The present study focuses on integrating design thinking into career guidance courses to test whether students’ career self-efficacy is increased by comparing the experiment group (by using design thinking method) and the general group (by using traditional teacher-centered method). The basic theoretic framework is Bandura’s self-efficacy theory (Bandura, 1977). Students will achieve career self-efficacy after experiencing repeatedly success (Bandura, 1977) in the career activities through design thinking method. Then students will have more confidence to make more appropriate career choices in their employment environment.
This study used AMOS and path analysis to analyze a just-identified model. The model included five endogenous variables as well as six exogenous variables to control for age, sex and GPA. The data met all statistical assumptions of path modeling. In sum, all the five paths between design thinking and the other five endogenous variables were significant positive (p \u3c.001), which indicates that using the design thinking method to teach students’ career courses can improve students’ goal selection, problem solving, occupational information, planning, and self-appraisal scores
