THE EFFECTS OF GUIDANCE ACTIVITIES BASED ON NOE’S STRATEGIC SELF DEVELOPMENT APPROACH ON THE CAREER GOAL SETTING OF UPPER PRIMARY SCHOOL STUDENTS IN A PRIVATE TUTORIAL SCHOOL IN NONTHABURI PROVINCE
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Career goal setting from an early age is an important foundation for developing motivation, positive attitudes, and purposeful learning in the 21st century. This research aimed to compare the career goal-setting ability of upper primary school students before and after participating in guidance activities based on Noe’s Strategic Self-Development concept. The study employed a quasi-experimental research design using a one-group pretest-posttest design. The target group consisted of eight upper primary school students from a tutoring school in Nonthaburi Province during the second semester of the 2025 academic year. They were selected through purposive sampling based on their scores from the career goal-setting scale. The research instruments consisted of: ten sessions of guidance activities based on Noe’s Strategic Self-Development concept, each lasting 50 minutes; a career goal setting scale with a reliability coefficient of .94; and a questionnaire on students’ opinions toward the guidance activities. The data were analyzed using mean, standard deviation, paired-samples t-test, and relative gain score. The research findings revealed that the target students’ career goal-setting scores after participating in the guidance activities were significantly higher than before the activities at the .01 level, t(7) = 16.58, p < .001. The mean score increased from 2.33, which was at a relatively low level, to 4.72, which was at a high level, with an average relative gain score of 89.08%. In addition, the students’ overall opinions toward the guidance activities were at the highest level, with a mean score of 4.87. It can be concluded that the guidance activities based on Noe’s Strategic Self-Development concept effectively enhanced students’ career goal setting and helped transform their career goals into clear action plans appropriate to the context of upper primary school learners
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References
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