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International Journal of New Developments in Education, 2024, 6(3); doi: 10.25236/IJNDE.2024.060310.

An Exploration of Career Values and Their Cultivation among Chinese College Students


Yan Li, Zhiwei Liu

Corresponding Author:
Yan Li

School of Education and Psychological Science, Sichuan University of Science and Engineering, Zigong, Sichuan, 643000, China


Career values serve to guide individuals’ occupational trajectories, yet research on the values shaping contemporary Chinese college students’ career development remains limited despite implications for supporting this population. This study surveyed 237 Chinese undergraduates from 17 provinces using the multidimensional Career Values Questionnaire for College Students to assess differences across areas like achievement, interests, ethics, and status. Results revealed students expressed highest concern for normative ethics and lowest for salary and prestige. Gender comparisons found females scored significantly higher on valuing status pursuit, perhaps reflective of sociocultural workplace barriers or pressures facing women. Rural students also outpaced urban students on ethics and benefits, congruent with previous national surveys. These findings underscore key areas where Chinese colleges can further enrich career guidance programming to nurture values congruent with national development directions. Comprehensive support across curricular, co-curricular, and early career domains can empower Chinese students to realize flourishing professional values aligned with human dignity and the common good. The present work helps pave an actionable path toward establishing values-driven vocational frameworks as part of holistic development within Chinese higher education contexts to promote graduates’ personal and societal thriving.


career values, college students, career development, Values Cultivation

Cite This Paper

Yan Li, Zhiwei Liu. An Exploration of Career Values and Their Cultivation among Chinese College Students. International Journal of New Developments in Education (2024), Vol. 6, Issue 3: 61-65. https://doi.org/10.25236/IJNDE.2024.060310.


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