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Exploring the impact of a career development intervention on the career decision-making self-efficacy and goal instability of first generation college students, given perceived barriers.

机译：在存在障碍的情况下，探索职业发展干预对第一代大学生职业决策自我效能和目标不稳定的影响。

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摘要

Each year, the college student population becomes more diverse (National Center for Education Statistics, 2013), yet the career development field does not have a full understanding of how client factors, such as ethnicity, affect intervention outcomes (Whiston & Rahardja, 2008). This study focused on the career development of first generation college students, a traditionally more diverse subset of the university population who tend to struggle with the career decision--making process more than their counterparts (Chen & Carroll, 2005; Hartley, 2009). The study's aim was to determine whether completion of an online self--exploration intervention, the Self--Directed Search (SDS) Form R Internet version (Holland, Reardon, Latshaw, Rarick, & Schneider, 1999), would increase career decision--making self--efficacy and decrease goal instability levels in 100 first generation college students using a true experimental design. Additionally, this study considered whether initial perceived barriers would impact the intervention's effectiveness. Goal instability was measured using the Goal Instability Scale (GIS; Robbins & Patton, 1985), career decision--making self--efficacy was measured using the Career Decision--Making Self--Efficacy Scale---Short Form (CDMSE--SF; Betz, Klein, & Taylor, 1996), and perceived barriers were measured using the Perception of Barriers Scale (POB; Luzzo & McWhirter, 2001).;A two--way MANOVA omnibus test was used to determine whether the intervention impacted career decision--making self--efficacy or goal instability levels, given initial perceived barriers. After completing the intervention, the treatment group showed no statistically significant differences in goal instability or career decision--making self--efficacy, given perceived barriers levels, when compared to the control group. However, both groups showed a statistically significant increase in goal instability and statistically significant decrease in career decision--making self--efficacy. Because the entire sample showed this change, the change cannot be attributed to the intervention, but rather an external, unknown factor. Possible explanations for this outcome are discussed in detail. Finally, in an exploratory analysis, career decision state showed a significant positive relationship with perceived barriers, meaning that individuals less certain about their career decision had higher levels of perceived barriers. The correlational analysis also revealed a positive relationship between career decision--making self--efficacy gain score and goal instability gain score. This relationship implies that as career decision--making self--efficacy increases, goal instability decreases, and vice versa.
机译：每年，大学生群体变得越来越多样化（国家教育统计中心，2013年），但是职业发展领域并未完全了解客户因素（例如种族）如何影响干预效果（Whiston＆Rahardja，2008） 。这项研究的重点是第一代大学生的职业发展，这是大学群体中传统上更为多样化的子集，他们往往比同龄人更难以做出职业决策过程（Chen＆Carroll，2005; Hartley，2009）。这项研究的目的是确定完成在线自我探索干预，自我指导搜索（SDS）Form R互联网版本（荷兰，雷顿，拉特肖，拉里克和施耐德，1999年）是否会增加职业决策，使用真实的实验设计，提高100名第一代大学生的自我效能感并降低目标不稳定度。此外，该研究还考虑了最初的感知障碍是否会影响干预措施的有效性。使用目标不稳定量表（GIS; Robbins＆Patton，1985）衡量目标不稳定度，使用职业决策-自我效能感量表-简表（CDMSE- -SF; Betz，Klein，＆Taylor，1996），并使用感知障碍量表（POB; Luzzo＆McWhirter，2001）来测量感知的障碍。;使用双向MANOVA综合测试确定干预是否有效给定初始感知障碍，会影响职业决策-自我效能或目标不稳定水平。与对照组相比，在完成干预后，在给定感知障碍水平的情况下，治疗组在目标不稳定或职业决策自我效能方面无统计学意义的显着差异。但是，两组均显示出目标不稳定的统计学显着性增加以及职业决策自我效能的统计学显着性下降。因为整个样本都显示出这种变化，所以该变化不能归因于干预，而是外部的未知因素。对此结果的可能解释进行了详细讨论。最后，在探索性分析中，职业决策状态与感知障碍之间存在显着的正相关关系，这意味着对自己的职业决策不太确定的个人感知障碍的水平更高。相关分析还揭示了职业决策-自我效能获得得分与目标不稳定获得得分之间的正相关关系。这种关系意味着，随着职业决策的自我效能增强，目标不稳定程度降低，反之亦然。

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  • 作者

    Joslyn, Brittany Melvin.;

  • 作者单位

    The Florida State University.;

  • 授予单位 The Florida State University.;
  • 学科 Counseling Psychology.;Occupational psychology.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 173 p.
  • 总页数 173
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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