Evaluating DISCOVER's Effectiveness in Enhancing College Students' Social Cognitive Career Development

Maples, Michael R.; Luzzo, Darrell Anthony

doi:10.1002/j.2161-0045.2005.tb00996.x

Cited by 25 publications

(40 citation statements)

References 27 publications

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“…According to Maples and Luzzo's (2005) application of attribution theory to career decision-making, someone who believes that career decision-making is susceptible to internal, dynamic, and controllable forces is likely to believe that careerrelated events and decisions are the outcome of internal factors within his or her control that can be changed with varying degrees of effort (i.e., optimistic attributional style). On the other hand, a person who believes that the career decision-making process is the result of external, fixed, and uncontrollable forces will tend to believe that career decisions are out of his or her control and cannot be altered by increased efforts (i.e., pessimistic attributional style) (Maples & Luzzo, 2005).…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…For example, college students have viewed videotapes that depict male and female college students or graduates verbally persuading viewers to essentially change their career decision-making attributional orientation from a more negative to a more positive orientation (Luzzo, Funk, & Strang, 1996;Luzzo & Taylor, 1994). Only one known study has considered a CACG system, DISCOVER, as a technique for attributional retraining (Maples & Luzzo, 2005). In their study, Maples and Luzzo found that the CACG system was effective in enhancing one component of an attributional style (i.e., sense of control regarding the career decision-making process) in comparison to individuals who did not utilize the CACG system.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…A person's level of self-efficacy (i.e., confidence) about making career decisions is an important precursor to the likelihood of engaging in favorable career-related behaviors. By understanding a person's assurance in relation to various tasks, career counselors can more effectively understand whether individuals are likely to approach or avoid certain career-related behaviors (Maples & Luzzo, 2005), which in turn impact the likelihood of engaging in new experiences and learning opportunities to develop career interests (Betz & Borgen, 2000). Interventions designed to increase confidence in the area of making a career decision are useful because they may increase an individual's likelihood of adopting a positive disposition toward choosing a career or college major (Maples & Luzzo, 2005).…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Social cognitive components of career decision-making, such as career decision self-efficacy and career decision-making attributional style have received sizable attention supporting the relevance of these concepts to career counseling (Betz & Luzzo, 1996;Lent & Hackett, 1987;Maples & Luzzo, 2005). 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).…”

Section: Significance Of Studymentioning

confidence: 99%

“…Specifically, a popular theoretical approach to career decision-making involves the social cognitive aspect of individuals (Lent, Brown, & Hackett, 1994). Only one known study performed by Maples and Luzzo (2005) has considered a CACG system (i.e., DISCOVER) the social cognitive career variables, career decision self-efficacy and assessment of attributions for career decision-making. After performing their study, Maples and Luzzo highlighted the need to evaluate the efficacy of other CACG systems.…”

Section: Significance Of Studymentioning

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: Statement Of the Problemmentioning

confidence: 99%

Section: Statement Of the Problemmentioning

confidence: 99%

Section: Statement Of the Problemmentioning

confidence: 99%

Section: Significance Of Studymentioning

confidence: 99%

Section: Significance Of Studymentioning

confidence: 99%

See 3 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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Practice and Research in Career Counseling and Development-2005

Harrington

Harrigan

2006

The Career Development Quarterly

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This article reviews professional literature published in 2005 related to career counseling and career development. The literature is divided into 4 broad areas: professional issues, career theory and concepts, career interventions and practice, and career assessment and technology. The authors summarize and discuss the implications of the findings for career counseling practice and research.Writing this review provided constant discovery. The career field is large, diverse, and specialized, and authors who contributed articles came from around the world. In fact, our search identified 40 education journals that included career articles but were not used in this review to enable us to concentrate on constructs central to the field. We followed the structure of the major topics within the four general areas that previous annual reviews adopted: professional issues, career theory and concepts, career interventions and practice, and career assessment and technology. These four areas provide continuity with previous annual reviews. The quantification process of key concepts that we adopted led to a weighting of topics and the eventual subheadings used in writing. Some articles covering several topics were integrated into a broader area to permit a more comprehensive treatment of a subject. Other articles were not included in the review. Eventually, we selected 190 articles. We hand-searched the major career journals published in the United racial and socioeconomic class barriers to occupations, which leads to a widening gap between their aspirations and expectations (vocational expectations and aspirations); vocational interest patterns begin in childhood with age-related increases toward realistic interests (vocational interests); and children move from fantasy-based to reality-based orientations in career decision making as they near adolescence (career maturity).Adolescence. Two articles addressed stability of vocational interests in longitudinal studies. Tracey, Robbins, and Hofsess examined Holland's RIASEC interests (i.e., Holland codes for career types: Realistic, Investigative, Artistic, Social, Enterprising, Conventional) and academic skills among separate samples of boys and girls at Grades 8, 10, and 12. Results over the time span of the study demonstrated a high degree of stability in interest and academic skill scores. Interest scores, crystallization, and profile consistency also increased, supporting the developmental model of Super (1957, 1980). No interest type showed greater stability than others. Although participants' career choices were congruent with their interests from Grade 8 to 10, they decreased in congruency in the 12th grade. Tracey et al. surmised a reassessment of plans as the participants approached college years. Scores in Grade 12 may represent more realistic assessments, or the changes may be due to a reaction to stress. Girls had more stable interest and crystallization scores from Grade 10 to 12. The 12th grade seemed to be a period of reassessment for boys. Tracey et al. found a ...

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Expectations, Experiences, and Career‐Related Outcomes of Computer‐Assisted Career Guidance Systems

Osborn

Brown

Morgan

2021

Journal of Employment Couns

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Computer‐assisted career guidance (CACG) systems provide a comprehensive intervention for career exploration and decision‐making. Ninety students completed a CACG system bookended by pre‐ and postintervention surveys as part of an undergraduate career class. Results indicated high expectations for CACG systems but lower experience ratings. Interaction with CACG systems was associated with increases in students' metacognitive beliefs and experiences associated with career development, with most students progressing in their career decision‐making as defined by cognitive information processing theory. When experience with the CACG system exceeded expectations, students reported larger gains in their belief that they had the knowledge necessary to make a career decision.

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Evaluating DISCOVER's Effectiveness in Enhancing College Students' Social Cognitive Career Development

Cited by 25 publications

References 27 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

Practice and Research in Career Counseling and Development-2005

Expectations, Experiences, and Career‐Related Outcomes of Computer‐Assisted Career Guidance Systems

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