This study aimed to examine the influence of career outcome expectations and career interest (RIASEC) on

career readiness among Form Four secondary school students (N = 462) in Johor, Malaysia. A set of

positive effects. These findings underscore the importance of strengthening school-based career guidance and

targeted interventions, while noting that the convenience sampling and cross-sectional design limit the

generalizability of the results.

Keywords: career readiness, career interest, RIASEC, career outcome expectations, secondary school

Careers play a significant role in human well-being by providing purpose, self-worth, financial stability, social

connection and overall life satisfaction (Chang et al., 2023; Hamzah et al., 2022; Vieira et al., 2021). While

career readiness has been widely examined among graduates and individuals entering the workforce, its

importance among secondary school students has received less attention, as studies on this group often prioritise

academic outcomes(Chen et al., 2021; Wang et al., 2024; Yousef, 2024).

technological shifts in today’s labour market, preparing adolescents with such competencies has become vital

(Shaari et al., 2024; Zhao et al., 2021).

Global studies show that career readiness among adolescents remains inconsistent. For example, The

Organisation for Economic Co-operation and Development (OECD) report revealed that in 15 of 19 longitudinal

studies, students who engaged in career planning during adolescence secured better future careers (OECD,

2024). Yet, many 15–16 year olds failed to state their potential job at age 30, signalling weak career planning.

Similarly, research in Australia found that 59% of students aged 15–18 were unsure about their career choice

(Gleeson & Walsh, 2023), while in Armenia, schools responded by implementing a structured 15 week career

planning module (European Training Foundation, 2022). Collectively, these findings suggest that many

adolescents remain uncertain about their future careers, underscoring the importance of embedding career

employability.

In Malaysia, most studies on career readiness have concentrated on university students and vocational college

graduates (Mahmud, 2017; Musa & Mat Rashid, 2020; Yeop Kamarudin & Mohd Kosnin, 2022), leaving

adolescents at the secondary school level relatively underexplored. In addition, previous Malaysian studies have

tended to focus on fragmented aspects of career readiness such as career exploration (Nor Hazwani Halim &

Sahid, 2020; Rong et al., 2024) and career choice (Abd. Karim & Mohd Rasdi, 2021; Ashari et al., 2019; Wong

et al., 2023).

This study addresses this gap by examining career readiness among secondary school students within the

Malaysian context, specifically in Johor, a rapidly developing industrial state (Amar et al., 2023). This is

concerning given that Johor faces pressing issues related to adolescent employability. Abu Rahim et al. (2023)

In line with this, Fajaryati et al. (2020) asserted that possessing essential skills and knowledge that align with

local market demands will help residents contribute significantly to economic progression. The long-term

implications of weak readiness are further supported by a study in Malaysia by Abu Rahim et al. (2023), which

found that youth without tertiary education face significant challenges in securing jobs that match their skills

and qualifications, even 100 months after completing secondary school. Consequently, their likelihood of being

hired is less than 20%. The study also showed that students with early career readiness recognise the value of

tertiary education in securing better employment, higher salaries and job satisfaction.

This study therefore aims to investigate the combined influence of career outcome expectations and RIASEC

career interests on the overall career readiness of Form Four students in Johor. In doing so, it contributes new

insights into adolescent career development and informs targeted interventions to prepare Malaysian youth for

Career interest refers to tendencies toward specific career characteristics (Pham et al., 2024) and plays an

important role in career development (Lent & Brown, 2006). Holland et al. (1973) stated that career interest is

expressed through personality traits related to occupation, hobbies and certain activities. These personality traits

are categorised into six types known as RIASEC (Realistic, Investigative, Artistic, Social, Enterprising,

Conventional). Each category is described as follows:

1. Realistic: Occupations involving practical and physical activities (e.g. mechanic, carpenter, pilot and

athlete)

2. Investigative: Occupations involving skills in mathematics and science, data analysis and exploration

activities (e.g. data analyst, psychologist, researcher and scientist)

3. Artistic: Occupations involving creative activities, self-expression and imagination (e.g. dancer, architect,

persuade (e.g. entrepreneur, lawyer, financial adviser and sales executive)

Past research has consistently demonstrated a significant link between career interests and aspects of career

readiness. For instance, Ajayi et al. (2023) in a study of 204 Grade 12 students in South Africa, found that

Enterprising (β = .251, p = .003), Social (β = .123, p = .045), and Artistic (β = .170, p = .006) interests positively

influenced career decision-making, with the overall model explaining 42.1% of the variance (Adjusted R² =

across 50 occupational groups, showed that all six RIASEC themes significantly predicted occupational group

membership, with Wilks’s λ values ranging from .775 to .886 (all p < .00005). Multivariate analysis explained

approximately 65% of the variance (Wilks’s λ = .35) and achieved hit rates of 10–11%, nearly five times greater

than chance. Similarly, in a longitudinal validity study by Hansen and Dik (2005) with 241 university alumni

found strong evidence for the 12-year predictive validity of the Strong Interest Inventory, an instrument grounded

in Holland's RIASEC themes. The results showed that 58% of participants' eventual occupations aligned with

their initial interest assessments, a rate significantly higher than the 26% expected by chance. This predictive hit

rate was more than double the chance expectation rate of 26%, a statistically significant difference (p < .001).

Taken together, these studies demonstrate that RIASEC interests influence both immediate career decision-

making and long-term occupational choice, underscoring their pivotal role in shaping career readiness across

While career interests shape the domains toward which students are drawn, career outcome expectations

influence how they evaluate the potential consequences of pursuing those domains. According to Bandura

(1977), outcome expectations together with self-efficacy shape human behavior. Bandura (1986) further stated

et al., 2024).

Previous studies have confirmed the association between career outcome expectations and aspects of career

readiness. A study by Qotimah and Wardani (2022) on 151 university students in Syaria Accounting in Indonesia

found that career outcome expectations have a significant influence on career choice, (β = 0.374, p <.000).

Another study by Caesarani et al. (2021) on 505 undergraduate students and professional dental students in

Indonesia, revealed that career outcome expectations have a significant direct effect on career exploration,

β=0.151 (p<.006). Wong et al. (2023) study on 318 public and private university students in Malaysia also found

that career outcome expectations have a strong effect on career choice (β = 0.564, p <.01). These findings

substantiate the significant impact of career outcome expectations on career readiness.

predicting adolescents’ career readiness remains underexplored, particularly in Johor, where early workforce

entry and skill mismatches underscore the need for a more holistic understanding.

Based on the above literature review and identified research gaps, the following hypotheses are proposed:

H2: Investigative career interest has a significant positive effect on career readiness.

H3: Artistic career interest has a significant positive effect on career readiness.

H4: Social career interest has a significant positive effect on career readiness.

H5: Enterprising career interest has a significant positive effect on career readiness.

H6: Conventional career interest has a significant positive effect on career readiness.

H7: Career outcome expectations have a significant positive effect on career readiness.

to handle the process. The data were collected from 14 to 20 January 2025 during the last week of the 2024/2025

confidence, hence creating self-awareness of future careers.

Second, career exploration is not limited to students alone. Parents, teachers and school counsellors play

significant roles by providing students with appropriate support for career awareness (Mohd Norli & Abu Bakar,

2024). The long-term implication of understanding the demands of future market job that align with career

interest enhances early awareness on relevant skills and knowledge needed to ensure employability (Yusran et

al., 2021).

their ongoing phase of career exploration and decision-making. While this indicates some preparedness, the

findings highlight the need for continuous support from parents, teachers, and school counsellors to strengthen

students’ career awareness and equip them with the skills required for future employability.

Shougee (2024), emphasised that awareness of job earnings is essential for high school students, as it allows

in the context of uncertain economic progress, helping students strive for secure futures.

Beyond career awareness, the provision of additional support through relevant skills and knowledge is equally

critical. The World Economic Forum (2025) projected that by 2030, demand for skills in artificial intelligence

(AI) and big data will rise by up to 97%, while the need for adaptability skills will increase by 78%. With

traditional roles being reshaped by automation and restructuring, lifelong learning and adaptability become

essential. Idris and Bacotang (2023) further noted that combining human-centred solutions with advanced

technologies enables students to better navigate diverse work environments.

Career counselling also plays a vital role in guiding students toward meaningful career pathways. Kurniawati et

al. (2023) found that counselling helps students identify career preferences, develop career identities, and achieve

better career well-being. Similarly, Puebla (2022) argued that poor career choices among adolescents often result

essential to help students develop clearer career preferences and better align with future workforce demands.

Adolescence is a phase when students are determining and exploring their identity. According to Branje et al.

(2021), before adopting a possible identity, adolescents consider their childhood identifications, such as hobbies,

interests and values as these former identifications shape their career choices. During this process of exploration,

developed career identity not only strengthens career outcome expectations but also provides economic benefits

and personal fulfillment.

In conclusion, most students demonstrated moderate levels of career outcome expectations, reflecting a balanced

outlook toward their future careers. This suggests that while they are in the process of exploring and shaping

their identities, their expectations are grounded in self-understanding and developing abilities. Strengthening

expectations that can support long-term personal and professional growth.

Table 4 presents the multiple regression results for predictors of career readiness. This analysis also serves as the

hypothesis testing by identifying which factors significantly influence students’ preparedness for future career

pathways. Regression assumptions were met, with residuals showing approximate normality and no evidence of

severe multicollinearity (all VIF values < 5) (Hair et al., 2021; Mishra et al., 2019).

The regression model was significant, R = .547, R² = .299, adjusted R² = .289, F (7, 454) = 27.67, p < .05,

indicating that career outcome expectations and career interests together explained 29.9% of the variance in

efficacy, galvanises individuals to pursue particular careers. Consistent with this, Lent et al. (1994) in Social

Cognitive Career Theory asserted that when individuals believe in what they can achieve and expect from their

career choice, outcome expectations drive actions through interest. This process influences readiness toward

career choice, as those who expect positive outcomes (e.g. career satisfaction, achievement), will be motivated

to participate in activities that enhance career readiness (Pratiwi et al., 2020).

Furthermore, both Investigative (β = .126, p < .05) and Conventional (β = .109, p < .05) significantly predicted

career readiness, thereby supporting H2 and H6. In contrast, the remaining four dimensions, Realistic, Artistic,

Social and Enterprising were not significant predictors, and thus H1, H3, H4, and H5 were not supported. These

results contradict Ajayi et al. (2023), who found that Enterprising, Social and Artistic interests positively

influenced career decision-making among South African students. They also differ from Donnay and Borgen

dimensions, particularly Investigative and Conventional, appear to translate into overall career readiness within

the present context. The significant contribution of Investigative and Conventional interests suggests that

strengthening their career readiness. As Jones et al. (2021) noted, individuals with specific career interests

directly contribute to heightened career readiness.

In conclusion, the regression analysis demonstrates that career outcome expectations are the strongest predictor

of career readiness, while Investigative and Conventional career interests also play significant roles. These

developing specific career interests to strengthen their preparedness for future educational and occupational

pathways.

This study demonstrated that Form Four students in Johor largely exhibit a moderate level of career readiness,

with career outcome expectations emerging as the strongest predictor, followed by Investigative and

Conventional career interests. These results underscore the importance of nurturing positive career aspirations

and aligning students’ interests with realistic opportunities in Malaysia’s evolving educational and labour

landscape.

At the same time, the non-significant effects of Realistic, Artistic, Social and Enterprising interests point to

while meaningful, are specific to Johor’s socioeconomic context and may not fully represent other regions.

Future research should therefore employ longitudinal and mixed-methods designs, extend to diverse geographic

and socioeconomic settings and incorporate additional psychosocial and environmental predictors such as career

self-efficacy, parental support, teacher expectations and socioeconomic background. In particular, this study did

not distinguish between STEM-stream and non-STEM students. Given Malaysia’s national emphasis on building

students, who may face distinct challenges in aligning their interests and outcome expectations with science and

technology-based career pathways. Such efforts will provide a more comprehensive understanding of adolescent

career readiness and strengthen evidence-based strategies for preparing Malaysian youth for an increasingly

technology-driven labour market.

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