Dimensions of career indecision.

Abstract

Recent studies have clarified the factor structure of the Career Decision Scale (CDS;Osipow, 1980), thereby permitting the construction of 4 linearly independent scales to measure dimensions of career indecision. The CDS was administered to 465 junior and senior high school students. The study examined whether the CDS total score and the 4 subscales were related to the students' career decision status, grade level, and gender. Data were collected twice, 6 months apart, to study whether changes in decision status were accompanied by changes in the CDS total score and the 4 subscales and whether these changes differed according to gender or grade level. In addition, a subsample was followed for 3 years to examine long-term change. The results demonstrated the utility of using factor-based subscales to create a typology of career indecision. Many significant differences on the various indecision scales were found to be due to gender and to career decision status but not to grade level.

Psychological Separation and Dimensions of Career Indecision in Secondary School Students

“…On one hand, Eigen et al expressly recommended a direct evaluation of the career-indecision dimensions instead of a criteria based on the number of times the participants change career options. On the other hand, Whiston used four factors identified in the CDS by Shimizu, Vondracek, Schulenberg, and Hostetler (1988) ;Schulenberg, Shimizu, Vondracek, and Hostetler (1988);and Vondracek, Hostetler, Schulenberg, and Shimizu (1990). However, the factorial structure of the CDS has been the object of some controversy (see Martin, Sabourin, Laplante, & Coallier, 1991), and the principal author of the scale, Osipow, recommends the use of the global result of the scale instead of results from subscales, despite the fact that career indecision is considered by him a complex phenomenon (Osipow, 1991(Osipow, , 1994.…”

A Qualidade da Experiência de Estágio e o Desenvolvimento Vocacional de Estudantes dos Cursos Tecnológicos

“…Tomando agora as relações observadas entre as variá-veis sócio-demográfi cas, são os participantes mais velhos (e.g., Rogers & Creed, 2011;Rogers, Creed, & Glendon, 2008), de nível socioeconómico mais elevado (e.g. ; Blustein et al, 2002;Thompson & Subich, 2006) e do sexo feminino (e.g., Creed et al, 2009;Kracke & Schmitt--Rodermund, 2001;Rogers & Creed, 2011) que reportam os maiores níveis de exploração, que se apresentam menos indecisos (e.g., Vondracek, Hostetler, Schulenberg, & Shimizu, 1990), mais comprometidos (e.g., Chung, 2002) e com menor tendência para a exclusão prematura de opções (e.g., Lopez, 1994). Para o intervalo relativo ao período de estágio, as correlações entre os valores médios obtidos em cada um dos momentos (T1xT2) sugerem alguma estabilidade na atividade exploratória e nos níveis de indecisão, de compromisso e de autoefi cácia.…”

Career Indecision Amongst Prospective University Students

“…Career indecision is regarded as a complex, multidimensional construct represented by different farms of indecision (De Bruin & Du Toit, 1997;Fuqua et al, 1988;Fuqua & Newman, 1989;Jones, 1989;Larson, Heppner, Ham & Dugan, 1988;Lucas, 1993;Newman et al, 1990;Rajewski, 1994;Savickas, 1995;Stead, Watson & Foxcroft, 1993;Vondracek, Hostetler, Schulenberg, & Shimizu, 1990;Wanberg & Muchinsky, 1992). At present researchers do not concur regarding the categories or types of indecision, and various dimensions of career indecision have been emphasised by different researchers (Cohen et aL, 1995;Fuqua et al, 1988;Gordon, 1998;Holland & Holland, 1977;Jones, 1989;Larson et al, 1988;Lopez & Andrews, 1987;Miller, 1993;Newman et al, 1990;Wanberg & Muchinsky, 1992).…”

“…Undecided clients cannot be regarded as a homogenous group, and no single counselling programme is likely to meet the diverse needs of the individuals who are undecided on a career Cohen et al, 1995;Gordon, 1998;Jones, 1989;Larson et al, 1988;Lucas, 1993;McAuliffe, 1991;Newman et al, 1990;Rajewski, 1994;Stead, 1988;Vondracek et al, 1990;Wanberg & Muchinsky, 1992). Counsellors should therefore use their clinical intuition and clinical methods to determine the nature of indecision of the individual and the type of intervention required (Schumrum & Hartman, 1988;Vondracek et al, 1990).…”

“…Fuqua and Hartman (1983) maintained that the most salient evidence of chronic indecision in students was high levels of anxiety; while Tokar, Fischer and Subich (1998) contended that neuroticism underlies chronic indecision. Those individuals exhibiting chronic indecision may benefit from individual counselling where the focus is on personality and reducing anxiety, as opposed to career decision-making Schumrum & Hartman, 1988;Stead, 1988;Vondracek et al, 1990).…”