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

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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148

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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150

Table 1: Model Summary.

Model R R Square Adjusted R Square

Std. Error of the

Estimate

1 ,992

,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

Model Sum of Squares df Mean Square F Sig.

1 Regression 41,579 6 6,930 137,331 ,000

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

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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