An Examination of the Effect of a Career Exploration Course on the Career Decision Self-efficacy of Traditional-age Undecided College Students PDF Download
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Author: Lisa M. Bollman
Publisher:
ISBN:
Category : Career education
Languages : en
Pages : 318
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Book Description
This study investigated the effect of a career exploration course on the career decision self-efficacy of traditional-age undecided college students, utilizing a single group pretest posttest design. The independent variables in this study were research participants' sex, cultural identification, and reported cumulative grade point average. The dependent variable in this study was career decision self-efficacy, which was measured by the Career Decision Self-Efficacy Scale-Short Form (Betz, Hammond, & Multon, 2005). The research participants were 141 college students enrolled in a 15-week career exploration course at a mid-sized, open enrollment, urban research institution in the Midwest. A paired samples t-test revealed that traditional-age college students' mean career decision self-efficacy total score increased significantly from the pretest, administered at the beginning of a career exploration course, to the posttest, administered at the end of the career exploration course. One-way analyses of variance found no statistically significant differences between the mean pretest career decision self-efficacy total score of study participants for the variables of sex, cultural identification, and reported cumulative grade point average. One-way analyses of variance of the mean total gain score on the posttest of the CDSE-SF found no significant differences in the total mean gain score of research participants for the variables of sex, cultural identification, and reported cumulative grade point average. A Pearson chi-square analysis revealed that a greater number of research participants who dropped out of the study had reported cumulative grade point averages below 2.0 than those participants who completed the study. An independent samples t-test found the participants who dropped out of the study to have a lower mean pretest career decision self-efficacy total score as measured by the CDSE-SF than those who completed the study. A major contribution of this study to the literature was the examination of grade point average on career decision self-efficacy. One implication of this study is that career exploration courses may be an effective intervention in increasing career decision self-efficacy of traditional-age undecided college students, and point to the need for interventions that promote career decision self-efficacy for college students with grade point averages below 2.0.
Author: Lisa M. Bollman
Publisher:
ISBN:
Category : Career education
Languages : en
Pages : 318
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Book Description
This study investigated the effect of a career exploration course on the career decision self-efficacy of traditional-age undecided college students, utilizing a single group pretest posttest design. The independent variables in this study were research participants' sex, cultural identification, and reported cumulative grade point average. The dependent variable in this study was career decision self-efficacy, which was measured by the Career Decision Self-Efficacy Scale-Short Form (Betz, Hammond, & Multon, 2005). The research participants were 141 college students enrolled in a 15-week career exploration course at a mid-sized, open enrollment, urban research institution in the Midwest. A paired samples t-test revealed that traditional-age college students' mean career decision self-efficacy total score increased significantly from the pretest, administered at the beginning of a career exploration course, to the posttest, administered at the end of the career exploration course. One-way analyses of variance found no statistically significant differences between the mean pretest career decision self-efficacy total score of study participants for the variables of sex, cultural identification, and reported cumulative grade point average. One-way analyses of variance of the mean total gain score on the posttest of the CDSE-SF found no significant differences in the total mean gain score of research participants for the variables of sex, cultural identification, and reported cumulative grade point average. A Pearson chi-square analysis revealed that a greater number of research participants who dropped out of the study had reported cumulative grade point averages below 2.0 than those participants who completed the study. An independent samples t-test found the participants who dropped out of the study to have a lower mean pretest career decision self-efficacy total score as measured by the CDSE-SF than those who completed the study. A major contribution of this study to the literature was the examination of grade point average on career decision self-efficacy. One implication of this study is that career exploration courses may be an effective intervention in increasing career decision self-efficacy of traditional-age undecided college students, and point to the need for interventions that promote career decision self-efficacy for college students with grade point averages below 2.0.
Author: Thurla Moore
Publisher:
ISBN:
Category : Career development
Languages : en
Pages :
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Book Description
Abstract: This study involved the effect of career development classes on traditional aged college students2 identity development and career self efficacy as well as the examination of the relationship between identity status and career self efficacy. Significant correlations were found between high identity status and high career self efficacy. Positive significant differences were also found in career self efficacy between those who had taken career development courses and those who had not. Positive, although not significant, differences were found in identity status between those students who had taken career development courses and those who had not. Instruments used in the study were the Extended Objective Measure of Ego Identity Status 2 (EOM-EIS2) and the Career Decision Making Self Efficacy Scale (CDMSES).
Author: Sidra Tabassum Ashraf Baig
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 102
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Book Description
This study explored the effects of a semester-long, 2 credit career development course on the undecided college students. Participants included undergraduate students enrolled in the Career Development (COUN 105) class and comparison group students enrolled in Introductory Psychology (PSYX 100), and Intimate and Family Relationship (COUN 295) classes at The University of Montana. Students were assessed at the beginning and the end of the Spring and Fall semesters, 2010 by using the Career Decision Self-Efficacy Scale-Short Form (CDSE-SF; Betz & Taylor, 1983), Career Orientation scale, Career Decision Scale (Osipow et al., 1976), and Decisional Process Inventory (Hartung, 1994). The main purpose of this quantitative research study was to determine whether a career development course offered at The University of Montana would have a positive, neutral, or negative effect on career decision-making, self-efficacy, and other career decision making processes among undergraduate students. Based on (MANOVA) results, COUN 105 students significantly increased their sense of career self-efficacy as a function of the course. Based on these results, it was recommended for the development and implementation of career courses for undecided undergraduates become mandatory.
Author: W. Bruce Walsh
Publisher: Routledge
ISBN: 1317767357
Category : Psychology
Languages : en
Pages : 327
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Book Description
Keeping up with new developments in vocational psychology is important to both psychological practitioners and researchers. This volume is devoted to presenting and evaluating important advances in the field of career decision making, development, and maturity. More specifically, it identifies, reports, and evaluates significant contemporary developments in vocational psychology and provides both professional workers and students with an informed understanding of the progress taking place in the field. The history and theory of the assessment of career development and decison making are explored as well as advances in career planning systems. An expanded context for the study and evaluation of career development variables is also described.
Author: Celeste Spier
Publisher:
ISBN:
Category : Career education
Languages : en
Pages : 0
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Book Description
The purpose of this study was to examine two required career courses to determine if they produced an increase in career self-efficacy and outcome expectations, and which components of the learning theory from Social Cognitive Career Theory have the strongest influence. Participants were undergraduate business students at a midsized, Midwestern university enrolled in two required career courses and a comparison group of students not yet enrolled in the courses. Students took four measures (i.e., Career Exploration and Decisional Self-Efficacy Scale, Career Search Self-Efficacy Scale, Career Expectations Survey Scale, and Career Exploration and Decision Learning Experiences Scale) at two points in time0́3once before the first course and once after the second course. The main purpose of the study was to examine the process by which required career courses affect career development using social cognitive career theory (SCCT) as a theorical framework. Following three two-factor ANOVAs, the courses did not have an effect on career decision self-efficacy, career search self-efficacy, or outcome expectations. Further analysis on the specific learning experiences used in the courses using multiple regression analyses were not conducted due to low reliability scores. Implications and recommendations for future practice and research are discussed.
Author: Dawn C. Sherman
Publisher:
ISBN: 9781267331427
Category : College students
Languages : en
Pages : 506
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Book Description
The purpose of this single-site case study was to explore and describe traditional-age college juniors' reports of self-efficacy (Bandura, 1997) regarding Career Planning (Barker & Kellen, 1998). More specifically, the career planning confidence levels of college juniors enrolled in a required career development course at a private business school in the Northeast were examined. Bandura's (1997) theory of self-efficacy provided the theoretical basis for this study and Barker and Kellen's (1998) career planning model supplied the conceptual frame. The research questions were developed from the four stages of Barker and Kellen's model: Career Guidance and Decision-Making, Developing Employability and Job Readiness, the Job Search Process, and Successful Employment. Two data collection methods were employed in this study. First, the 41-item Career Planning Confidence Scale (Pickering, Calliotte, & McAuliffe, 2003) collected the students' reports of confidence regarding an array of career planning tasks. Second, a focus group guide containing six questions with related prompts was used to elicit responses regarding how the participants developed confidence in the tasks associated with career planning. The survey served as the primary source of information as it was administered first and had a larger sample size, while the subsequent focus groups provided additional data to expand and complement the survey data. Fourteen of the 169 survey respondents participated in the focus groups. Analysis of the survey results and focus group data, as they aligned with the four stages of Barker and Kellen's (1998) model, yielded 27 findings. Overall, students reported moderate levels of confidence in tasks related to searching for occupational information, making career decisions, and achieving successful employment. Higher levels of confidence were reported for developing employability and job readiness skills and conducting a job search. Finally, the students overwhelmingly gained their confidence through mastery experiences (Bandura, 1997). Conclusions and recommendations for practice and subsequent research are presented.
Author: Chia-Jung Tsai
Publisher:
ISBN:
Category :
Languages : en
Pages : 138
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Book Description
Author: Melanie V. Buford
Publisher: Taylor & Francis
ISBN: 1000602575
Category : Education
Languages : en
Pages : 252
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Book Description
This timely book explores current trends and future possibilities for undergraduate career education, the nature of the changing workplace, and its impact on students in colleges and universities. Built on decades of experience in career development and professional learning, the editors raise and investigate multiple critical issues facing career educators in higher education today: preparing students for the future of work; exploring the increasing centrality of experiential learning in career education; examining innovative paradigm shifts in career education; and developing strategies for equity-focused and inclusive programming for all students. Reckoning with the effects of Covid-19 on the world of career development, this book draws on contributions from leading scholars, entrepreneurs, and practitioners from across the fields of education, business, STEM, and the humanities to offer an inclusive and innovation-focused approach to supporting scholars, practitioners, and students involved with career education, development, and counseling for a new generation – and a new world of work.
Author: Rashica Lenice Ward
Publisher:
ISBN:
Category : College student development programs
Languages : en
Pages : 58
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Book Description
The purpose of this study was to explore the impact of a career development component in a first year seminar course on the dysfunctional career thoughts of undecided first year college students, as measured by the Career Thoughts Inventory (CTI). The intent was to determine if there was a statistically significant difference in students exposed to the career development component in First Year Seminar courses as compared to students who were not by comparing the means of their CTI total scores. Also, for those students who were exposed to career development in a first year seminar course the study aimed to determine if there were statistically significant differences in the means of the CTI total scores based on gender. The t-test analysis from the data of the primary research question did not determine significant differences in the means of the CTI total scores of students who were exposed to the career development component and students who were not. Analysis from the data of the sub-research question did not determine significant differences in the means of CTI total scores of students exposed to the career development component by gender. Limitations as well as recommendations for future research included securing a larger sample and examining the construct scales within the CTI total score as opposed to only examining the total CTI score.
Author:
Publisher:
ISBN:
Category : Vocational guidance
Languages : en
Pages : 408
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Book Description
