## 5 Conclusions  
In this study, the LISREL model was utilized to analyze data from the preliminary fit criteria, the overall model fit, and the fit of internal structural of model. From the preliminary fit criteria, the career counseling presented a significantly positive correlation to vocational self-concept (0.833, \(p<0.01\)). The vocational self-concept also presented a significantly positive correlation to employment competencies (0.857, \(p<0.01\)) while career counseling also presented a significantly positive correlation to employment competencies (0.867, \(p<0.01\)). Therefore, the results of this study indicated that 1. Career counseling is significantly correlated to vocational self-concept in a positive way. 2. Vocational self-concept is significantly correlated to employment competencies in a positive way. 3. Career counseling is significantly correlated to employment competencies in a positive way. With the promotion by the educational system in Taiwan and the implementation of various tests, college students are allowed to understand themselves. Moreover, career planning has been included as a required course by the Ministry of Education so that students have a clearer understanding of their career development and they can be guided to make a correct career decision with the implementation of the course. For the discussion of future career direction, colleges are advised to hold speeches or \begin{table}
\begin{tabular}{c c c c} \hline \hline
**Evaluation Item** & **Parameter/Evaluation Criteria** & **Result** & \(t\) **Value** \\ \hline Internal & \begin{tabular}{c} Career counseling \(\rightarrow\) Vocational self-concept \\ \end{tabular} & 0.833 & 24.18 ** \\ \cline{2-4} goodness-of-fit & \begin{tabular}{c} Vocational self-concept \(\rightarrow\) Employment competencies \\ \end{tabular} & 0.857 & 27.62 ** \\ \cline{2-4}  & \begin{tabular}{c} Career counseling \(\rightarrow\) Employment competencies \\ \end{tabular} & 0.867 & 31.59 ** \\ \hline Research hypothesis & \
\begin{tabular}{c} Correlation \\ \end{tabular} &
\begin{tabular}{c} Empirical result \\ \end{tabular} & \(p\) & Value & Result \\ \hline Hypothesis 1 & + & 0.833 & \(p<0.01\) & Established \\ \hline Hypothesis 2 & + & 0.857 & \(p<0.01\) & Established \\ \hline Hypothesis 3 & + & 0.867 & \(p<0.01\) & Established \\ \hline \hline \end{tabular} Note: ** indicates \(p<0.01\).  
\end{table} 
Table 10: Results of internal goodness-of-fit analysis. \begin{table}
\begin{tabular}{c c c c} \hline \hline
**Evaluation Item** & \multicolumn{2}{c}{**Parameter/Evaluation Criteria**} & **Result** & \(t\) **Value** \\ \hline \multirow{6}{*}{\begin{tabular}{c} Preliminary \\ goodness-of-fit \\ \end{tabular} } & \multirow{3}{*}{\begin{tabular}{c} Career counseling \\ \end{tabular} } & Self-awareness & 0.759 & 11.35 ** \\ \cline{3-4}  & & \begin{tabular}{c} Discussion of future career direction \\ \end{tabular} & 0.763 & 11.82 ** \\ \cline{2-4}  & & Career planning & 0.748 & 10.68 ** \\ \cline{2-4}  & Vocational & \begin{tabular}{c} Clarity \\ \end{tabular} & 0.792 & 13.04 ** \\ \cline{2-4}  & self-concept & \
\begin{tabular}{c} Certainty \\ \end{tabular} & 0.786 & 12.69 ** \\ \cline{2-4}  & Employment &
\begin{tabular}{c} Characteristics and attitude \\ \end{tabular} & 0.804 & 14.27 ** \\ \cline{2-4}  & & Knowledge and skills & 0.811 & 14.96 ** \\ \cline{2-4}  & Career planning knowledge & 0.795 & 13.85 ** \\ \hline \hline \end{tabular} Note: ** indicates \(p<0.01\).  
\end{table} 
Table 9: Results of preliminary goodness-of-fit analysis. seminars in order to provide information of the industry so that students can be more familiar with the current trend of the job market and the development of the overall environment. This approach helps students before they enter the job market as they will have a clearer and more definite vocational self-concept. A work-study experience can help students learn and grow so that they gain different job experiences before entering the job market.