Model-reinforcement counseling with college males.

Wachowiak, Dale

doi:10.1037/h0033247

Cited by 16 publications

(11 citation statements)

References 6 publications

(1 reference statement)

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“…For example, academic major satisfaction has been linked to students' perceptions of positive interactions with and strong support from faculty (Braskamp et al, 1979). Likewise, other research has found greater self-efficacy and goal progress in one's major coursework (Lent, Singley, Sheu, Schmidt, & Schmidt, 2007), social encouragement from friends (Lent et al, 2007), involvement in major-related organizations and activities (Abrahamowicz, 1998;Kuh, 1995;Strapp & Farr, 2010), availability of and satisfaction with student services and career counseling (Lent et al, 2007;Wachowiak, 1972), students' perceptions of their coursework as interesting and useful for future careers (Shim & Morgan, 1990), satisfaction with university atmosphere (Shim & Morgan, 1990), and an affirming and dedicated attitude toward one's major (Shim & Morgan, 1990) predicted greater satisfaction with major.…”

Section: Academic Major Satisfactionmentioning

confidence: 99%

Maximizing and Counterfactual Thinking in Academic Major Decision Making

Leach

Patall

2013

Journal of Career Assessment

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This study explored the role of decision-making orientation and post-decision thinking in one's satisfaction with their choice of college major, as well as their motivation for tasks related to their major, perceptions of competence in major coursework, and their academic performance. Three hundred and seventy-eight college students in their junior or senior year completed a survey assessing the above variables. Results suggested that a maximizing decision-making orientation positively related to students' tendency to engage in upward counterfactual thinking or evaluative thoughts toward the favorable outcomes of an alternative decision. Upward counterfactual thinking, in turn, negatively related to students' satisfaction, value for coursework, perceived competence, and autonomous regulation within their major, as well as their overall grade point average, controlling for major college. The implications of these findings are discussed.

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Section: Academic Major Satisfactionmentioning

confidence: 99%

Maximizing and Counterfactual Thinking in Academic Major Decision Making

Leach

Patall

2013

Journal of Career Assessment

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“…This scale was constructed by Harren (Note 4) to measure the first four stages of decision making postulated by Tiedeman and O'Hara (1963). Investigations of the ACDM indicate that the items have content validity for stage categories (Capuzzi, 1968) and that it is sensitive to career counseling treatments (e.g., Smith & Evans, 1973;Wachowiak, 1972). In this research, only the Decision-Making Task-Occupation scale for occupations was used; this scale provides a single weighted score that represents progress through the first four stages of the decision-making process.…”

Section: Assessment Of Career Decision Making (Acdm)mentioning

confidence: 99%

Multiple subtypes among vocationally undecided college students: A model and assessment instrument.

Jones

Chenery²

1980

Journal of Counseling Psychology

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As a continuation of recent efforts to differentiate subtypes among vocationally undecided students, a model of vocational decision status was developed, and an instrument, the Vocational Decision Scale (YDS), was constructed to assess its three dimensions of decidedness, comfort with level of decidedness, and reasons for being undecided. The YDS and measures of career salience, anomy, identity, and choice stage were administered to 224 college students in an introductory psychology course to investigate the utility of the model and the reliability and validity of the YDS. The results supported the reliability and construct validity of the decidedness and comfort scales. A factor analysis of the reasons dimension yielded three factors: self-uncertainty, choice/ work salience, and transitional self. To investigate the diagnostic capability of the YDS, scales were constructed for the three factors, and the YDS was administered in a pretest-posttest to 81 college students enrolled in a vocational exploration course. Hypothesized pretest-posttest differences among the scales were confirmed by the data. The results demonstrated the utility of the model, supported the reliability and validity of the YDS, and illustrated the value of viewing vocationally undecided students as multiple subtypes.

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“…It has been used to ascertain counseling influences on movement from one stage to another, and research on the VDC indicates that the checklist items have content validity for the stage categories (Capuzzi, 1968). Both Wachowiak (1972) and Smith and Evans (1973) have used the VDC to measure the outcomes of various career counseling treatments.…”

Section: Instrumentsmentioning

confidence: 99%

Effects of client/computer interaction on career decision-making processes.

Cochran¹,

Hoffman²,

Strand³

et al. 1977

Journal of Counseling Psychology

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The present study focused on the impact of the System of Interactive Guidance Information (SIGI), a relatively new computer-assisted instructional system (CAI), on career decision-making processes of 72 volunteer undergraduate college students. The experimental treatment included pre-post testing, brief interviewing (15 minutes), and a 3-hour interaction, with SIGI scheduled in 1-hour time blocks within a 10-day period. Decision-making stage, as measured by Barren's Vocational Decision-Making Checklist, and locus of control of reinforcement, as measured by Rotter's scale, were the outcome variables investigated. Students were randomly assigned to a treatment group (n = 48) or to a wait/control group (n = 24). Results showed significant (p < .05) positive changes for the treatment group on pre-post measures of decision-making stage related to choice of college major. No significant changes (p < .05) were found in pre-post decision-making stage measures related to vocation or to locus of control of reinforcement. The results suggest that brief exposure to a CAI mode can have positive effects, particularly for improving skills related to choice of college major.

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Model-reinforcement counseling with college males.

Cited by 16 publications

References 6 publications

Maximizing and Counterfactual Thinking in Academic Major Decision Making

Maximizing and Counterfactual Thinking in Academic Major Decision Making

Multiple subtypes among vocationally undecided college students: A model and assessment instrument.

Effects of client/computer interaction on career decision-making processes.

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