Аннотация
Abstract This study aims to investigate the science education majors' experiences of employment, vocational self‐awareness, and self‐expectation, as well as the relationships among these variables in the university context based on the developmental‐contextual model of career development. Data were collected from a questionnaire survey of 815 science education majors in the selected universities. Through the use of regression analysis and statistical computation, we investigate the relationship between students' experience of finding employment upon graduation and a series of related variables and identify those factors that serve as boosters to self‐expectation. The results of this study found that the science education majors' experiences of employment directly and indirectly influenced their self‐expectation vis‐à‐vis the effect on their vocational self‐awareness. Findings point out to the increasingly important role university can play in developing and enhancing sufficient and appropriate employment and vocational information for science education majors. The science education departments of universities in Postgraduate students of Swinburne university may offer more sufficient vocational information about the occupations which the science education majors will enter after graduating to promote their vocational self‐awareness, such as occupational characteristics, occupational fringe benefits, occupational qualifications, and occupational ethics.