This study tested the effectiveness of a program for parents to help their adolescent children in career planning. In a pretest-posttest control group design involving 20 families in the experimental group and 20 families as a wait-listed control group, a multivariate analysis of variance (MANOVA) was used to test improvement on five variables concerned with parent-child relations and career development. The MANOVA yielded a significant effect for groups over time, 7^(5, 16) = 9.38, p < .01. Using an analysis of variance (ANOVA) with repeated measures, four of five univariate tests were also significant. In addition, all parents and six adolescents were interviewed after the program to gain a qualitative assessment of program effectiveness. Interview data tended to support the varied degrees of improvement that the adolescents showed on the quantitative measures. It was concluded that parents can function effectively in fostering the career development of their children, when provided with a structured program that they can follow.
This study tested the effectiveness of a program for parents to help their adolescent sons and daughters develop a greater sense of agency regarding a career. In a pretest-posttest control group design involving 39 families in the experimental group and 25 families in a wait-listed control group, a multivariate analysis of variance (MANOVA) with repeated measures was used to test improvement on 6 variables concerned with career and a sense of agency. The MANOVA yielded a significant effect for groups over time. Analysis of variance with repeated measures showed that 4 of 6 univariate tests were also significant. Through career planning with a parent, adolescents in Grade 12 showed greater career certainty, less indecision, more career salience, and stronger ego identity.
This paper studies the difference between deciders' uses of supplied and elicited considerations within the context of career evaluation. Twenty first-year students rated 10 elicited career alternatives on 5 supplied constructs (e.g., demanding/relaxed) and 5 personal constructs. Next, students indicated their preferences between alternatives, when presented with 25 pairs of careers. Reaction times were recorded. The results indicated that personal constructs were more interrelated and more evaluatively compatible than supplied constructs. These structural attributes of constructs also correlated significantly with indecisiveness or reaction time. It was concluded that deciders were more coherent in using personal rather than supplied constructs.
This study investigated the extent to which the explicitly stated importance of career values agrees with their implicit importance in high school students' ranking of occupational alternatives. A sample of 353 high school seniors rated 10 individually selected occupational alternatives on 10 individually selected career values. Values were ranked according to explicit importance in making a decision and according to agreement with overall preference ordering of occupations. It was found that explicit importance agreed very weakly with implicit importance in ranking occupations. & Dilley, 1974) and programs (Gelatt, Varenhorst, & Carey, 1972) rest partially upon an assessment of the values a decider wishes to realize in a career. For example, given considerations such as salary and interest, which is more important? If there was a conflict between the two, on which should the person place priority? Less dramatic, but still crucial, if there was an opportunity to increase salary slightly with a slight decrease in work interest (or vice versa), should one do so? In resolving conflict, appraising differences in occupations, and estimating overall occupational utilities, a well-established set of priorities is essential. Although authors vary considerably in their attention to value priorities, it seems to be a more-orless explicit objective of most decision models and programs. Probably the most explicit treatment of values and priorities can be found in Katz (1966) and Katz, Norris, and Pears (1978). In Katz's model, which has been developed into a computerassisted program (System of Interactive Guidance and Information, Katz, 1973), values are identified and weighted numeri-This study was supported by a grant from the Social Science and Humanities Research Council of Canada. Rational career decision models (JepsenI would like to express my appreciation to Wayne MacCulloch for his coordination of the program at Burnaby South Senior Secondary.Requests for reprints should be sent to Larry Cochran,
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