Computer-Based Career Exploration: Usage Patterns and a Typology of Users

Gore, Paul A.; Bobek, Becky L.; Robbins, Steven B.; Shayne, Leslie

doi:10.1177/1069072706288939

Cited by 12 publications

(14 citation statements)

References 28 publications

(31 reference statements)

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“…available modules within the CACG system. The results of this study also lend well to Gore, Bobek, Robbins, and Shayne's (2006) implication that CACG users may approach CACG systems both in linear fashions (i.e., completing self-assessments and then exploring occupations based on their assessment results) and nonlinear fashions.…”

Section: Summary Of Findings and Discussion Of Resultssupporting

confidence: 66%

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: Summary Of Findings and Discussion Of Resultssupporting

confidence: 66%

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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“…This research combines primary web analytics data, captured by two specifically designed websites, with additional primary data collected via two online surveys. Clear academic evidence exists to support the assumption that people around the world are increasingly using the Internet as their primary source for career exploration (Feldman and Klaas, 2002;Kommers and Rainie, 2002;Boyce and Rainie, 2003;Gore et al, 2006). The use of the Internet and social media for this purpose makes the proximity of the job seeker to the location of the vacant position irrelevant, as information about vacant positions is readily available regardless of whether or not you are located in the same city or on the other side of the world, so theoretically everyone is able to compete for the same jobs regardless of location (Stevenson, 2009;Tso et al, 2010;Beerepoot and Lambregts, 2015).…”

Section: Methodsmentioning

confidence: 99%

A Comparative Study Examining Academic Cohorts with Transnational Migratory Intentions Towards Canada and Australia

Hopkins

2016

Higher Education Quarterly

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This research examines the issue of transnational academic mobility of academic staff, those choosing to migrate to higher education institutions in different countries as part of their career development, and performs a comparative study between the characteristics of academics examining Australia as a possible migratory destination with those considering Canada. A combination of Google Analytics and two online questionnaires, running in parallel for a period of 12 months, were employed in capturing a range of rich primary quantitative and qualitative research data. Quantitative web analytics data is analysed to locate the geographic origins of migratory interest, with qualitative survey data providing further insight into the academics' background, qualifications, disciplines and reasons for wanting to migrate. When combined, this mixed‐method approach is able to utilise the merged data to develop a detailed profile of academics with migratory intentions towards Australia and Canada, enabling comparisons between the two cohorts to be made.

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“…Hence, selected departments were targeted from those that offered either a freshmen orientation and/or senior capstone courses. Moreover, individuals making important academic or career decisions gather information about occupations, academic programs, schools or workforce trends, to varying degrees (Gore et al, 2006).…”

Section: Methods/proceduresmentioning

confidence: 99%

“…Career exploration is a major construct in career development (London & Stumpf, 1982) and plays a central role in most career-choice and development theories (Gore, Bobek, Robbins, & Shayne, 2006). Career exploration refers to all of the activities that individuals engage in for the purpose of promoting career development, choice, or adjustment.…”

Section: Introduction/conceptual Frameworkmentioning

confidence: 99%

Influence of Career Exploration Process Behaviors on Agriculture Students’ Level of Career Certainty

Esters¹

2008

JAE

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The purpose of this study was to determine the extent to which career exploration process behaviors influence the level of career certainty of agriculture students. Data were gathered from 181 freshmen and 131 senior students enrolled in the College of Agriculture and Life Sciences at Iowa State University. Career certainty was assessed using items from the Career Decision Scale (Osipow, 1987) Career exploration was assessed using selected career exploration process behavior scales from the Career Exploration Survey (Stumpf, Colarelli, & Hartmann, 1983). Findings indicated that students were relatively certain in having made a decision about a career but only moderately engaged in various career exploratory process behaviors. Stepwise regression analysis revealed that two career exploration process behaviors explained 35% of the variance in the level of career certainty for freshmen, whereas one career exploration process behavior explained 40% of the variance in the level of career certainty for seniors. Thus, to increase students' level of career certainty, a major focus should be on the extent of career exploration involving self-assessment and retrospection (i.e., Self-Exploration) as well as occupational preferences (i.e., Focus). Implications and recommendations for future research are discussed.

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Computer-Based Career Exploration: Usage Patterns and a Typology of Users

Cited by 12 publications

References 28 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

A Comparative Study Examining Academic Cohorts with Transnational Migratory Intentions Towards Canada and Australia

Influence of Career Exploration Process Behaviors on Agriculture Students’ Level of Career Certainty

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