CHAPTER II​

REVIEW OF RELATED LITERATURE

Related Literature

This chapter looks into theories, literature, and studies regarding the motivation of ABM
students to go the route of business career. Both intrinsic and extrinsic motivation inspire
students to choose that career path. However, it seems that further research into specific
motivational factors for MMFSL ABM students is necessary to better fit career guidance and
academic curricular.

These findings by Delim et al. (2022). It explores how pre-university entrepreneurship

education influences students' entrepreneurial intentions by developing key competencies and
mindsets. Early exposure to entrepreneurship education plays a crucial role in motivating ABM
students to pursue business careers, as it equips them with important skills like problem-solving
and innovation. This education fosters an entrepreneurial mindset, which is essential for students
to succeed in business. The research indicates that students who develop a positive
entrepreneurial mindset are more likely to feel confident in their abilities to overcome
business challenges, enhancing their motivation to pursue business careers. Moreover, the
study suggests that acquired competencies, such as critical thinking and creativity, strongly
influence students' career choices. A growth mindset, nurtured through entrepreneurship
education, increases the likelihood of ABM students pursuing business ventures. By
strengthening students' self-efficacy and business-related skills, pre-university entrepreneurship
education effectively motivates ABM students to engage in the business field. This research
underscores the importance of early entrepreneurship education in shaping the career motivations
of ABM students.

The research conducted by Giray and Quianzon (2023). It investigates the impact of
interest, self-efficacy, and environmental aspects on the career decision-making of adolescents.
These elements are very important for ABM students as they influence their desire to follow a
business career. The research highlights that a student's passion for business and their
confidence in their capacity to succeed and self-efficacy are vital factors influencing their
choice to pursue a career in business. Furthermore, the research emphasizes the impact of
environmental factors, including familial expectations and societal influences, on shaping career
decisions. For ABM students, a strong sense of self-efficacy can enhance their confidence in
business activities, strengthening their ambition to follow a career in business. Additionally, the
environmental factors highlighted in the research indicate that the career choices of ABM
students are not made independently but are frequently shaped by the perspectives and
expectations of their friends and family. The research aids in comprehending how these various
factors influence ABM students' drive to pursue a career in business.

The authors Nguyen and Dương (2022). They evaluate the elements that impact career
decisions among new graduates, particularly in the fields of business and economics. The study
highlights that personal interests, familial impact, job market prospects, and monetary benefits
are crucial elements influencing students' career choices. For ABM students aiming for a
business career, comparable motivations like a love for business, the pursuit of financial
security, and support from family or mentors can significantly impact their career choices.
The research emphasizes that students who view business careers as providing significant future
potential and advancement chances are more driven to chase them. Moreover, the study
discovered that a nurturing academic atmosphere and access to internships greatly influence
career decisions, providing students with hands-on experience and networking chances. ABM
students may also be affected by these aspects, as internships and practical experiences in the
business field can enhance their drive to follow a career in business. Job satisfaction and the
alignment of individual objectives with career opportunities were also identified as factors that
enhance long-term career dedication. Generally, the research highlights the significance of
internal interests and external influences in determining the career aspirations of students focused
on business.

The goal of the ABM strand is to equip students with essential skills in business,
accounting, and entrepreneurship. ABM learners are enthusiastic about starting their own
businesses or getting employed in different industries, however, most of them struggle to keep
pace with the dynamic nature of the business world. It has been shown that technology and
mobile phones enhance engagement and learning for students. There are also research studies
that show the effect of certain personality traits of the Big Five model on the academic
performance and entrepreneurial self-efficacy of ABM students. These traits include
conscientiousness and openness to experience which determine student performance. The one
constant in business is change, as such the ABM syllabus must change too, and it should
embrace the new technologies as well as the personal development requirements of the students.
An increase in behavioral flexibility can be facilitated by a curriculum that combines academic
with personal development and that would produce students who are better equipped to deal with
the challenges of the business world. Many students choose ABM because they see it as a
pathway to great careers or even starting their own companies. It's a field that feels full of
opportunity. (Magnaye, 2020).

The study by Raza et al. (2024) explores the significant role of career development
centers in empowering university students, enhancing their motivation and self-actualization.
These centers provide essential guidance and resources that help students identify their strengths,
career aspirations, and potential pathways, which can greatly influence their career decisions. For
ABM students, such centers are crucial in nurturing motivation and career clarity, offering
personalized advice and counseling aligned with their business interests. The research found that
students who actively engaged with career development centers showed a higher level of
self-confidence and careers. development centers also facilitated skill-building activities,
networking opportunities, and internships, which further enhanced ABM students' readiness for
the business world. Additionally, the study highlighted that students who participated in these
resources exhibited a clearer sense of career direction and a stronger commitment to
business-related career goals. The findings suggest that career development centers play a
critical role in helping students achieve self-actualization by aligning their skills and aspirations
with viable career paths. As a result, these centers are essential for motivating ABM students to
pursue business careers, equipping them with the tools and mindset to succeed.

The aim of this study is to identify the most common reason why university students
select international business careers at eight universities in Peru. Technically speaking,
motivation refers to what "moves" someone to take action. The sample for the study consists of
1242 international business students from leading universities in Peru. For this research, the
Academic Motivation Scale was utilized. This scale takes into account intrinsic motivation
factors, extrinsic motivation and amotivation. Consequently, the research shows that the students
want to achieve their goals and pursue business because it is aligned to their ambition, also
that they want to show to other people that they are capable of creating business opportunities. It
determines that the aspects of academic intrinsic motivations and extrinsic motivations are
positively associated with the decision to pursue an international business career. The key
relationship exists between extrinsic motivation with external regulation and the decision to
pursue an international commercial career, aiming to fulfill objectives like presenting a better
image to family and friends. The least important connection is between the intrinsic motivation
for engaging experiences and the selection of a career in international business. (Shirley et al.,
2020).

The study was carried out by Litynska et al. (2024) analyze the factors influencing
personnel motivation for career growth, highlighting the significance of both intrinsic and
extrinsic motivators. These findings are significant for ABM students starting a business
career, as their motivation is often shaped by personal interests and external influences.
The research indicates that personal goals, support from family, mentorship, and resource
availability all contribute to influencing a person's career progression. For ABM students, factors
such as academic achievement, career guidance, and networking opportunities are essential in
encouraging them to follow a career in business. The study emphasizes that career progression is
driven not just by financial rewards, but also by aligning career goals with individual values and
long-term objectives. In this scenario, ABM students motivated by a clear sense of direction and
goals are more likely to attain successful careers in the business field. Additionally, a supportive
learning environment that provides opportunities for internships and mentorship programs
enhances motivation and commitment to professions. The results show that to fully understand
what drives students in their career development, it's crucial to consider both internal and
external factors.

This study investigates the relationship among career calling, self-efficacy in

decision-making regarding careers, career motivation, and the extent of career decisions made by
university students. Their study showed that a career calling, which embodies a deep sense of
purpose in one's work, significantly influences students' motivation to pursue specific career
trajectories, such as those in business. For ABM students, this sense of direction can inspire their
decision to follow a career in business. Additionally, the study emphasizes the significance of
self-efficacy in career decision-making, relating to students' belief in their ability to make
informed and influential career decisions. Students' personal interest with high self-efficacy
showed increased motivation to follow business careers and made more confident career
decisions. The research also highlighted that career motivation directly affects decision-making,
with students who are more motivated likely to explore career opportunities and set clear
objectives for their futures.. The study found that these interconnected factors, career calling,
self-efficacy, and motivation are essential in helping students, such as ABM students, reach a
well-defined stage of career decision-making. Career development programs that encourage
these aspects are crucial in helping ABM students to make informed decisions about their
business careers. Kang and Park (2022).