A comprehensive study on the development and enhancement of career planning competencies among Chinese university students through integrative group counselling interventions

Abstract

This study aims to develop and validate a comprehensive model of career planning competencies and assess the effectiveness of an integrative group counseling intervention in enhancing these competencies among Chinese university students. A mixed-method research design was employed in two phases. In Phase 1, a quantitative, cross-sectional survey of 400 students from Yunnan Arts University was conducted using a Career Planning Questionnaire measuring six dimensions: self-cognition, social cognition, career cognition, career decision-making, career planning, and career implementation. Structural Equation Modeling (SmartPLS) was used for model testing. In Phase 2, a quasi-experimental design involved 20 low-scoring students, who received 8–10 sessions of integrative group counseling. Data were analyzed using paired t-tests, independent t-tests, and repeated measures ANOVA. Results from Phase 1 confirmed the model’s validity and revealed strong interrelations among the six dimensions. Phase 2 findings demonstrated significant improvements in career planning competencies in the experimental group, sustained at follow-up, with large effect sizes. The paper provides a theoretical, empirical investigation of career planning development of Chinese university students in a six-dimensional model and a two-phase design with a combination of structural modeling with group counseling intervention. The results reveal that the model has very good predictive validity and that integrative counseling has long-term, unparalleled efficacy. The study emphasizes culturally appropriate, theory-based career guidance in college education to guide students on how to navigate the complex global labor market with clarity and confidence. This research contributes a culturally responsive and empirically validated model for career planning and introduces a structured counseling intervention suitable for Chinese higher education contexts. The study offers actionable insights for university counselors, educators, and policymakers aiming to enhance student career readiness through integrated psychological support.