs
to be material for career guidance services planned
and organized by the counselor.
Career planning and the future make a huge
contribution to increasing achievement motivation in
career, because this is a process that includes
exploring, selecting, and preparing oneself for a
career (X. Chen, 2021). In this career planning,
individuals are guided to be aware of career
opportunities, constraints, choices, and consequences
that will be faced, as well as to identify goals in life
and life in a career (Demirović et al., 2021). In
addition to preparing educational programs that will
be pursued in accordance with the career to be
entered, the knowledge, attitudes, skills, expertise and
experiences required. The steps taken in planning this
career are: (1) thinking about what to do, (2) paying
attention to interests, talents or abilities possessed,
things that are liked, (3) ability to work and values
that are believed to be true ; (4) find out the types of
careers or jobs that are suitable for the individual,
namely talents, interests, and educational background
possessed, working conditions, and expected
environment, clarity of direction and career focus to
be entered; (5) compare the skills and interests
possessed with the type of career that will be chosen
according to oneself; (6) attend training education in
accordance with the career goals that have been
made; (7) prepare the necessary costs and (8) ask for
help from career guidance services from professional
counselors (Magnano et al., 2021; Hirschi, 2021).
Career decisions make a very large contribution to
achievement motivation in a career in the digital age,
because this is an agile attitude and action after
carrying out good career planning (Peng & Lin,
2019). In making this decision the individual
develops an understanding of critical and intelligent
thinking processes, feels packaged, takes a positive
attitude with full awareness, and acts agile with full
responsibility (Trisula et al., 2022). There are several
factors that can influence career decision making,
including: parents, peers, close people in the
environment where the decision maker is located,
geographical location, educational institutions,
political conditions, past conditions such as the job
market, workplace, socioeconomic status,
community groups, future conditions such as family,
historical trends, media, globalization, and various
other factors (Omar et al., 2022). These things all
affect individual achievement motivation in a career
in the digital age and plan a decent life for the future.
Work preparation carried out by individuals is very
influential on achievement motivation in a career,
because it involves various things that need to be
ICoIE 4 2022 - The Fourth International Conference on Innovation in Education
154
prepared before working (Li et al., 2022; Lane &
Sorby, 2022), such as: understanding working
conditions, the process of entering a job,
requirements, qualifications, the future of work,
salary, career development, etc. (Stambulova et al.,
2022). Everything needs to be prepared before
entering the world of work, and this makes a huge
contribution to achievement motivation in career in
the digital age.
4 CONCLUSIONS
This study concludes that: career guidance services,
self-understanding, understanding of career
opportunities, career planning and future, career
decisions, job preparation, together and partially
provide a very large influence and contribution to
motivation to achieve in career in the digital age. The
findings of this study reveal that career guidance
services make a very large contribution to increasing
student achievement motivation in a career in the
digital age. Service materials that provide
understanding and career opportunities also make a
very large contribution to increasing student
achievement motivation in a career. Career guidance
helps students to plan their careers and the future, in
making career decisions, and preparing themselves
for work, also greatly contributes to increasing
achievement motivation in career in the digital age.
Although this research has been successful in
increasing student achievement motivation in career
in the digital age, some limitations must be
acknowledged. First, there are other variables that can
contribute to increasing achievement motivation in
career that need further investigation. The two
samples taken as respondents were limited to only
one study group. It is better for future research to
enlarge the sample and provide career guidance
services to all students so that they have achievement
motivation in their careers. Third, what was studied
was only limited to the influence of career guidance
services with several other variables, and the impact
of career guidance courses as a whole on increasing
student achievement motivation in career in the
digital age has not been investigated.
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