A scale of educational-vocational undecidedness: A typological approach

Osipow, Samuel H.; Carney, Clarke G.; Barak, Azy

doi:10.1016/0001-8791(76)90081-6

Cited by 316 publications

(249 citation statements)

References 6 publications

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“…This possible explanation for our results finds some support in a research by Brisbin and Savickas (1994) wherein three of the most well-known evaluation scales of career indecision, the CDS (Osipow et al, 1976), the VIS (Holland et al, 1980), and the CDP (Jones, 1989), managed to discriminate the diffusion and moratorium statuses, with the first status showing a higher level of indecision, as expected. However, none of the scales managed to discriminate the foreclosure from the achieved identity status.…”

Section: Discussionsupporting

confidence: 85%

“…A possible explanation of these findings may lie in how career indecision was evaluated. Lopez (1989) and Penick and Jepsen (1992) used the Vocational Identity Scale (VIS; Holland, Daiger, & Power, 1980), while the other researchers used the Career Decision Scale (CDS; Osipow, Carney, & Barak, 1976), and Eigen et al's (1987) study used an evaluation procedure related to the number of times that the participants had changed their career options in a given period of time. The CDS and VIS are similar instruments, although they differ in origin and rationale (Holland, Johnston, & Asama, 1993).…”

mentioning

confidence: 99%

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Psychological Separation and Dimensions of Career Indecision in Secondary School Students

Santos¹,

Coimbra²

2000

Journal of Vocational Behavior

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Lopez and Andrews (1987) interpreted career indecision as an indicator of the inadequate psychological separation of adolescents from their parents. However, various empirical studies have not managed to clearly demonstrated evidence of a relationship between systemic family variables and career indecision. This investigation, which involves a sample of 418 adolescents of both sexes in the 12th grade of secondary school, analyzed the relationship between conflictual and emotional independence and two dimensions of career indecision: developmental indecision and generalized indecision. As a principal methodology of statistical analysis, a canonical correlation analysis, one for each gender, was used. There were no relationships between the two sets of variables. The results were interpreted in light of the fact that some subjects could be classified as foreclosure in terms of identity status. A model of career decision status is proposed.

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Section: Discussionsupporting

confidence: 85%

mentioning

confidence: 99%

Psychological Separation and Dimensions of Career Indecision in Secondary School Students

Santos¹,

Coimbra²

2000

Journal of Vocational Behavior

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“…According to Betz and Taylor (2005) the overall internal consistency reliability for the CDSE-SF was reported to be .94 for the 25 item total score. Betz and Taylor also cite evidence of concurrent validity established by virtue of strong correlations with the Career Decision Scale (Osipow, Carney, & Barak, 1976) and My Vocational Situation (Holland, Daiger, & Power, 1980). Construct validity also is evidenced by virtue of strong correlations with the Career Decision Scale and the Career Beliefs Inventory (Krumboltz, 1991).…”

Section: -Item Cdse-short Form Is Nearly As Reliable and Is As Valimentioning

confidence: 99%

Evaluating FOCUS‐2's Effectiveness in Enhancing First‐Year College Students’ Social Cognitive Career Development

Tirpak

Schlosser

2013

The Career Development Quart

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The mentor and any other committee members who wish to review revisions will sign and date this document only when revisions have been completed. Please return this form to the Office of Graduate Studies, where it will be placed in the candidate's file and. submit a copy with your final dissertation to be bound as page number two. AbstractThis study examined the effectiveness of the computer-assisted career guidance system, FOCUS-2, on first-year college students' social cognitive career development.Specifically. career decision self-efficacy (CDSE) and assessment of attributions for career decision-making (AACDM) was assessed using repeated measures ANOVAs with a sample of 420 first-year college students. Results demonstrated that FOCUS-2 increased participants' confidence in their ability to make career decisions and altered their assessment of attributions to a less optimistic style for career decision-making.Results also revealed that the amount of time spent using FOCUS-2 was not significantly related to CDSE and AACDM. Furthermore, no gender differences were found for CDSE: however, women had adopted a more optimistic attributional style for career decision-making than men after using FOCUS-2. African American participants also reported significantly greater CDSE and more optimistic AACDM in comparison to Asian American participants after using FOCUS-2. Lastly, participants with declared majors had significantly greater CDSE than those participants who were undecided about their academic major, and those who indicated that they had a declared major, but were uncertain in their choice of major. There were no significant differences found for academic major and AACDM in this study. Implications for counseling and career professionals are discussed.

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“…The study highlights the need of an emphasis on practical aspects of professional education in university training, as a way to assist students in developing self-concept and self-efficacy. It also suggests that the university should teach students to cope effectively with their transition to the labor market, and to develop the abilities to set professional goals and utilize career development strategies.Key words: career decision; vocational development; university students.Em geral, a decisão de carreira é definida como a competência que um indivíduo possui de escolher e comprometer-se com uma dada direção educacional ou vocacional (Osipow, Carney & Barak, 1976). Um outro sentido dado a decisão de carreira é o de identidade vocacional (Spokane, 1996), ou seja, a clareza que o indivíduo tem dos seus objetivos, interesses e talentos profissionais.…”

mentioning

confidence: 99%

“…Em geral, a decisão de carreira é definida como a competência que um indivíduo possui de escolher e comprometer-se com uma dada direção educacional ou vocacional (Osipow, Carney & Barak, 1976). Um outro sentido dado a decisão de carreira é o de identidade vocacional (Spokane, 1996), ou seja, a clareza que o indivíduo tem dos seus objetivos, interesses e talentos profissionais.…”

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Decisão de carreira entre estudantes em fim de curso universitário

Teixeira

Gomes

2005

Psic.: Teor. e Pesq.

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1 Universidade Federal do Rio Grande do SulRESUMO -O estudo avaliou a contribuição de clareza de autoconceito, auto-eficácia profissional, comportamento exploratório, participação em atividades acadêmicas de formação, situação do mercado de trabalho e percepção pessoal de oportunidades profissionais na predição da decisão de carreira, entre estudantes em fim de curso universitário. Participaram 252 estudantes com idades entre 20 e 30 anos, que responderam um instrumento de auto-relato desenvolvido para a pesquisa. Uma análise de regressão mostrou que as variáveis percepção de oportunidades, auto-eficácia profissional e clareza de autoconceito foram as que mais contribuíram para a predição da decisão de carreira. Neste sentido, interpretou-se que a formação universitária contemple com mais ênfase o aspecto da prática profissional, como forma de promover o desenvolvimento do autoconceito e da auto-eficácia. Sugere-se que a universidade ofereça atividades relacionadas ao desenvolvimento de metas profissionais para que os estudantes lidem de modo efetivo com a transição para o mercado de trabalho.Palavras-chave: decisão de carreira; desenvolvimento vocacional; universitários. Career Decision among Senior College StudentsABSTRACT -This study evaluated the contribution of self-concept clarity, professional self-efficacy, exploratory behavior, participation in academic activities, labor market situation, perception of barriers to entrance in the labor market, perceived support to career plan, and perceived level of work opportunities in the predicting career decision-making among senior college students. Subjects (252 students between 20 and 30 years old) completed a self-report instrument specially developed for this research. Regression analysis showed that perceived level of work opportunities, professional self-efficacy, and self-concept clarity were the variables that contributed most to the prediction of career decision-making. The study highlights the need of an emphasis on practical aspects of professional education in university training, as a way to assist students in developing self-concept and self-efficacy. It also suggests that the university should teach students to cope effectively with their transition to the labor market, and to develop the abilities to set professional goals and utilize career development strategies.Key words: career decision; vocational development; university students.Em geral, a decisão de carreira é definida como a competência que um indivíduo possui de escolher e comprometer-se com uma dada direção educacional ou vocacional (Osipow, Carney & Barak, 1976). Um outro sentido dado a decisão de carreira é o de identidade vocacional (Spokane, 1996), ou seja, a clareza que o indivíduo tem dos seus objetivos, interesses e talentos profissionais. Neste estudo, a decisão de carreira, também chamada de decisão em relação ao projeto profissional, é entendida como a capacidade que um indivíduo tem de identificar seus interesses dentro da profissão, estabelecer objetivos profissionais que esp...

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A scale of educational-vocational undecidedness: A typological approach

Cited by 316 publications

References 6 publications

Psychological Separation and Dimensions of Career Indecision in Secondary School Students

Psychological Separation and Dimensions of Career Indecision in Secondary School Students

Evaluating FOCUS‐2's Effectiveness in Enhancing First‐Year College Students’ Social Cognitive Career Development

Decisão de carreira entre estudantes em fim de curso universitário

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