Effects of DISCOVER on Career Self‐Efficacy and Decision Making of Undergraduates

Fukuyama, Mary A.; Probert, Barbara; Neimeyer, Greg J.; Nevill, Dorothy D.; Metzler, April E.

doi:10.1002/j.2161-0045.1988.tb00801.x

Cited by 57 publications

(51 citation statements)

References 17 publications

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“…The findings of this study replicate previous research studies (Betz & Borgen, 2009;Fukuyama, Probert, Neimeyer, Nevill, & Metzler, 1988;Maples & Luzzo, 2005) that demonstrated increased confidence in engaging in career decision-making activities after using other CACG systems (i.e., CAPA, DISCOVER, FOCUS). Results of this study can now place FOCUS-2 in a comparable category to other CACG systems supported by major testing companies (e.g., DISCOVER, SIGI) after examining its effectiveness in increasing first-year college students' career decision self-efficacy.…”

Section: Summary Of Findings and Discussion Of Resultssupporting

confidence: 88%

“…However, only a few studies have evaluated the effectiveness of career interventions for helping clients become more selfefficacious regarding their career decision-making or more optimistic in their attributional explanations for career-related events (e.g., Foltz Fukuyama, Probert, Neimeyer, Nevill, & Metzler, 1988;Luzzo & Day, 1999;Luzzo, Funk, & Strang, 1996;Luzzo & Taylor, 1994). One understudied intervention has been the effectiveness of CACG systems, which are often utilized as a form of career guidance.…”

Section: Significance Of Studymentioning

confidence: 99%

“…One understudied intervention has been the effectiveness of CACG systems, which are often utilized as a form of career guidance. Prior research has indicated that CACG system interventions may have benefits beyond increasing confidence in researching and choosing a career (Fukuyama et al, 1988). It is important to investigate newly revised CACG systems, considering the large number of colleges and universities that implement them, consequently having an effect on the future career development of a large number of college students.…”

Section: Significance Of Studymentioning

confidence: 99%

“…In general, studies that assess the effectiveness of the use of computers in career counseling are generally positive (Fukuyama, Probert, Neimeyer, Nevill, & Metzler, 1988;Peterson et al, 1994;Pinder & Fitzgerald, 1984). However, previous research on CACG systems is not immune to considerable limitations.…”

Section: System For Interactive Guidance Information Plus (Sigi Plus)mentioning

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: Summary Of Findings and Discussion Of Resultssupporting

confidence: 88%

Section: Significance Of Studymentioning

confidence: 99%

Section: Significance Of Studymentioning

confidence: 99%

Section: System For Interactive Guidance Information Plus (Sigi Plus)mentioning

confidence: 99%

See 2 more Smart Citations

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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“…Interventions at both individual and group levels have been found to have a positive effect "-on career development (Barnes & Herr, 1998;Fretz, 1981;Fukuyama et al, 1988;McAuliffe, 1991;Oliver & Spokane, 1988;Rayman et al, 1983;Spokane & Oliver, 1983). …”

Section: Career Counselling Interventionsmentioning

confidence: 99%

Career Indecision Amongst Prospective University Students

Gordon

Meyer

2002

South African Journal of Psychology

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Counselling of the University of Stellenbosch for guidance in selecting an occupation or university course, suggest that there is a high level of career indecision amongst such individuals. With the purpose of addressing career indecision, the present study examined the nature thereof amongst prospective university students. The prevalence of specific aspects of career maturity (namely, self-information, decision-making, career information, integration of self-information and career information, and career planning) underlying career indecision were investigated, as well as the correlations between these aspects. In addition, the correlations between the aspects of career maturity and certain biographical variables such as gender, home language, declared career choice, differentiation of interests, and self-reported level of career indecision were examined.Eighty-four prospective students, who presented for career counselling at the Centre for Student Counselling of the University of Stellenbosch, served as subjects in the study.The subjects completed the Career Development Questionnaire (CDQ), the Meyer Interest Questionnaire (MB-10) and a biographical questionnaire compiled by the researcher. The results of the study indicated that a substantial number of prospective university students experience career indecision. There were statistically significant correlations (p<0,01) between the 5 scales of the CDQ. In addition, there were statistically significant correlations (p<0,01) between the 5 scales of the CDQ, and self-reported level of career indecision. There were no clinically significant correlations between gender and home language, and any other variable measured. An attempt was made to address career indecision amongst the population group by making certain recommendations regarding the content and process of career counselling for prospective university students.

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A Psychometric Evaluation of the Career Decision‐Making Self‐Efficacy Scale

Luzzo

1996

Jour of Counseling & Develop

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A summary of the initial construction and development of the scale is provided, followed by a comprehensive review of the results of various investigations on the reliability and validity of the CDMSES. An overall evaluation of the CDMSES's psychometric strengths and weaknesses is given. The article concludes with ideas for additional psychometric research of the CDMSES and discusses the usefulness of the scale in career counseling and career development research.

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Effects of DISCOVER on Career Self‐Efficacy and Decision Making of Undergraduates

Cited by 57 publications

References 17 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

Career Indecision Amongst Prospective University Students

A Psychometric Evaluation of the Career Decision‐Making Self‐Efficacy Scale

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