The effects of a career course on undecided college students

Career Maturity and College Student Persistence

“…Terenzini and Wright (1987) have suggested that retention research move in the direction of applied studies since they focus on sources of change over which institutions have some control. Since career maturity can be developed through direct intervention (see, for example, Babcock & Kaufman, 1976;Davis & Horne, 1986;Grunz, 1985;Hageseth, 1982;Houser, 1987;Pickering, 1986;Rayman, Bernard, Holland, & Barnett, 1983;Sherry & Staley, 1984;Slavin, 1986;Snodgrass & Healy, 1979;Wachs, 1986;Wilson, 1987), identifying its contribution to persistence can add new meaning and purpose for related programs and services. Thus, the present study has important practical implications for student transition to college life, curricular improvement, faculty development, and career and academic advisement.…”

Psychosocial Development Factors Associated with Occupational and Vocational Identity Between Infancy and Adolescence

“…Such interventions included a career development course (Farley et al 1988;Henry 1993;Johnson et al 2002;Rayman et al 1983;Remer et al 1984;Scott and Ciani 2008;Thomas and McDaniel 2004) or seminar (Johnson et al 1981), a computerized career course (Mau 1999;Shahnasarian and Peterson 1988), a career workshop (Hirschi and Läge 2008a;Merz and Szymanski 1997), selfhelp career counseling (Kivlighan and Shapiro 1987), and a job search club for international graduate students (Bikos and Furry 1999). Gold et al (1993) reported that feelings of support and encouragement accounted for most of the explained variance in positive changes in vocational identity amongst participants in career exploration classes, and Lapan et al (1993) found that changes in participants' perceived mastery of guidance competencies after a joint career development and writing skills course predicted positive changes in vocational identity.…”

College career courses and learner outputs and outcomes, 1976-2014 (Technical Report No. 55)

“…In a comparative study of this course and an introductory psychology course using an instrument developed by Knefelkamp and Slepitza (1976) and the Student Development Task Inventory (Winston, Miller, & Prince, 1979), Stonewater and Daniels found that students in Guidance 100 made significant gains in cognitive development from the beginning to the end of the course. Rayman, Bernard, Holland, and Barnett (1983) used the My Vocational Situation (MVS; Holland, Daiger, & Power, 1980) to evaluate effects of a career course on undecided college students. The vocational identity output as measured by the MVS is concerned with the clarity of vocational goals, interests, and personality.…”

“…Winston and Rose (2013) noted that more evidence is needed about the relative effectiveness of the curriculum and instructional methodologies in career courses. A number of studies included in this review have focused upon this matter (Johnson et al, 1981;Peng, 2001;Poole, 1983;Rayman et al, 1983;Salter, 2009;Smith 1981;Touchton et al, 1977). More recently, McHugh, Lenz, Reardon, and Peterson (2012) examined the effects of viewing a ten-minute model-reinforced video on career information-seeking behavior in 10 sections of a career planning class.…”