湖北少数民族大学生职业支持导航与后续任务信心关系研究

Evaluating inclusive career support requires evidence about how students navigate and use educational opportunities. We examined whether baseline support navigation was associated with subsequent task confidence, alongside activity content and support needs, among participating ethnic minority university students in Hubei, China. A cross-sectional survey (N=520) provided initial associations; a separately recruited two-wave cohort contained 289 matched participants. In the focal analysis (n=275), perceived navigation was positively associated with follow-up self-reported task confidence after