University students and career decidedness: effects of two computer-based career guidance interventions

Eveland, A. Peter; Conyne, Robert K.; Blakney, Vicki L.

doi:10.1016/s0747-5632(98)00022-3

Cited by 14 publications

(15 citation statements)

References 28 publications

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“…Research indicates that CACG systems are most effective when used in conjunction with competent counseling (Eveland, Conyne, & Blakney, 1998;Sampson, Peterson, Reardon, Lenz, Shahnasarian, & Ryan-Jones, 1992). Counselors are encouraged to prepare students for using CACG systems, monitor their use of the system, and engage students in processing the results of their CACG system exploration.…”

Section: Implications For Counseling and Career Center Professionalsmentioning

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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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: Implications For Counseling and Career Center Professionalsmentioning

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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“…The five modules include: self-information (interests, values, and competencies), occupational exploration, decision making practice, assessing the connection between knowledge of self and occupational choice, and providing knowledge and potential career options. Many research have pointed out that the DISCOVER system has positive influence to people's occupational choice [18].…”

Section: Bmentioning

confidence: 99%

Game-Based Career Guidance Systems Design Concept

Shi

Shih

2012

2012 IEEE Fourth International Conference on Digital Game and Intelligent Toy Enhanced Learning

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Although schools and government agencies actively provide career guidance service in Taiwan, most college graduates are still troubled about their career choices. This study attempts to design a digital game for career planning. The advantage of digital games is to improve people's motivation and interest for career direction seeking, and guiding them to explore career that suit them. This paper aims to assess the feasibility of a career game, and propose possible approaches for making game-based career guidance system.

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“…Th e use of CACGS has been associated with positive outcomes such as increased career decidedness (Eveland, Conyne, & Blakney, 1998;Fukuyama, Probert, Neimeyer, Nevill, & Metzler, 1988), career decision-making self-effi cacy (Fukuyama et al, 1988;Maples & Luzzo, 2005), career planning progress (Garis & Harris-Bowlsbey, 1984), vocational identity (Hornyak, 2007;Mau, 1999), career maturity (Luzzo & Pierce, 1996;Pretorius, Heyns, & Broekmann, 1991), postsecondary major satisfaction (D' Achiardi-Ressler, 2008), and career satisfaction (Gati, Gadassi, & Shemesh, 2006). However, practitioners generally receive little guidance regarding exactly how to go about using CACGS in ways that eff ectively target these outcomes.…”

Section: Computer-assisted Career Guidance Systemsmentioning

confidence: 99%

Recommendations for using computer‐assisted career guidance systems (CACGS) in career counseling practice

Copeland

Dik

McLaren

et al. 2011

J Psych Issues Organ Cult

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Electronically mediated vocational assessment and guidance tools have become prominent in modern career counseling, leaving many career development professionals with questions about the nature of the computerized tools available and how to effectively apply these technologies in practice. In this article, the authors describe the general characteristics of computer-assisted career guidance systems (CACGS), review evidence of their effectiveness as compared to other career intervention modalities, briefl y introduce a number of empirically supported systems, and provide practitioners with guidelines for appraising CACGS and using them successfully with clients. Recommendations address evaluation and selection of CACGS, development of appropriate strategies for incorporation of CACGS into counseling services, and matters of client education and ethical practice.O liver Wendell Holmes, Sr., once noted, "I fi nd that the great thing in this world is not so much where we stand as in what direction we are moving" (1858, p. 136). Vocational psychology research and career counseling practice have experienced a great deal of movement in recent decades, with one of the most prominent directions of change emerging as a shift from in-person interviews and paper-andpencil testing to computer-administered inventories and electronically mediated career guidance. Th ese changes are a natural outgrowth of technological development. However, the speed of transformation has left many career development professionals unsure of what technology

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University students and career decidedness: effects of two computer-based career guidance interventions

Cited by 14 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

Game-Based Career Guidance Systems Design Concept

Recommendations for using computer‐assisted career guidance systems (CACGS) in career counseling practice

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