ACT research report series: A comprehensive review of research evaluating the effectiveness of DISCOVER in promoting career development

Taber, Brian J.; Luzzo, Darrell Anthony

doi:10.1037/e427712008-001

Cited by 7 publications

(14 citation statements)

References 25 publications

(43 reference statements)

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“…In terms of time spent using FOCUS‐2, the average time in this study (1.80 hours) was similar to the 2‐hour modal average of Taber and Luzzo's (1999) study assessing DISCOVER. There was no significant relationship between the amount of time spent using FOCUS‐2 in relation to CDSE and AACDM.…”

Section: Discussionsupporting

confidence: 65%

“…Another glaring omission from the existing CACG system literature is an examination of how the amount of time spent using a system affects the user (Cairo, 1983). In Taber and Luzzo's (1999) review of one CACG system (i.e., DISCOVER), researchers were found to be inconsistently reporting which modules within the CACG system were used by participants. Taber and Luzzo suggested that researchers account for exposure to additional career services, such as talking with a career counselor prior to, concurrent with, or subsequent to using a CACG system.…”

Section: Computer‐assisted Career Guidance Systemsmentioning

confidence: 99%

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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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Section: Discussionsupporting

confidence: 65%

Section: Computer‐assisted Career Guidance Systemsmentioning

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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“…In Europe and the USA, such well-known systems such as DISCOVER, SIGIPLUS, CHOICES, and PROSPECT have been developed and utilised in career guidance and vocational counselling since the 1960s (Watts et al, 1991). Most CACGs contribute to the user's vocational identity, level of career development, and career-decision making self-efficacy (Taber and Luzzo, 1999). Career guidance services are based on vocational monographs, which include important information units for jobs.…”

Section: Introductionmentioning

confidence: 99%

Semantic mining and web service discovery techniques for media resources management

Sakkopoulos

Kanellopoulos

Tsakalidis

2006

IJMSO

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The proposed techniques facilitate semantic discovery and interoperability of web services that manage and deliver web media content. As a test-bed, a web management system is discussed that provides vocational monographs for occupational guidance. The key idea of the proposed web service based architecture is that the WS of participating members share their vocational monographs and related resources, resulting in the overall system capacity increase. Mechanisms and techniques are presented concerning: Π7 Π7 132

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“…Experimental researches relating to the effect of such systems on the self-efficacy of career decision have been indicated in [6,[12][13][14]. As most of the researchers [9,[15][16][17][18][19][20] have expressed, the effects of CACG systems are only revealed; they are used with other career interventions and psychological consultation techniques. Gati [8], in particular, expressed that CACG systems need to be applied within the education system.…”

Section: Introductionmentioning

confidence: 99%

A new fuzzy logic based career guidance system: WEB-CGS

et al. 2017

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Original scientific papers Choosing a career affects individuals' social life deeply in terms of many dimensions. However, choosing the right career is becoming increasingly difficult given the existence of an increasing number of professions and training opportunities. Consequently, the importance of career orientation increases. In this study, a system that can automatically offer vocational guidance has been developed. This new system is referred to as WEB-CGS (webbased carrier guidance system) and works as a fuzzy logic based web service. The aim is that it will make it easier for an individual to choose the right profession. In this system, students' prior educational successes and teachers' views were integrated in a manner which made it possible to identify the students' professional interests and capacities. The system forecasts vocational school students' interest with regard to Information Technology, ElectricsElectronics, Accounting, and Automotive. Promising results were obtained with regard to 300 unbiased 9 th grade students in terms of orienting them towards an appropriate profession. Keywords: artificial intelligence; career guidance; higher education; student profiling Novi sustav profesionalnog usmjeravanja zasnovan na neizrazitoj logici: WEB-CGSIzvorni znanstveni članak Izbor zanimanja na mnogo načina uvelike utječe na društveni život pojedinaca. Ipak, izbor odgovarajuće karijere postaje sve teži kad se uzme u obzir postojanje sve većeg broja zanimanja i mogućnosti usmjeravanja. Shodno tome, sve je veća važnost profesionalnog usmjeravanja. U ovom se radu razvija sustav pomoću kojega se automatski može ponuditi profesionalno usmjeravanje. To je WEB-CGS (web-based carrier guidance system) koji funkcionira kao web usluga koja se zasniva na neizrazitoj (fuzzy) logici. Cilj je olakšati pojedincu izbor odgovarajućeg zanimanja. U tom sustavu integrirani su prethodni uspjesi u obrazovanju učenika i mišljenja nastavnika te je omogućeno prepoznavanje profesionalnih interesa i mogućnosti učenika. Sustav predviđa interes učenika za usmjeravanje u području informacijske tehnologije, elektrike-elektronike, računovodstva i industrije automobila. Postignuti su obećavajući rezultati usmjeravanja za 300 neopredijeljenih studenata 9. razreda u strukovnoj srednjoj školi.

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ACT research report series: A comprehensive review of research evaluating the effectiveness of DISCOVER in promoting career development

Abstract: Ce

Cited by 7 publications

References 25 publications

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

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

Semantic mining and web service discovery techniques for media resources management

A new fuzzy logic based career guidance system: WEB-CGS

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