An Experimental Study of a Role-playing Intervention on Self-Concept and Career Maturity in Children's Career Initiation

Abstract

Purpose: The study examines the effect of a role-playing intervention on the self-concept and career maturity of Chinese primary school students. The research issue is if a role-playing-based education paradigm improves students' self-concept and career maturity compared to conventional methods. Method: The study involved a sample of 112 children aged 10 to 12 years from a primary school in inland China, who were randomly assigned to either the experimental or control group. Adapted versions of the Chinese Career Maturity Questionnaire - Children (CCMQ-C) and the Chinese Self-Concept Scale - Children (CSCS-C) were used to assess self-concept and career maturity, respectively. ANOVA was used to analyze the data, with gender as a factor. Results: (1) The experimental group demonstrated significant improvements in both career maturity (t=-22.624, p<0.001) and self-concept (t=-12.973, p<0.05), while the positive effects of the intervention were sustained over time. (2) The experimental group, retested after one month, demonstrated a small but significant increase in career maturity (t=-2.383, p<0.05) and a significant elevation in self-concept (t=-12.57, p<0.05) compared to the pre-experimental test. In contrast, the control group did not experience significant changes in career maturity or self-concept after the same period. (3) Despite not being statistically significant (p>0.05), it was found that self-perception had a greater impact on women than on men, and this effect persisted even after one month. Conclusions: Role-playing was statistically significantly superior to traditional teaching methods in improving self-concept and career maturity, but gender was not affected.