JDA Jurnal Dinamika Akuntansi

Vol. 12, No. 2, September 2020, pp. 100-113

p-ISSN 2085-4277 | e-ISSN 2502-6224
http://journal.unnes.ac.id/nju/index.php/jda

Factors Affecting Accounting Students In Choosing Accounting Career Path

Dewi Liany1 and Surya Raharja 2

Accounting Department, Faculty of Economics and Business, Diponegoro University

Jl. Prof. Soedharto SH Tembalang, Semarang 50239

DOI: http://dx.doi.org/10.15294/jda.v12i2.24169

Submitted: April 26th 2020 Revised: August 18th 2020 Accepted: September 1st 2020 Published: September 26th 2020

Abstract
This study aims to empirically examine factors that influence accounting students in choosing their
career path. The samples were 181 students from six biggest universities in Semarang, Indonesia.
In this study, data were collected using questionnaire survey and analyzed using multiple linear
regression. The results of this study indicate that intrinsic motivation, extrinsic motivation, career
exposure, and social values influence the career paths accounting student. While third parties posi-
tively influence accounting students in determining career path but it is not statistically significant.
These findings may help us to understand how to improve career path among accounting students

Keywords: career path, intrinsic motivation, extrinsic motivation, influence of third parties, career
exposure, social values

How to cite (APA 6th Style)

Raharja, S., & Liany, D. (2020). Factors Affecting Accounting Students In Choosing Account-
ing Career Path. Jurnal Dinamika Akuntansi, 12(2). 100-113 doi:https://doi.org/10.15294/jda.
v12i2.24169

INTRODUCTION
Accountant is considered a very promising career in the future, with very good prospects
and various opportunities in the business sector. The development of various business sectors
has an impact on the increasing employment offered for accounting career paths. However,
in Indonesia the number of professional accountants is relatively minimal compared to other
ASEAN countries.
According to Institute of Indonesia Chartered Accountants (IAI) out of 589 universities in
Indonesia there were 265,000 more active accounting students (Ikatan Akuntan Indonesia, 2016).
In addition, Indonesia ranked first in graduate number among all ASEAN countries with 45%
contribution from 77,330 ASEAN accounting student graduates. In other words, there are 35,000
people per year who are graduates of accounting students in Indonesia (World Bank, 2014).
Of course this number shows that Indonesia has a great opportunity to become the country
with the strongest accounting profession in the region. However, of this number there are only
24,000 graduates of accounting students who are registered as professional accountants in the
professional organization of the Indonesian Institute of Chartered Accountants (IAI). Therefore,
Indonesia certainly needs a good strategy so that Indonesian professional accountants excel in
the region.
Regarding free labor movement in ASEAN Economic Community, registered accountants
can now work in ASEAN countries. This condition is certainly an opportunity for accountants in
author ()
E-mail: suryaraharja@lecturer.undip.ac.id
Indonesia, given the very large accountant services market. On the other hand, this also becomes
a challenge for Indonesian accountants to compete with accountants from other countries.
Therefore, accountants in Indonesia must prepare themselves as well as possible by improving
the quality.
To improve the quality of accountants, one of them is through education in tertiary institutions,
because through tertiary institutions it can produce excellence graduates who are ready to be placed in
professional works. In this sense, accounting students are required to understand and plan their career
path. Career path is a job position held by an individual for a lifetime (Joseph et al. 2012). It involves
planning and career strategies to achieve particular life-time job position. There are various categories in
the field of accounting that students can choose for their career paths such as public accountants, educator
accountants, corporate accountants and government accountants (Wijayanti, 2001). Students are free to
determine what career paths they will take later. As a result, student needs to consider various important
aspects regarding his career choice.
This study aims to examine factors that influence accounting students in choosing their career
path. Previous studies have highlighted various factors that influence their career paths such as intrinsic
motivation (Ng et al., 2017), extrinsic motivation (Odia and Ogiedu 2013; Porter and Woolley, 2014;
Thing and Jalaludin, 2018), influence of third parties (Effendy et al., 2017), career exposure (Ghani and
Said, 2009), and social values (Wijayanti, 2001; Trihutama, 2014). These previous studies have reported
various results regarding the drivers for student career path. In this regard, theoretical framework is
needed for these mixed results. Among the studies, Ng et al., 2017 used Social Cognitive Career Theory,
meanwhile Thing and Jalaludin (2018) employed social cognitive theory. This study uses Social Cognitive
Career Theory as it is extension of social cognitive theory to view career choice. It is revisited empirical
model from Ng et al. (2017) by adding variable social value, and tested for Indonesian context.
Social Cognitive Career Theory, also known as the SCCT, is employed as a theoretical lens to this
study. According to Schoenfeld et al. (2017) The theory is an extention of Social Cognitive Theory that
previously developed by Bandura in 1986. SCCT states that there are reciprocal relationships between
individuals, individual behavior and the environment which then contributes to the formation of academic
and career interests (Schoenfeld et al. 2017). Social cognitive career theory provides a comprehensive
framework that seeks to explain a dynamic process that leads to academic development and career choices.
The process of social cognitive career theory is influenced by various personal inputs, and environmental-
situational factors that are interrelated and change every time (Schoenfeld et al. 2017).
Furthermore, according to Schoenfeld et al. (2017) social cognitive career theory includes the
relationship between self-efficacy, outcome expectation, and goals. In social cognitive career perpective,
goal is defined as the determination to engage in certain activities including plans, aspirations or intentions.
While Self-efficacy is a belief and thought about one’s ability to achieve the desired level of performance.
The stronger self-efficacy in a person, the more likely he achieves a better performance (Bandura cited
by Schoenfeld et al. 2017). The theory also views outcome expectation is formed as a result of individual
expectations about the consequences of their behavior (Vroom, cited by Schoenfeld et al. 2017). Therefore,
based on social cognitive career theory students who have confidence in their own abilities in the field
of accounting (self-efficacy) and expect the results of doing work in the field of accounting (outcome
expectation) will direct their goals to become an accountant. This study uses the dependent variable which
is the career path chosen by accounting students (Ng et al. 2017), while the independent variable consists
of intrinsic motivation, extrinsic motivation, influence of third parties, career exposure (Ng et al. 2017) and
social values (Wijayanti, 2001) which is expected to have a relationship with social cognitive career theory.
Intrinsic motivation is defined as something or activities that bring personal satisfaction done
by someone when he/she acts because of his own interests or challenges and is not influenced by
external factors such as reward, pressure or enforcement (Ryan and Deci, 2000). Previous research
conducted by Odia and Ogiedu (2013) shows that intrinsic motivation is an important factor for
accounting students. The findings prove that intrinsic motivation can positively influence the career
path of accounting students. Students choose accounting just because accounting is interesting. Ng
et al. (2017) found that personal factors including self interest and ability become major influential
factors for accounting students and their career paths in accounting. These factors intrinsically
motivate students to study accounting.
The influence of intrinsic motivation on accounting student career paths is identified in
social cognitive career theory in relation to self-efficacy factors towards career goals. Intrinsic
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101 Vol. 12, No. 2, September 2020, pp. 100-113
motivation arises from within a person because he feels attracted, having interests and knowledge,
also having abilities in something they like which then influences the behavior of individuals to
show his abilities. Therefore, based on self-efficacy, accounting students will be influenced by
their belief in their abilities and knowledge in accounting that will direct them to their goals
of becoming an accountant. The higher the influence of intrinsic motivation, the stronger in
achieving their goals of becoming accountants. Therefore, the first hypothesis in this study is as
follows:
H1= Intrinsic motivation has a positive effect on the career path of accounting students.
Extrinsic motivation can be described as a factor that influences individuals to perform tasks
that they dislike when they are attracted by external rewards (Thing and Jalaludin, 2018). Porter and
Woolley (2014) and Ng et al. (2017) found extrinsic motivation such as high salary and job availability,
have no significant relationship with the career path of accounting students. They concluded that the
effect of extrinsic motivation is weak compared to the effect of intrinsic motivation. On the contrary,
Odia and Ogiedu’s (2013) showed that work-related factors including high salaries and job prospects
influence the career path choices made by accounting students.
The influence of extrinsic motivation on accounting student career paths is identified in social
cognitive career theory in relation to outcome expectation towards career goals. Extrinsic motivation
comes from outside oneself which includes the physical environment such as real rewards or salary
and external characteristics include the availability of jobs and high prestige of being an accountant
who is believed to influence the behavior of accounting students in determining career path choices.
Therefore, based on the outcome expectation, accounting students believe that if they do work
as accountants, they will get high salaries, have high prestige and the availability of jobs for them
when they graduate, so that it will direct their goals to become an accountant. The higher students’
extrinsic motivation, the the stronger in achieving their goals of becoming accountants. Therefore, the
formulation of the second hypothesis in this study is as follows:
H2= Extrinsic motivation has a positive effect on the career path of accounting students.
Influence of third parties such as individuals or groups of people including family members,
friends, lecturers, career consultants, the public and the media. Several previous studies have
shown that the influence of third parties is one of the important factors influencing the career
path of accounting students (Ng et al. 2017). Previous research revealed that accounting students
are influenced by the guidance of parents, relatives, lecturers and friends when deciding on their
career paths (Porter and Wolley, 2014). According to Effendy et al. (2017) parents can influence
their children in determining their career path choices. However, research conducted by Hsiao
and Nova (2016) concluded that influence by third parties was less significant.
The influence of a third party on the accounting student career path is identified in social
cognitive career theory in relation to self-efficacy factors towards career goals. The third parties
are students’ social environment which includes family, friends, lecturers, career consultants,
the community and the media around accounting students. They influence the behavior of
accounting students in determining their career path choices. In determining the goals of
accounting students to become accountants can be influenced by plans, aspirations or intentions
of parents, friends, lecturers, career consultants, the community and the media. Regarding self-
efficacy, students who believe in their own abilities in the field of accounting and get support from
parents, friends, lecturers, career consultants, the public and the media to become an accountant
will be increasingly motivated to achieve their goals to become accountants. Therefore, the higher
the influence of third parties to the students, the the stronger in achieving their goals of becoming
accountants. Therefore, the the third hypothesis in this study is as follows:
H3= The third party has a positive effect on the career path of accounting students.
Career exposure refers to student exposure to career-related information. Career exposure
from professional accountants and universities has a positive relationship with the career path of
accounting students (Ng et al. 2017). In the field of accounting, the role of professional accountants is
Dewi Liany and Surya Raharja
Factors Affecting Accounting Students In Choosing Accounting Career Path 102
very immense in providing information on career development for accounting graduates (Ghani et al.
2008). The importance of this career information for every student to know the nature of the work of
accountants and the types of careers offered. If more career information is obtained by students, then
students can make better decisions in choosing their career path (Ghani and Said, 2009).
Research conducted by Ghani et al. (2008) showed that some of the students had gained some
form of exposure during their lectures. Career exposure is obtained from lecturers as well as through
career talks provided by professional accounting bodies and counseling sessions. Furthermore,
research conducted by Hutaibat (2012) shows that accounting students are more interested in
becoming financial accountants than management accountants, because the career exposures given
in financial accountant careers are more than the career accountants in management accountants at
universities. In addition, research by Sugahara and Boland (2006) and Ng et al. 2017 shows that career
exposure about careers related to accounting by professional accountant bodies influences the choice
of career paths for accounting students.
The influence of career exposure on accounting student career paths is identified in social
cognitive career theory in relation to self-efficacy factors towards career. Higher education holds
essential role in providing career exposure for their students. The university can collaborate with
a professional accountant body that will provide career exposure including information, seminars
and trainings within the university which are attended by accounting students, so that students will
have knowledge and abilities in the field of accounting which then shape student confidence in their
abilities and influence accounting student behavior in determining career path choices. Therefore,
students with good self-efficacy who have the support of a professional accountant body will have
confidence in their abilities and will direct them towards their goals of becoming an accountant. The
higher the influence of career exposure to students, the the stronger in achieving to reach their goals
of becoming accountants. Therefore, the fourth hypothesis in this study is as follows:
H4= Career exposure has a positive effect on the career path of accounting students.
Social values are factors that show a person’s ability to the community or a person’s value
is seen from the perspective of other people in the environment. Social values are considered
in choosing a profession (Stolle cited by Wijayanti, 2001). Wijayanti’s research (2001) revealed
that social value is something that students consider in choosing their career. In this study the
views of accounting students on these matters also differ according to which type of the chosen
career path. However, research conducted by Trihutama (2014) shows that social values do not
significantly influence the choice of career paths of students as public accountants or non-public
accountants.

Figure 1. The framework for this research.

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103 Vol. 12, No. 2, September 2020, pp. 100-113
 The influence of social values on accounting student career paths is identified in social
cognitive career theory in relation to outcome expectation factors toward career goals. Social
values include
​​ opportunities to interact and cooperate with others as well as opportunities to
carry out social activities and hobbies that will influence the behavior of accounting students in
determining career path choices. Based on the outcome expectation, accounting students believe
that if they do the work of becoming an accountant, they can interact and work together with
others and have the opportunity to do their social activities and hobbies, so that it will direct their
goals to become an accountant. Therefore, the higher the social values, the higher the decision
of students to reach their goals of becoming accountants. Therefore, the fifth hypothesis in this
study is as follows:
H5= Social values have a positive effect on the career path of accounting students.

METHODS
The population in this study were undergraduate students of Accounting at six universities
in Semarang, Indonesia. The respondents are accounting students in class of 2016 and 2017
from saveral biggest universities in Semarang City (Universitas Diponegoro, Universitas Negeri
Semarang, Universitas Katolik Soegijapranata, Universitas Dian Nuswantoro, Universitas Sultan
Agung, Universitas Semarang). According to Higher Education Database (PD Dikti) there are
total 3,072 students of Accounting 2016 and 2017 from these six universities. To obtain adequate
sample, the sample size is calculated using Slovin formula as follows (Umar, 2003):

N
n=
N (e) 2 + 1
Description:
n = Sample
N = Student population class of 2016 and 2017
e = Percentage of accuracy due to sampling errors.

The study uses a percentage of 10% leeway with a 90% accuracy rate.

3,072
n= = 96.8 ® 97
((3,072)10%)2 + 1
Based on the calculation above, it is known that the minimum number of samples for
this study is 97 accounting students in Semarang City. The questionnaire was distributed via the
Google form link by researchers to undergraduate students of Accounting 2016 and 2017 at six
universities in the city of Semarang (UNDIP, UNNES UNIKA, UDINUS, UNISSULA, USM).
Google form were used to make questionnaire easier conveyed to respondents. Thus respondents
were easier to answer the questionnaire, as well as saving time considering the study was conducted
at six universities in the city of Semarang.
The dependent variable in this study is the career path chosen by accounting students
by asking what they would do after graduating from universities. Meanwhile, the independent
variables are intrinsic motivation, extrinsic motivation, third party influence, career exposure
and social values. The variables in this study were measured using a 5-point Likert scale in which
the measurement for both the dependent variable and the independent variable can be seen in
Table 1.

Dewi Liany and Surya Raharja

Factors Affecting Accounting Students In Choosing Accounting Career Path 104
Table 1. Definition of Variable Operations
No Variable Definition Measurement
1 Career path Career path is a job po- Yusoff et al. 2011
sition held by an indi- I plan to continue my graduate studies in ac-
vidual for a lifetime (Jo- counting after I graduate
seph et al. 2012) I plan to take the accounting profession certifi-
cation
I have a specific choice to work in a professional
company in accounting
I understand the career options available to me
(for example, Assistant tax consultant, audit as-
sistant, and accountant assistant)
I really knew what I was going to do after gradu-
ating from college
2 Intrinsic Moti- Intrinsic motivation is Odia dan Ogiedu, 2013
vation defined as something or I like accounting
activities that bring per- Accounting is interesting
sonal satisfaction done I would enjoy being an accountant
by someone when he I am willing to spend a lot of time studying ac-
acts because of his own counting
interests or challenges I can do better in calculation
and is not influenced
by external factors such
as reward, pressure or
enforcement (Ryan and
Deci, 2000)
3 Extrinsic Mo- Extrinsic motivation Odia dan Ogiedu, 2013
tivation can be described as a I choose accounting course because there will be
factor that influences jobs available for me when I graduated
individuals to perform I choose accounting course because there will
tasks they dislike when always be a great job market demand for people
they are attracted by ex- like me
ternal rewards (Thing I can get high-paying job if I graduate with ac-
and Jalaludin, 2018). counting degree
Being an accountant has a lot of prestige
The accounting profession is well respected In-
fluence by third parties.
4 Influenced of Career choices can be Hutaibat, 2012 dan
Third Parties influenced of third par- Ghani et al. 2008
ties such as individu- My family and friends have high influence on
als or groups of people my career path decisions
including family mem- I am strongly influenced by the educators on my
bers, friends, lecturers choice of career path
and career consultants I am strongly influenced by the media on my
(Ng et al. 2017). choice of career path
I am strongly influenced by the public/society
on my choice of career path
I am strongly influenced by the career counselor
on my choice of career path

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Contined of Table 1. Definition of Variable Operations
5 Career Expo- Career exposure is in- Hutaibat, 2012
sure formation about future I am aware of the existence of professional bod-
careers available to stu- ies and qualifications for accounting students
dents. This information I am given real case studies at university
can be received from Seminars and workshops in accounting are pro-
third parties or through vided at universities
experience (Ng et al. There are plenty of job opportunities for ac-
2017). counting students
There is support from the professional bodies to
accounting students
6 Social Values Social values are shown Wijayanti, 2001
as factors that show a In my opinion, the career path of accounting
person’s ability to the provides more opportunities for social activi-
community or a per- ties.
son’s value is seen from In my opinion the career path of accounting
the perspective of other provides more opportunities to interact with
people in the environ- others.
ment. Social values are In my opinion, the accounting career path pro-
considered in choosing vides more opportunities for running a hobby.
a profession (Stolle cited In my opinion, the accounting career path pays
by Wijayanti, 2001). more attention to individual behavior at work.
In my opinion, the accounting career path pro-
vides more opportunities to work with experts
in other fields

This study uses multiple linear regression analysis. Regression analysis is used to test the
influence and direction of the relationship between two or more independent variables (X) with
the dependent variable (Y) (Ghozali, 2006). The regression model is expressed by the following
formula:
CP = α + β1 IM + β2 EM + β3 ITP + β4 CE+ β5 SV + e
Description:
CP = Career Path ITP = Third Party Influence
α = A constant CE = Career Exposure
β1, β2, β3, β 4,β 5 = Regression coefficient SV = Social Values
IM = Intrinsic Motivation e = Standard error
EM = Extrinsic Motivation
RESULTS AND DISCUSSION
The research questionnaire was collected as many as 181 respondents which is larger than 97
respondents as the required minimum sample. It consists of a number of undergraduate students in the
2016 and 2017 class year from six universities in the city of Semarang classified by gender, year level and
university.

Table 2. Respondents by Gender

Gender Frequency Percentage
Male 37 20,4%
Female 144 79,6%
Source: The Processed Primary Data (2019)

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Factors Affecting Accounting Students In Choosing Accounting Career Path 106
 Based on the above details, male respondents were 37 people or 20.4%, while female
respondents were 144 or 79.6% of the total respondents. In other words, there are more female
respondents than male respondents.

Table 3. Respondents by Year Level

Year Level Frequency Percentage
2016 107 59,1%
2017 74 40,9%
Source: The Processed Primary Data (2019)

Another characteristic is the year of the class of students where the most respondents are
undergraduate students of accounting 2016 with the number of respondents as many as 107 people
or 59.1%, while for undergraduate students of accounting 2017 with the number of respondents
as many as 74 people or 40, 9%.

Table 4. Respondents by University

University Frequency Percentage
UNDIP 58 32%
UNNES 22 12,2%
UDINUS 27 14,9%
UNISSULA 27 14,9%
UNIKA 21 11,6%
USM 26 14,4%
Source: The Processed Primary Data (2019)

In this study, UNDIP was in first place with 58 respondents or 32%, second was UDINUS
and UNISSULA with 27 respondents or 14.9%, third was USM with 26 respondents or 14.4%,
the fourth is occupied by UNNES with 22 respondents or 12.2% and the last is UNIKA with 21
respondents or 11.6%.
Table 5 shows the results of descriptive statistical analysis of each variable from 181
respondents. These variables include intrinsic motivation, extrinsic motivation, third party
influences, career exposures, social values and career paths. The intrinsic motivation variable
consists of 5 questions that are measured on a 5-point Likert scale. The actual range of respondents’
answers to the intrinsic motivation variable is 12-25 points with a standard deviation of 2.899
while the theoretical range is 5-25 points. The actual mean mean range is 19.98 where the value is
greater than the theoretical mean mean of 15, which means that the average respondent agrees to
each construct in the intrinsic motivational factor of the career path.

Table 5. Results of Descriptive Statistics Analysis

Theoretical Range Actual range Std.
Variable
Min Max Mean Min Max Mean Deviation
Intrinsic Motivation 5 25 15 12 25 19,98 2,899
Extrinsic Motivation 5 25 15 12 25 20,28 2,944
Influence of Third Parties 5 25 15 5 23 15,20 3,527
Career Exposure 5 25 15 12 25 20,09 2,452
Social Values 5 25 15 11 25 17,93 2,557
Career Path 5 25 15 8 25 18,06 3,149
Source: The Processed Primary Data (2019)

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 The extrinsic motivation variable consists of 5 questions which are measured on a 5-point
Likert scale. The actual range of respondents’ answers to extrinsic motivation is 12-25 points, with
a standard deviation of 2.944 while the theoretical range is 5-25 points. The actual mean mean
range is 20.28 where the value is greater than the theoretical mean mean of 15, which means that
the average respondent agrees to each construct in the extrinsic motivation factor.
Influence of third parties variable consists of 5 questions which are measured on a 5-point
Likert scale. The actual range of respondents’ answers to third party influences is 5-23 points, with
a standard deviation of 3.527 while the theoretical range is 5-25 points. The actual mean mean
range is 15.20 where the value is greater than the theoretical mean mean of 15, which means that
the average respondent is neutral with respect to each construct in the third party influence factor.
The career exposure variable consists of 5 questions that are measured on a 5-point Likert
scale. The actual range of respondents’ answers for career exposure is 12-25 points, with a standard
deviation of 2.452 while the theoretical range is 5-25 points. The mean value of the actual range
is 20.09 where the value is greater than the theoretical mean range of 15 which means that the
average respondent agrees to each construct in the career exposure factor.
The social values variable consists of 5 questions which are measured on a 5-point Likert
scale. The actual range of respondents’ answers to social values is 11-25 points, with a standard
deviation of 2.557 while the theoretical range is 5-25 points. The actual mean mean range is 17.93
where the value is greater than the theoretical mean mean of 15, which means that the average
respondent agrees to each construct in terms of social values.

Table 6. Normality Test Results

Kolmogorov-Smirnow
Statistic df Sig.
Unstandardized Residual 0,145 179 0,079
Source: The Processed Primary Data (2019)

As can be seen from table 6 above, the Kolmogorov-Smirnow value is 0.490 with a
significance at 0.970 which is greater than the 0.05 significance so that it can be said that the data
is normally distributed.

Table 7. Multicollinearity Test Results

Colinearity Statistic
Independent Variable Description
Tolerance VIF
Intrinsic Motivation 0,753 1,329 No Multicollinearity
Extrinsic Motivation 0,673 1,485 No Multicollinearity
Influence of Third Parties 0,951 1,051 No Multicollinearity
Career Exposure 0,620 1,613 No Multicollinearity
Social Values 0,764 1,308 No Multicollinearity
Source: The Processed Primary Data (2019)

Table 8. Glejser Test Results

Variable Sig. Description
Intrinsic Motivation 0,407 No Heteroscedasticity
Extrinsic Motivation 0,229 No Heteroscedasticity
Influence of Third Parties 0,533 No Heteroscedasticity
Career Exposure 0,859 No Heteroscedasticity
Social Values 0,213 No Heteroscedasticity
Source: The Processed Primary Data (2019)

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Factors Affecting Accounting Students In Choosing Accounting Career Path 108
 The multicollinearity test results are presented in Table 7, which shows that the variables of
intrinsic motivation, extrinsic motivation, influence of third parties, career exposures and social
values have tolerance values ≥ 0.10 and VIF values ≤ 10. So it can be said that all independent
variables do not occur multicollinearity.
Table 8 shows that the results of Sig. heteroscedasticity test on each independent variable
>0.05, so it can be concluded that all the research variables do not occur heteroscedasticity or free
of heteroscedasticity. Based on the results of the multiple linear regression analysis, the regression
model in the formula is as follows:
CP =-2,637+0,465(IM)+0,143(EM)+0,039(ITP)+0,262(CE)+0,173(SV)+0,10

Table 9. Determination Coefficient Test Results (R2)

Model Summaryb
Model R R Square Adjusted R Square Std. Error of the Estimate
1 ,709a ,503 ,488 2,253
a. Predictors: (Constant), Social Values, Influence of Third Parties , Extrinsic Motivation, Intrinsic Moti-
vation, Career Exposures
b. Dependent Variable: Jalur Karir
Source: The Processed Primary Data (2019)

Based on the R2 and adjusted R2 test results above shows that the value of adjusted R² is 0.488
(48.8%). This value implies that the independent variable intrinsic motivation, extrinsic motivation, the
influence of third parties, career exposure and social values affect the career path by 48.8%, while the
remaining 51.2% is influenced by other factors.

Table 10. Simultaneous Statistical Test Results (Test F)

ANOVAb
Model Sum of Squares df Mean Square F Sig.
1 Regression 897,342 5 179,468 35,364 ,000a
Residual 888,105 175 5,075
Total 1785,448 180
a. Predictors: (Constant), Social Values, Influence of Third Parties, Extrinsic Motivation, Intrin-
sic Motivation, Career Exposures
b. Dependent Variable: Career Path
Source: The Processed Primary Data (2019)

Table 10 shows that the F value of 35,364 with sig. 0,000 which is smaller than 0.050, so
it can be concluded that the independent variables of intrinsic motivation, extrinsic motivation,
influence of third parties, career exposures and social values together are able to influence the
career path of accounting students.

Table 11. Test Results of Significance of Individual Parameters (Statistical Test T) Coefficientsa
Variable B t Sig.
(Constant) -1,573 ,118
Intrinsic Motivation ,465 6,970 ,000
Extrinsic Motivation ,143 2,059 ,041
Influence of Third Parties ,039 ,805 ,422
Career Exposure ,262 3,013 ,003
Social Values ,173 2,300 ,023
Dependent Variable: Career Path
Source: The Processed Primary Data (2019)

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 Table 11 shows that the variables of intrinsic motivation, extrinsic motivation, career
exposure and social values have a significant value <0.05 so that the variables of intrinsic
motivation, extrinsic motivation, career exposure and social values affect the career path, while
for third-party influence variables have a significant value of 0.422> 0.05, so that third-party
variables do not affect the career path.
Intrinsic Motivation Have a Positive Effect on the Career Path of Accounting Students
The results of the first hypothesis (H1) show that the intrinsic motivation variable has
a coefficient of 0.465 with a significance value of 0.000 <0.05, then the first hypothesis (H1)
“Intrinsic motivation has a positive effect on the career path of accounting students”, accepted.
Hypothesis 1 test results mean that when the influence of intrinsic motivation is high,
the higher the level of decision making of accounting students towards their career paths. Most
students reflect that they chose accounting as their chosen career path because accounting is
attractive and they will be happy if they become an accountant. The results of this study are
consistent with research conducted by Ng et al. (2017) and Thing and Jalaludin (2018) the results
of the analysis show that intrinsic motivation influences the career path of students, where most
respondents choose accounting as their career path because they like to count and consider
accounting attractive.
The results of the study are also consistent with social cognitive career theory in the
presence of self-efficacy factors, and goals that are influenced by individual behavior. Intrinsic
motivation arises from within a person because they feel attracted, have interests and knowledge
and abilities in something they like which then influences the behavior of individuals to show their
abilities. Therefore, based on self-efficacy, accounting students will be influenced by their belief
in their abilities and knowledge in accounting that will direct them to their goals of becoming an
accountant. The higher the influence of intrinsic motivation, the higher the decision of students
to reach their goals of becoming accountants.

Extrinsic Motivation Have a Positive Effect on the Career Path of Accounting Students
The second hypothesis test result (H2) shows that the extrinsic motivation variable has
a coefficient of 0.143 with a significance value of 0.041 <0.05, then the second hypothesis (H2)
“Extrinsic motivation has a positive effect on the career path of accounting students”, accepted.
Hypothesis 2 test results mean that when the influence of extrinsic motivation is high,
the higher the level of decision making of accounting students towards their career paths. Most
students choose accounting as their profesion because they consider that there are jobs available
and a large labor market demand for graduates of accounting. The results of this study differ
from studies conducted by Ng et al. (2017) and Thing and Jalaludin (2018) show that extrinsic
motivation does not affect the career path of accounting students. The main reason for the
insignificant relationship between extrinsic motivation and career path is because accounting
students today prefer to pay attention to internal rewards and satisfaction rather than external
rewards such as salary and job enhancement. Not only that, accounting graduates do not really
consider salary and benefits in their career path decisions, because they know enough about the
average salary level for new accounting graduates who are considered low.
The results of the study are also in accordance with the theory of social cognitive career in
the presence of outcome expectation and goals factors that are influenced by individual behavior
and physical environment. Extrinsic motivation comes from outside oneself which includes the
physical environment such as real rewards or salary and external characteristics include the
availability of jobs and high prestige of being an accountant who is believed to influence the
behavior of accounting students in determining career path choices. Therefore, based on the
outcome expectation, accounting students believe that if they do work as an accountant, they
will get high salaries, have high prestige when becoming an accountant and the availability of
jobs for them when they graduate, so that it will direct their goals to become a accountant. The
higher extrinsic motivation, the higher the decision of students to reach their goals of becoming
Dewi Liany and Surya Raharja
Factors Affecting Accounting Students In Choosing Accounting Career Path 110
accountants.
Third Party Have a Positive Effect on the Career Path of Accounting Students
The results of the third hypothesis test (H3) indicate that the third-party influence variable
has a coefficient of 0.039 with a significance value of 0.422> 0.05. From Beta value (β), we can
see that Beta of H3 is positive, but statistically not significant at the level of 1%, 5%, 10%. So,
theoretically the hypothesis H3 is supported, but it is not statistically significant.
Hypothesis 3 test results mean that the lower the influence of a third party, the lower the
student determines his career path. This is because most students are only influenced by parents
and friends in determining their career path choices. While the influence of lecturers, community
career consultants and the media is low.
The results are consistent with research conducted by Ng et al. (2017) shows that the
majority of undergraduate students in Accounting are not affected by family, friends, lecturers,
career consultants, the community and the surrounding media in determining decision for their
career paths. However, Thing and Jalaludin (2018) found a significant negative relationship
between the two variables. The negative relationship found is believed to be because most of
today’s young people, including accounting students, opt for differences. They have their own
thoughts and desires about what they want and they don’t like getting too much influence from
others in making decisions like in deciding career paths. In addition, accounting is a very specific
career path in which not every one is knowledgeable for making career suggestion. However,
lectures and career consultants are expected to have significant influence on student’s career path.
A possible explanation for this may be the lack of adequate support from lecturer and career
consultant regarding career path in accounting. This implies that lecturer and career consultant
need to enhance their involvement in facilitating students to make decision of their career path.
Career Exposure Have a Positive Effect on the Career Path of Accounting Students
The fourth hypothesis test results (H4) career exposure variable has a coefficient of 0.262
with a significance value of 0.003 <0.05 then the fourth hypothesis (H4) “Career exposure has a
positive effect on the career path of accounting students”, accepted. Hypothesis 4 test results mean
that the more career exposures received by accounting students, the stronger the accounting
students will be in determining their career path. Most accounting students think that they
know of a professional accountant body and agree that there are supports from the professional
accountant body for them through seminars and trainings conducted at their universities.
The results are consistent with research conducted by Ng et al. (2017), students need enough
information about accounting career exposures to choose the career path they choose. However,
the research of Thing and Jalaludin (2018) is not significant to the career path of accounting
students because they might realize that sometimes the information they receive is different from
reality. This is because, usually informants try to provide positive information about careers in
accounting to accounting students in the hope they can join in that field.
The results of the study are also in accordance with social cognitive career theory in the
presence of self-efficacy factors, and goals that are influenced by individual behavior and social
environment. The social environment can include the university environment of accounting
students. The university will collaborate with a professional accountant body that will provide
career exposure including information, seminars and trainings within the university which are
attended by accounting students, so that students will have knowledge and abilities in the field
of accounting which then shape student confidence in their abilities and influence accounting
student behavior in determining career path choices. Therefore, based on self-efficacy students
who have the support of a professional accountant body will have confidence in their abilities
and will direct them towards their goals of becoming an accountant. The higher the influence of
career exposure, the higher the decision of students to reach their goals of becoming accountants.
Social Values Have a Positive Effect on the Career Path of Accounting Students
The results of the fifth hypothesis test (H5) variable social values ​have a coefficient of
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0.173 with a significance value of 0.023 <0.05, then the fifth hypothesis (H5) “Social values have a
positive effect on the career path of accounting students.”, Accepted.
Hypothesis 5 test results mean that the higher the influence of social values, the higher
the level of decision making of accounting students on their career paths. Most students agree
that the accounting career path will give them the opportunity to interact and work together
with experts in other fields. The results of this study are consistent with research conducted by
Wijayanti (2001) whose analysis shows that social values affect the career path of students, where
students who choose careers as public accountants and educator accountants assume that they
have more opportunities to interact with people other. However, Trihutama’s research (2014)
shows that social values have no effect on student career decision.
The results of the study are also in accordance with the theory of social cognitive career
in the presence of outcome expectation factors, and goals are influenced by individual behavior
and social environment. The social environment includes social values in the community that
are around accounting students, where the social values include opportunities to interact and
cooperate with others as well as opportunities to carry out social activities and hobbies that will
influence the behavior of accounting students in determining career path choices. Based on
the outcome expectation, accounting students believe that if they do the work of becoming an
accountant, they can interact and work together with others and have the opportunity to do their
social activities and hobbies, so that it will direct their goals to become an accountant. Therefore,
the higher the social values, the higher the decision of students to reach their goals of becoming
accountants.

CONCLUSIONS
This research aims to examine a number of factors that can influence career decision making
to accounting students. Social Cognitive Career Theory is employed as a theoretical lens to see
reciprocal relationships between individuals, individual behavior and the environment which
then contributes to the formation of academic and career interests. The results show that intrinsic
motivation, extrinsic motivation, career exposure and social values positively and significantly
affect Accounting undergraduate students in determining their career path choices. While third
parties positively influence Accounting students in determining career path choices but it is not
statistically significant. This indicates that Accounting students are not strongly influenced by
parents, friends, lecturers, career consultants, the public and the media in making career path
choices.
The findings have important implications for developing accounting stundents’ career
path. University can produce policies and procedures focusing on students’ extrinsic motivation,
career exposure, third party and particular social values. However, as the result is not statistical
significant, it is apparently lack of third party involvement in campuses. Thus it suggests more
involvement from the third party particularly from lecturers and career consultants who are
considered most knowledgeable in accounting career path comparing other third parties.
This study has several limitations. Adjusted R2 are 0.488 or 48.8% so this shows that there
is still a remaining 51.2% which is influenced by other factors beyond the factors used in this
study. In addition, this research sample uses a standard error of 10% instead of 5%, in this sense
the number of samples is less than the required number. Based on the limitations of this study,
the advice given for further research includes, for further research, it can consider adding other
variables that have the potential influence on the career path of accounting students and can add
more samples thus that the results are more robust.

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