Impact of Design Thinking Pedagogy on Career Decision-Making Self-Efficacy

140 college students participated in a quasi-experimental study comparing design thinking pedagogy to traditional teacher-centered methods. The dataset, authored by Yahong Cai and last updated in May 2026, contains quantitative scores from a career decision-making self-efficacy scale and qualitative interview data on perceived value. Results indicated the experimental pedagogy significantly improved self-efficacy through skill acquisition, emotional empowerment, and social identity.

Use Cases

• Analyzing the effect of pedagogical interventions on self-efficacy based on pre/post-test scores.
• Comparing outcomes between experimental and control groups based on the quasi-experimental design.
• Identifying themes in student-perceived value of career education based on qualitative interview data.
• Modeling the relationship between practical skill acquisition and career decision-making confidence based on the described constructs.

Strengths

• Dataset is based on a structured quasi-experimental design with 140 participants from two homogeneous groups.
• Employs a mixed-methods approach, combining quantitative scale data with qualitative interview data.
• Results were analyzed using independent samples t-tests, analysis of covariance, and thematic analysis.

Limitations

• The dataset is very small at 20.8 KB, indicating limited scope and sample size.
• Column-level documentation is absent; field semantics must be inferred after download.
• Row count is unknown, which may limit suitability assessment for some analyses.

Provenance

Source

figshare, author Yahong Cai.

Collection Method

Data collected via a career decision-making self-efficacy scale and semi-structured interviews from a quasi-experimental study.

Freshness

Last updated 2026-05-05 17:38:02; freshness should be verified.