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Effectiveness of career choice interventions: A meta-analytic replication and extension
Abstract
This meta-analysis of career choice intervention is a replication of Brown and Ryan Krane's (2000) notable meta-analysis. This random-effects meta-analysis included 57 published and unpublished studies that produced a weighted mean effect size of 0.352. Seven separate meta-analyses were conducted for the outcomes of vocational identity, career maturity, career decidedness, career decision-making self-efficacy, perceived environmental support, perceived career barriers, and outcome expectations. Studies (k = 32) that utilized measures of career decision-making self-efficacy had the largest effect sizes with an average of 0.452. This effect size was homogeneous, but tentative moderator analyses were conducted. Counselor support appears to be a critical ingredient in career choice counseling. Implications and directions for future research are discussed.
... Varem on leitud, et inimene peab karjäärivõimaluste uurimiseks koguma infot endast ja töömaailma võimalustest, et seejärel teha kaalutletud valikuid ja algatada tegevusi eesmärkideni jõudmiseks (Savickas et al., 2018). Näiteks suurendab enda võimete, omaduste ja karjäärimotivatsiooni tundmine enese kindlust ja motiveeritust, võimaldab teha paremaid õpiotsuseid, seada realist likke karjäärieesmärke ning parandada üldist karjääriplaneerimise võimekust (Anakwe et al., 2000;De Vos et al., 2009;Kuijpers & Scheerens, 2006;Meijers et al., 2013;Whiston et al., 2017). Ka võimaluste tundmine ja informeeritus töömaailmast on seotud realistlikumate karjäärieesmärkidega, paremate karjääristrateegiate ja otsustega, mis omakorda viivad edukama tegutsemise ja karjäärialase eduni (Anakwe et al., 2000;Greenhaus et al., 2010;Murphy & Ensher, 2001;Verbruggen & Vos, 2019;Whiston et al., 2017). ...
... Näiteks suurendab enda võimete, omaduste ja karjäärimotivatsiooni tundmine enese kindlust ja motiveeritust, võimaldab teha paremaid õpiotsuseid, seada realist likke karjäärieesmärke ning parandada üldist karjääriplaneerimise võimekust (Anakwe et al., 2000;De Vos et al., 2009;Kuijpers & Scheerens, 2006;Meijers et al., 2013;Whiston et al., 2017). Ka võimaluste tundmine ja informeeritus töömaailmast on seotud realistlikumate karjäärieesmärkidega, paremate karjääristrateegiate ja otsustega, mis omakorda viivad edukama tegutsemise ja karjäärialase eduni (Anakwe et al., 2000;Greenhaus et al., 2010;Murphy & Ensher, 2001;Verbruggen & Vos, 2019;Whiston et al., 2017). ...
... aastal koostöös HARNOga looma karjääri kujundamise pädevusi mõõtvat enesehindamise vahendit, mis annaks ülevaate sellest, kuidas õpilased oma pädevusi hindavad ning millised päde vused rohkem arendamist vajavad. Et tõhusad sekkumised keskenduvad kar jääri kujundamise oskuste arendamisele (Whiston, 2002;Whiston et al., 1998Whiston et al., , 2017, keskenduti ka kõnealuse küsimustiku loomisel mudelis käsitletud oskuste katmisele (Innove, 2017). Selleks tehti aastatel 2021-2022 uuring, mille tule musena valmis 23 väitega "Karjääri kujundamise oskuste küsimustik" (KKOK), mis koosneb kolmest alaskaalast: eneseteadlikkuse arendamine, võimaluste analüüs ning planeerimine ja tegutsemine (Liin et al., 2023). ...
Eestis on koolide karjääriõppe toetamiseks loodud karjääri kujundamise pädevuste mudel, kuid vaja on ka sobilikku vahendit õppe tulemuslikkuse ja õpilaste karjääri kujundamise pädevuste väljaselgitamiseks. Selleks on alustatud mudeliga kooskõlas oleva enesekohase küsimustiku loomist. Siinse uuringu eesmärk oli küsimustikku edasi arendada, kontrollida struktuuri ning anda esmane ülevaade põhikooli lõpetajate ja gümnasistide karjääri kujundamise oskustest. Õpilaste karjääripädevuste uurimiseks kasutatud enesehindamise küsimustik koosnes 2022. aastal 23 väitest, millele 2023. aastal lisati veel 7 küsimust. Küsimustiku täitis kahel aastal kokku 492 gümnaasiumiõpilast (61% tütarlapsed) ja 281 põhikooli lõpuklassi õpilast (56% tütarlapsed). Nii 2022. kui ka 2023. aasta andmetel läbi viidud kinnitava faktoranalüüsi tulemused viitasid mudeli sobivusele. Õpilaste karjääripädevuste uurimisel selgus, et pädevuste hinnangud jäid vahemikku "pigem pinnapealne" kuni "pigem põhjalik" ning kõrgeimalt hinnati enda puhul eneseteadlikkust arendavaid pädevusi. Korrelatsioonanalüüsist ilmnes positiivne seos õpilaste eneseraporteeritud karjäärioskuste hinnangute ja karjääriplaneerimist toetavate tegevuste hulga vahel. Uuring kinnitab, et küsimustik võimaldab selgitada, milliseks õpilased enda karjääri kujundamisega seonduvaid oskusi peavad, sellega saab tuvastada karjääri kujundamisel rohkem tuge vajavaid õpilasi ja täpsustada arendamist vajavaid oskusi. Summary
... This will help to see how activities in life and work are related, fostering self-learning (Du Toit, 2007). Coaching allows medical students to reflect on their drives, values, and motivation (Kiuru et al., 2021;Whiston et al., 2017), personal life, clerkship experiences, and the interrelation between them. The structured process of self-reflection likely results in a more clearly defined self-concept, which in turn reduces career decisionmaking stress. ...
... Of the five coaching sessions, students had 1.32 conversations in person (SD = 1.93). Finally, we included additional (career) guidance as potential control variable because support is an important resource in career decision-making (Kleine et al., 2021;Whiston et al., 2017). We asked whether participants in the waitlist-control and intervention group had experience with individual guidance and/or coaching (next to the coaching offered in the current study) in the past 8 months (answer options included: no, a study advisor, a mentor, a coach or student psychologist, career guidance, and/or other). ...
... Of all career interventions, coaching is the most personal and tailored to individuals' needs. Such individualized support is crucial to the effectiveness of career choice interventions (Whiston et al., 2017). At the same time, the costs of coaching are high and it is unlikely that medical schools can provide coaching to all students. ...
This study investigated whether career coaching can reduce medical students’ career decision-making stress through clarifying students’ self-concept, increasing career decision self-efficacy, and lowering perceived time pressure to make a career decision. We evaluated the effectiveness of a coaching intervention (including five individual coaching sessions over eight months) using a randomized-waitlist controlled trial design. Participating medical master’s students completed a first survey (T1). The intervention condition (n = 94) started the coaching program right away. The waitlist-control condition (n = 130) started after 8.5 months. Participants in the intervention condition completed a second (T2) survey three weeks after their last coaching session. Participants in the waitlist-control condition received the second survey 8.5 months after registration. Data were analyzed using multilevel path modelling. The total effect of coaching on career decision-making stress was significantly negative (-0.17; 95% CI [-0.31, -0.06]), reflecting a small to moderate effect size. This total effect was partially mediated (i.e., explained) by career decision self-efficacy (-0.02; 95% CI [-0.06, -0.00]). Exploratory analyses suggested that coaching only clarified the self-concept of students with a relatively negative coaching attitude at T1. Moreover, coaching resulted in more changes in career choices and an increase in students’ career choice certainty. This study demonstrates that coaching is effective in reducing medical students’ career decision-making stress and increasing their career decision self-efficacy and career choice certainty. High-quality career decision-making is important because it is associated with higher job satisfaction, well-being, and performance. Medical schools may consider providing coaching to students to support their career decision-making.
... Meta-analyses conducted in the past decades have consistently found that career counseling interventions effectively address career concerns (S. D. Brown and Ryan Krane 2000;Oliver and Spokane 1988;Spokane and Oliver 1983;Whiston et al. 2017;Whiston et al. 1998). Notably, individual career counseling emerges as a particularly effective modality (Whiston and Rahardja 2008;Whiston et al. 2017;Whiston 2021), with effect sizes (ds) ranging between 0.41 and 1.08. ...
... D. Brown and Ryan Krane 2000;Oliver and Spokane 1988;Spokane and Oliver 1983;Whiston et al. 2017;Whiston et al. 1998). Notably, individual career counseling emerges as a particularly effective modality (Whiston and Rahardja 2008;Whiston et al. 2017;Whiston 2021), with effect sizes (ds) ranging between 0.41 and 1.08. ...
... To replicate Ryan Krane's (1999) findings, Whiston et al. (2017) conducted a meta-analysis of 57 career intervention studies published between 1996 and 2015, including 7364 participants. Among the critical components identified by Ryan Krane (1999), written exercises, individualized interpretation and feedback, and occupational information had a significant effect size. ...
This article reports on the results of the first meta‐analysis on the effectiveness of individual career counseling. This random‐effects meta‐analysis included 35 independent samples that produced a weighted mean effect size of g = 0.82 for career outcomes and g = 0.68 for mental health outcomes. These effect sizes were heterogeneous across samples. Categorical meta‐regressions indicated that five intervention components significantly predicted career counseling effects on career or mental health outcomes. These five components are psychoeducation concerning the decision process, cognitive restructuring, written exercises (occupational analyses), individualized feedback on career choice, and attention to decreasing potential obstacles. Our results suggest that individual career counseling can be a valuable mental health intervention when clients’ mental health difficulties are intertwined with career concerns. They also highlight the importance that individual career counseling incorporates the five critical intervention components identified in this study to foster positive career or mental health outcomes.
... These guidelines not only refine intervention content but also inform their implementation and research design. However, despite increasing relevance in evaluating the effectiveness of career interventions (Whiston et al., 2017) and identifying features tailored for the unemployed population (Carvalho et al., 2024), there remains a critical need for empirical evidence supporting the efficacy of interventions with this population (Lent and Brown, 2020). ...
... The evaluation of career intervention efficacy necessitates employing rigorous methods to analyse outcomes, including pre-and post-intervention assessments (Whiston et al., 2017;Lent and Brown, 2020) and long-term evaluations (Perdrix et al., 2012). Follow-up assessments conducted post-intervention provide valuable insights into intervention sustainability, identify ongoing participant needs, and offer opportunities for intervention enhancement (Sadler, 1984). ...
... Conversely, online interventions address accessibility barriers (e.g., time, place, cost), promoting inclusivity by engaging diverse audiences (Pordelan and Hosseinian, 2020;Seabra et al., 2018). While evidence supporting online interventions is growing (Nota et al., 2016;Richards and Vigano, 2013;Sampson et al., 2019), further research is needed to fully understand and optimise their effectiveness, particularly in the context of unemployment (Richards and Vigano, 2013;Whiston et al., 2017). ...
Introduction
This study evaluates the efficacy of a group-based career intervention designed to promote employability resources among unemployed individuals conducted in face-to-face and online modalities.
Methods
Employing a longitudinal quasi-experimental design, with two intervention groups and a control group, data was collected pre-, post, and two months post-intervention.
Results
Conditional Latent Growth Curve analysis revealed a significant decline in employability resources over time, mitigated by both intervention groups. Human capital and professional development were key at baseline and follow-up, while social capital and networking were crucial post-intervention. Career identity self-career management, and environmental monitoring resources significantly contributed to employability post-intervention.
Discussion
These findings highlight the intervention’s effectiveness in counteracting the negative trend among the general population, underscoring the critical role of ongoing participation in career development activities for unemployed individuals. More empirical research on this type of initiative is encouraged, along with civil society taking responsibility for addressing the psychological challenges of unemployment.
... The meta-analysis confirmed the effectiveness of career interventions in improving career adaptability and career decision-making self-efficacy. Specifically, effect sizes were higher for career decision-making selfefficacy (Whiston et al., 2017). Two recent systematic reviews have considered the broader relationship between career and other variables. ...
... There were minimal differences between individual career counseling, group counseling and career courses, but computer-assisted intervention was less effective than the other modalities. The three critical elements of the meta-analysis were counselor support, values clarification, and psycho-educational interventions (Whiston et al., 2017). A metaanalysis of undergraduate and graduate student populations indicated that constructivist theories were more effective interventions than individual-environmental matching theories (Langher et al., 2018). ...
... Five keywords and five eligibility criteria were defined to ensure the quality of the literature. The 5 keywords followed Whiston et al. (2017) and were combined by the search terms "career intervention" OR "career counselling" OR "career education" OR "career guidance" AND "high school students, " and both appeared in the title, abstract, or keywords. According to the literature, our study population was high school students, so we used "career" and did not use "occupational" or "vocational. ...
Introduction
This study presents a systematic literature review of career interventions for high school students, exploring the theoretical framework, intervention modality, evaluation and outcomes of the intervention.
Methods
Five keywords, three databases and five inclusion criteria were defined. Of the 419 documents collected, 25 remained for meta-synthesis.
Results
The results showed that (1) the theoretical framework mainly consisted of career construct theory, social cognitive career theory, and cognitive information processing theory. (2) The intervention modality was mainly group counseling (8 sessions, 45 min). (3) The evaluation system mainly consisted of a pre-and post-test for the experimental and control group, and (4) the intervention outcomes were mainly focused on the positive development of career adaptability and career decision-making.
Discussion
The discussion offers recommendations for future research and practice in high school career interventions. (1) Social cognitive career theory should be given attention. (2) A three-tiered high school career development guidance model of career curriculum, career group counseling and individual counseling could be developed. (3) Career interventions should be shifted to mixed quantitative and qualitative studies, tracer studies, and special groups. (4) Outcome expectations should be given equal attention.
... Therefore, helping students increase their CDMSE through university interventions might be beneficial for a better career decision process. Previous meta-analyses with university students found that CDMSE can be enhanced by providing (online) career counseling and development courses (Ozlem, 2019;Whiston et al., 2017). However, most of these career interventions focus on career planning workshops or counseling sessions, often by receiving guidance from instructors or coaches, without exploring other key ingredients that career starters already have within them, such as their character strengths. ...
... Moreover, so far, few studies examined how CDMSE can be enhanced with online interventions that could be provided to large groups at low costs. To better understand how career decisional processes can be improved several researchers have called for (online) studies to manipulate CDMSE in an experimental setting and establish causal relationships between career choice interventions and CDMSE (Lent et al., 2019;Ozlem, 2019;Whiston et al., 2017). In the present study, this need will be addressed by trying to foster CDMSE through an online happiness strengths intervention. ...
... Furthermore, whereas previous CDMSE interventions used group discussions and activities to help participants plan for their future careers, as well as meetings with a coach to check on their goals and progress (Ozlem, 2019;Whiston et al., 2017), our online intervention did not include these elements. Since social support and goal-setting can increase career exploration and planning (Rogers et al., 2008), the lack of opportunities for social interaction with peers may explain why we did not find significant results for goal-setting and planning. ...
Career decision‐making self‐efficacy (CDMSE) is an important resource that can reduce the uncertainty that career starters face when transitioning from education to work. However, scant knowledge is available on how CDMSE can be enhanced through character strengths interventions. In this project, an online strengths intervention was developed to help career starters increase their CDMSE by identifying, exploring, appreciating, and using their happiness strengths (curiosity, gratitude, hope, love, and zest). A field experiment was conducted with 55 career starters in the Netherlands who were randomly assigned to an online three‐week intervention ( N = 23) or a wait‐list control group ( N = 32). Using a pretest‐posttest design, it was found that the intervention positively influenced participants’ CDMSE, particularly their self‐appraisal and problem‐solving levels. Therefore, activating happiness strengths in an online strengths intervention might be used as a brief and effective tool to improve CDMSE (self‐appraisal and problem‐solving) among career starters.
... Both qualitative and quantitative studies that analyze the differences between before and after the applied intervention in clients' career skills were included. Whiston et al. (2017) examined the effectiveness of career choice intervention by conducting a meta-analysis of 55 articles representing 57 published and unpublished studies, resulting in a mean effect size of 0.352. The analysis includes the studies published between 1996 and 2015, examining the effect of career choice intervention, comparing the intervention effects between treatment and control groups, using a specific measure related to career measures, and providing data to calculate effect size. ...
... Both Soares et al. (2022) systematic review and Whiston et al.'s (2017) metaanalysis of career interventions were on typical students and did not recognize the gifted population ( Figure 1.1). ...
... Fifteen empirical studies met the inclusion and exclusion criteria of applying career intervention for gifted students between 1990 and 2022. Although previous reviews and meta-analyses were conducted to examine career intervention among the general population (Soares et al., 2020;Whiston et al., 2017), this systematic review was the first attempt to systematically review the quality of the career counseling intervention focusing specifically on gifted students. ...
Gifted and talented students may face difficulties and confusion when deciding about their careers. Different factors could affect their decision-making process, like perfectionism, multipotentiality, and underachievement. Career counseling and guidance interventions are essential to guide these students in their career life path. The purpose of this study is to review and evaluate the available research evidence for the use of career counseling in guiding gifted and talented students by identifying methodologically sound studies and classifying whether the practices were evidenced-based. To address the systematic review purpose and questions, the Council for Exceptional Children’s (CEC) standards were used. Using career counseling and gifted keywords and terms, a systematic search through online databases was conducted. The databases used to search for the studies are Academic Search Ultimate, Education Research Complete, ERIC, APA, PsycINFO, APA PsycArticles, Scopus, Web of Science, and ProQuest Dissertations &
Theses Global. Applying a systematic search strategy, the found references were screened for title and abstract and then full text according to inclusion and exclusion criteria. Fifteen experimental studies applying career counseling intervention on gifted school and college students between 1990 and 2022 were reviewed. The studies were both peer-reviewed journal articles and Ph.D. dissertations in English language studies. Findings revealed that none of the 15 studies was a high-quality study, and accordingly, evidence-based classification could not be drawn for this practice. It is recommended to conduct more experimental studies considering the CEC quality indicators.
Keywords: gifted and talented; career counseling and guidance; students; systematic
review; PRISMA.
... Career support, such as interventions, can be instrumental in expanding self-efficacy (Ozlem, 2019), career maturity, and career planning skills (Xie et al., 2023). It can help to confidently navigate career uncertainties and make informed decisions (Kaliris et al., 2023;Whiston et al., 2017). ...
... In recent years, theory-based interventions have been established as a viable solution to ameliorate informed career decisions (Cadenas et al., 2020;Garrison et al., 2021;Johnson et al., 2018;Maree & Magere, 2023;Maree et al., 2018;Miles & Naidoo, 2017;. A meta-analysis confirmed the efficacy of career interventions in addressing the paucity of career maturity (Langher et al., 2018;Whiston et al., 2017) and in improving career decision-making competency (Ozlem, 2019). Several recent reviews (Johnston, 2018;Kaliris et al., 2023;Soares et al., 2022) explored the characteristics of career interventions for university students and found that narrative, testinterpretation-based, and mixed approaches all show promise in improving outcomes such as career decision-making, self-efficacy, career planning, and adaptability. ...
... African (Chukwuedo & Ogbuanya, 2020;Chukwuedo et al., 2022;Dabula & Makura, 2013;Miles & Naidoo, 2017) and European continents (Andersen et al., 2023;Motlova & Honsova, 2021;Soares et al., 2022;Vaino et al., 2015) each had 4 (12%) studies included in the review, either in urban or mixed contexts. In addition, 4 (12%) reviews (Olson, 2014;Rice, 2014;Whiston et al., 2017) included in the analysis addressed the global context. A total of 15 (46%) articles addressed a general context, and 4 (12%) articles classified as 'unclear.' ...
In the intricate tapestry of the exploration stage (14–25 years), students grapple with the challenges of self-discovery, career ambiguity, and the quest for purpose. Over the last few decades, a vast body of research evidence on the utility of ‘Social Cognitive Career Theory’ (SCCT) and ‘Career Maturity Inventory’ (CMI) in designing career interventions has emerged. This framework and instrument can potentially assist students in navigating the critical exploration stage. As espoused by Arksey and O’Malley, our scoping review outlines the utility of SCCT and CMI in designing early career intervention. In addition, we identify and document the facilitators and barriers to utilizing SCCT and CMI. It presents the nuanced application of the framework and the instrument in rural and urban settings. The findings affirm the robust utility of SCCT and CMI, thereby informing academicians and practitioners in designing and implementing effective early career interventions.
... Some studies suggest that career decision-making self-efficacy should not be used as the sole measure of intervention effectiveness, especially when evaluations do not include actual decision-making and career transitions (Babarović et al., 2020). Career adaptability has been used to assess the effectiveness of career interventions, possibly due to the lack of updates in existing measurement tools and criticisms regarding career maturity measures for different populations (Whiston et al., 2017). Career interventions in middle school are also related to STEM fields, with outcomes including math/science self-efficacy and health science career interests (Ali et al., 2017;Ali et al., 2019;Syeda and Zahid, 2024). ...
... The key role of counselors in middle school career interventions Empirical research consistently underscores the pivotal role that counselors play in career interventions at the middle school level. This conclusion aligns with the findings of Whiston et al. (2017) in their meta-analysis, which emphasizes the significant impact of counselor support. Notably, counselor support was identified as the most critical factor influencing the effectiveness of career counseling interventions. ...
Introduction
To address the challenges posed by the rapidly evolving career landscape on adolescent development, this study systematically reviews career intervention pathways for middle school students.
Methods
It explores the theoretical frameworks, intervention structures, evaluation systems, and outcomes associated with career interventions at middle school educational stage. Seven key terms, three databases, and four eligibility criteria were established for the review. Out of 417 articles collected, 21 were selected for comprehensive analysis.
Results
The results indicate that the theoretical framework for middle school career interventions includes career theory and psychotherapy, with the main intervention approach group-based. The evaluation system typically relies on quasi-experimental pre- and post-test assessments. The outcomes demonstrate positive developments in career decisionmaking and career adaptability.
Discussion
This study emphasizes the critical role of career interventions and educational programs during middle school, advocating for their integration into the curriculum to support students’ career development.
... While the case study is useful for understanding the processes involved, it does not provide empirical evidence from a sufficient number of participants. Therefore, empirical studies investigating the effects of meaning-based counseling should be encouraged, as this ingredient has hardly been included in recent metaanalyses of the effects of guidance counseling (Brown et al., 2003;Whiston et al., 1998Whiston et al., , 2017. ...
... When necessary, the Danish counselors read the questionnaire aloud for the young participants with language difficulties or provided explanations of the instructions. The effectiveness of career choice interventions has an average effect of 0.352 according to Whiston et al. (2017). So, even if the relevance of designing counseling programs is undeniable, creating them for young people experiencing multiple life transitions, including young migrants (Nota et al., 2014), is a challenge. ...
The Meaning of Life and Meaning of Work (MLMW) counseling program developed in France has been adapted in the Danish context of young migrants in transition. The effects were assessed by using instruments such as Career Decidedness Scale (CD), Satisfaction With Life Scale (SWLS), Meaning of Life Questionnaire (MLQ), and Career Adapt-Abilities Scale (CAAS). The results for the CD and CAAS scales show a nonsignificant effect. However, for young people experiencing transition, there was a significant increase in both SWLS and MLQ-Search scores. The impact of the program on Danish youth in transition and recommendations for future research are discussed.
... This view is further emphasized by [12] who regards students' discipline as guidance to moral, physical, psychological and emotional development which enables children to be responsible and active. From a study conducted by [13], guidance and counselling is an effective tool in instilling discipline in learners. Since a school setting contains students from diversified environments with differences on the students' backgrounds, ideologies and conducts, rules and regulations make them more of equal: they are therefore a unifying factor. ...
... Majority of the respondents 194, (80.5%) agreed and strongly agreed that guidance and counselling was an effective approach of instilling discipline in the school. Their views correlate with research by [13] which concluded that career counselling has; for instance, a positive impact on students' career decision-making, self-efficacy, and readiness. The authors found that students who received career guidance were better equipped to make informed decisions about their future hence reducing career-related anxiety. ...
... Only 38% of students completed their bachelor's degree in the normative three years (Statistics Iceland, 2022). Meta-analytic studies have supported the utility of career interventions for career development, decisions and educational progress (e.g., Brown & Ryan Krane, 2000;Hughes et al., 2016;Whiston et al., 2017). In Iceland, career interventions in compulsory education have been shown to be effective in reducing upper secondary school dropout rates (Vilhjálmsdóttir, 2010) but less is known about the effectiveness of career interventions in upper secondary schools. ...
... Meta-analytic studies indicate career interventions are effective and research on career development courses and career education yield positive results (e.g., Fouad et al., 2009;Osborn et al., 2020;Whiston et al., 2017). Career intervention studies have focused mainly on short-term effects (Whiston & Rahardja, 2008). ...
... Sobre o aumento da eficácia em OPC, sugere-se que os profissionais deem suporte para os clientes desenvolverem metas escritas para carreira com intenções plausíveis de implementação; forneçam aos clientes oportunidades, durante a sessão, para buscarem e analisarem informações ocupacionais; solicitem a busca e a análise de informações ocupacionais fora das sessões; forneçam oportunidades para comparar, de forma escrita, ocupações ou áreas de interesse, ponderando diferentes opções e ofertem sessões individuais para resultados de avaliação difíceis (Brown et al. 2003). Essa ênfase em exercícios escritos encontra apoio em meta-análise sobre intervenções em escolhas de carreira realizada por Whiston et al. (2017), na qual este tipo de atividade também se apresentou bastante significativa para a eficácia das intervenções. Além disso, os três ingredientes críticos encontrados nessa pesquisa são o apoio do orientador profissional, o esclarecimento sobre os valores do cliente e as intervenções psicoeducativas. ...
... Já a atividade escrita que também aparece fortemente associada ao desenvolvimento da AT na presente investigação, é referida na literatura como relacionada ao aumento da eficácia de intervenções em carreira, e pode se apresentar como: ajudar os clientes a desenvolverem metas escritas e fornecer oportunidades para comparar, de forma escrita, ocupações ou áreas de interesse (Brown et al., 2003). Essa ênfase em exercícios escritos encontra apoio em meta-análise realizada por Whiston et al. (2017), na qual este tipo de atividade também se apresentou bastante significativa para a eficácia da intervenção. ...
The Working Alliance (WA) is a three-dimensional construct (goal, task, and bond) and is associated with positive outcomes in career counseling. In this descriptive research, we sought to understand behaviors perceived by counselors that are related to the formation of the WA in career counseling through a questionnaire, with 67 counselors. Descriptive statistics and content analysis were used for data analysis. It was observed that the main dimension associated with WA was the bond, and the key behaviors included active listening, empathy, and ethics, encompassing the demonstration of appropriate knowledge for effective counseling. In this study, the perception of WA in career counseling aligns with what the literature has understood about WA in the clinical area.
... Hughes et al. [25] looked at research carried out between 1996 and 2016, providing a broad perspective on career interventions and educational programs. Langher et al. [26] and Whiston et al. [27] contributed meta-analyses, offering a comprehensive quantitative analysis of the effectiveness of career interventions. Kim et al. [28] conducted a scooping review, investigating what is known about technology-based employment interventions for individuals with autism, examining how these interventions have been conducted, and providing valuable insights into this specific area of study. ...
... The results of distance interventions mostly support the effectiveness of the interventions, which is in line with previous review studies with specific populations (e.g., [28]). With this information, it is possible to verify the importance of distance career interventions, as well as the continuation of these lines of research despite previous review studies concluding that face-to-face career intervention has higher efficacy results than distance [27]. However, this fact reinforces the importance of studying these interventions and the critical ingredients that can favor their results because these distance interventions have advantages, such as the possibility of reaching different audiences that face-to-face interventions cannot always reach [16,17]. ...
Background: Due to global technological advances, psychology professionals have experienced constant changes in their daily routines. The field of career development and vocational psychology is no different. Amplified by the adjustments brought about by the circumstances of the pandemic, there has been an increased demand for and development of various distance intervention methodologies. Methods: This study presents a systematic review of distance career interventions, focusing on (1) rationale, (2) groups of the population, (3) structure, (4) evaluation, and (5) outcomes and recommendations. Eleven keywords, three databases, and five eligibility criteria were defined. Results: Sixteen articles were collected for analysis. The results showed a predominance of (1) career construction theory and social cognitive theory rationales, (2) a sample of university students, (3) group career intervention, (4) pre- and post-test evaluation systems, and (5) effects in different dimensions and recommendations about intervention research design. Conclusions: Although there has been an increase in the number of publications in recent years, few studies evaluate distance career interventions. There are also few studies with different target populations. In this sense, indications for future interventions and studies are given, as well as the implications of these studies for practice.
... Whiston, et al. [23] found in their study that students who have some level of career planning tend to exert effort towards their plans in the future, diligently studying professional knowledge. They concluded that reasonable career planning plays a positive role in shaping the learning attitude of college students. ...
... Moreover, career planning among university students in Hebei Province, China, has a significant positive impact on their learning attitudes. This finding aligns with previous research by Whiston, et al. [23] and Hidayat and Alsa [24]. It indicates that students who excel in career planning also demonstrate better learning attitudes. ...
With the deepening of educational reform in China, higher education has shifted from elite education to mass education, that leading to an annual increase in the number of graduates. However, many college students lack the corresponding competitiveness in the job market. Therefore, enhancing the employability of college students to increase competitiveness has become crucial. Drawing on the Career EDGE employability model as the theoretical framework, this study explores the impact of career planning on employability among college students, with learning attitude as a mediating variable. Through convenient sampling of college students in Hebei Province, China, 430 valid questionnaires were used to empirically test the theoretical hypothesis model. The results indicate that career planning has a direct impact on employability, and learning attitude also has a direct impact on employability. After incorporating learning attitude as a mediating variable, it was found to partially mediate the relationship between career planning and employability.
... The MCS workbook corresponds to the written exercises and workbooks among the key elements. Another meta-analysis indicated that the three critical elements of career counseling are counselor support, value clarification, and psycho-educational intervention (Whiston et al., 2017). The career construction interview gained direct counselor support and clarification of specific values. ...
... Computerized online systems were the most cost-effective (Whiston et al., 1998). A recent meta-analysis indicated that individual counseling was the most effective, while group and individual counseling and computer-based interventions varied widely (Whiston et al., 2017). Meta-analyses have not yet yielded consistent conclusions. ...
With the emergence of the borderless career era in the 21st century, career coaching has experienced a change from career guidance and career education to career counseling. Career construction theory has been widely used in career counseling and has substantial application value. Introducing career construct theory’s assessment tools and intervention strategies is necessary and meaningful. In this mini-review, the qualitative assessment tools and intervention approaches of career construct theory are introduced and analyzed; the qualitative assessment tools include the Career Construction Interview and “My Career Story” workbook, and the intervention approaches include the Computer-Assisted Career Counseling System, workshops, group counseling, and individual counseling. Finally, future research directions are proposed, including an analysis of what kinds of career construction interventions are most effective for which groups and under what conditions, career intervention in the digital age, and the standardization of assessment tools. The novelty of this paper lies in the fact that it purposefully proposes future directions for career construction theory from the perspectives of assessment tools and intervention approaches and that research on the assessment tools and intervention approaches of career construction theory still needs further attention.
... Existing literature has repeatedly shown that the quality of the relationship between the client and the practitioner has a positive impact on the outcomes of the intervention. It is often cited as the single most important aspect of the interaction (Graßmann et al., 2020;Whiston et al., 2017), and experiencing and communicating empathy with clients is one of Rogers' core conditions for effective practice (1961). It seems that theories can be useful tools to help with this. ...
Career development theories can help practitioners to support their clients’ career development, yet evidence suggests that they are not well used in practice. This study explores career practitioners’ perceptions of the value that career development theories can add in guidance. Data were gathered through semi-structured interviews with thirty UK career practitioners exploring their perceptions of the benefits of theory-driven practice and were analysed with a reflexive thematic analysis. Three themes were developed: theories add value through boosting the confidence of client and practitioner, through deepening the understanding of client and practitioner, and through directly and indirectly improving career guidance conversations.
... Entre os vários elementos comuns formadores das práticas de OPC está a necessidade de avaliação da intervenção, como forma de aferição de sua eficácia e eficiência em termos dos objetivos postulados e dos resultados esperados com a intervenção realizada, como apontam, internacionalmente, Spokane e Nguyen (2016) e Zelloth et al. (2020), e, nacionalmente, Melo- Silva e Jacquemin (2001), Santos e Ribeiro (2021) e Silva et al. (2022). Apesar dessa importância, os estudos sobre a temática são reduzidos e concentrados em adolescentes (faixa etária de 16 a 20 anos), como sintetizaram as revisões de literatura de Santos e Ribeiro (2021) e Whiston et al. (2017). Além disso, a avaliação de intervenção em OPC não tem sido sistematicamente utilizada e investigada no Brasil, como identificaram as duas revisões de literatura existentes em âmbito nacional (Ambiel et al., 2017;Bardagi & Albanaes, 2015). ...
A avaliação de intervenção é um dos elementos principais das práticas de orientação profissional e de carreira (OPC), mas que não tem tradição no Brasil, principalmente no campo das propostas narrativas. Assim, buscamos propor uma versão brasileira do LAQuA (Life Adaptability Qualitative Assessment) e testar este modelo narrativo de avaliação quali-quanti de intervenção, apontando e discutindo suas potencialidades. Por meio de um estudo de caso com um adulto emergente, analisamos o processo de mudança narrativa, reflexividade e reposicionamento social do orientando ao longo de um aconselhamento de carreira (AC) através da codificação proposta pelo LAQuA. Os resultados demonstraram a eficácia e a efetividade do AC avaliadas pela análise quanti e qualitativa das mudanças narrativas do orientando, identificando as trilhas e as dimensões de adaptabilidade e seus respectivos indicadores, os temas centrais e os tipos de reflexividade e de reposicionamento social coconstruídos ao longo do processo. Uma reconstrução do instrumento foi necessária para contextualização à realidade brasileira, e se mostrou pertinente com potencial para auxiliar orientadoras/es que estão trabalhando com propostas narrativas de AC, especialmente por oferecer um instrumento estruturado de avaliação de intervenção, possibilitando a aferição de sua eficácia e eficiência em termos dos objetivos postulados e dos resultados esperados com a intervenção realizada.
... One of the primary goals of individual career counseling is to help individuals make satisfying career decisions (Levin et al., 2022). Meta-analyses (Brown & Ryan Krane, 2000;Oliver & Spokane, 1988;Ryan Krane, 1999;Spokane & Oliver, 1983;Whiston et al., 1998Whiston et al., , 2017 conducted in the past decades demonstrate that individual career counseling can lead to positive pre-post change in career decision outcomes with moderate to large effect sizes (ds ranging between 0.41 and 1.08). Although previous research supports the effectiveness of individual career counseling, there is important variability in clients' responses to this type of intervention (Covali et al., 2011;Milot-Lapointe et al., 2016, 2019Multon et al., 2001Multon et al., , 2007. ...
This study reports the development and initial validation of the Career Counseling Outcome Questionnaire (CCOQ) in two individual career counseling settings using a college sample ( n = 1,140) and a community sample ( n = 161). Exploratory and confirmatory factor analyses revealed five correlated factors in both samples: (a) knowledge of the career decision-making process (4 items), (b) knowledge of the self (3 items), (c) knowledge of career information (3 items), (d) anxiety towards career decision-making (3 items), and (e) career undecidedness (2 items). The CCOQ scale scores changed in the expected theoretical direction during the career counseling interventions and did not change when clients were not receiving counseling. Except for anxiety, all CCOQ subscales predicted satisfaction with the career decision twelve months after counseling. The CCOQ total score predicted satisfaction with the decision twelve months after counseling, over and beyond a widely used instrument assessing sources of career decision difficulties (i.e. the Career Decision Difficulties Questionnaire; CDDQ). Career counselors could use the CCOQ to monitor the effectiveness of their interventions in complement to diagnostic measures such as the CDDQ.
... The study's finding aligns with that of Pordelan, Sadeghi, Abedi and Kaedi (2020) who reported that career intervention was significantly effective in fostering students' career self-efficacy. Whiston, Mitts and Wright (2017) showed that career counseling interventions have large mean effects on participants' career self-efficacy. Asogwa et al. (2020) showed that video-guided interventions for students with HI can significantly enhance their learning self-concept. ...
The current study compared the effects of Purpose-based Career Counseling (Pb-CC) and Be Inspired Student Intervention (BISI) programs in promoting career transition self-efficacy among students with hearing impairments (HI). This study used a quasi-experimental pre/post-test design involving two participant groups – Pb-CC Group and BISI Group. Each group consisted of 13 students with HI. Each intervention lasted for 45 minutes, occurring twice a week for six weeks. Results revealed similarly significant levels of improvements in students' career transition self-efficacy and career transition decision-making scores in both groups. Changes in outcome measures from pre-to-post-tests in each intervention group were statistically significant (p<.001), as shown in the paired t-test results. Students in either the Pb-CC Group or the BISI Group showed similar levels of satisfaction with the interventions they received (t=.666, df=24, p=.512, Cohen's d=.261). The results suggest that both approaches are effective in enhancing career transition self-efficacy among students with HI.
... Von schulischen Angeboten scheinen Jugendliche in Abhängigkeit ihres Entwicklungsstands jedoch einen unterschiedlich starken Nutzen ziehen zu können (Driesel-Lange/Kracke 2017). Internationale Metaanalysen untermauern zudem geringe Effekte für nicht-individualisierte Maßnahmen (Whiston/Goodrich/Mitts/Wright 2017). Auch daraus folgt ein Bedarf der Anpassung von Unterstützungsangeboten an die Bedarfe der Jugendlichen (Ohlemann 2021). ...
... Therefore, it is important to support adolescents in overcoming career indecision, modifying their dysfunctional cognitions, and reducing their stress during the career decisionmaking process. In their meta-analysis, Whiston et al. (2017) highlighted the importance of counselors providing support to their clients during career counseling sessions as well as emphasizing the significance of the working alliance, which has been identified as a crucial factor in career counseling (Masdonati et al., 2009). More often than not, individuals feel pressured to make the career decision right to reduce future regret (Gati & Kulcsár, 2021); thus, students might seek professional help to navigate a successful transition from high school to adulthood. ...
The present study examined the efficacy of a 6-session Rational Emotive Behavior Therapy (REBT) career intervention program for high school students in reducing career decision-making difficulties and emotional distress. Nine classes of 11 th graders in two Romanian public high schools ( N = 233) were randomly assigned to a REBT career intervention and a Regular career course. The data were collected in three waves: before and after the interventions and at a 6-month follow-up. Career decision-making difficulties decreased in both intervention groups post-intervention and at the 6-month follow-up. Worry and irrational beliefs decreased more in the REBT group at the 6-month follow-up. Emotional distress and negative dysfunctional emotions decreased in the REBT group both post-intervention and at the 6-month follow-up, but they increased in the Regular group. The Discussion explores factors that may contribute to the decreased career decision-making difficulties in both groups and the benefits of the REBT career intervention.
... Based on the PIC, the model provides guidelines for the counselors-in-training on three stages of the decision-making process (PIC), considering both the intuitive nature of thoughts and the limited capacities of individuals to process information (Gati & Asher, 2001). The model also incorporates four intervention components derived from empirical work-written exercises during sessions (occupational analyses), individualized feedback on career choice, occupational information in-session, and dealing with career obstacles (Brown & Ryan Krane, 2000;Brown et al., 2003;Milot-Lapointe et al., 2018;Whiston et al., 2017). Counselors-in-training were also trained to provide general emotional support to their clients when needed. ...
This study examined the clinical effects of career counseling on psychological distress and the role of counselor adherence, working alliance, and client neuroticism in predicting these effects. The 239 participants received an average of 7.81 sessions at a university career counseling center. Among clients with a clinical level of psychological distress ( n = 179) at the study's inception, 55.87% recovered, 22.35% improved, 19.55% experienced no change, and 2.23% saw an aggravation of their psychological distress. Results showed that a higher level of counselor adherence to the intervention manual significantly increased the probability that clients recovered or improved as compared to not experiencing significant change. Working alliance did not predict clinical change, nor did it moderate the effect of counselor adherence. Clients who improved had higher levels of neuroticism than clients who recovered.
... For example, Milot-Lapointe et al. (2018) found that values clarification was addressed in 89% of career counseling processes among university students. Moreover, in a meta-analysis of career counseling interventions, Whiston et al. (2017) concluded that values clarification was an effective intervention component. Schwartz's theory (1992) presents a set of 10 values grouped into two pairs of higher-order values to form two orthogonal dimensions. ...
Objective
The present study investigated personal values underlying career‐related preferences among young adults deliberating on their career choice. As a fundamental component of one's identity, personal values can offer valuable insights into how individuals prioritize their career‐related preferences.
Method
We employed two complementary approaches: variable‐centered and person‐centered, using a sample of 636 young adults (69.5% women; M age = 21.9, SD = 2.12).
Results
Using a variable‐centered approach , we identified 14 value‐expressive career‐related preferences, demonstrating that individuals are less willing to compromise on these preferences than on non value‐expressive preferences. Using a person‐centered approach , we applied latent profile analysis to identify four groups of young adults with distinct value profiles: (1) growth‐focus ( n = 212; 33.3%), (2) protection‐focus ( n = 206; 32.4%), (3) self‐focus ( n = 122; 19.2%), and (4) social‐focus ( n = 96; 15.1%). Importantly, the four profiles varied in 18 of 31 career‐related preferences, revealing the composition of values underlying these career preferences. Fourteen of these preferences were identified as value‐expressive in a variable‐centered approach.
Conclusion
The two complementary approaches employed in the present study introduce a fine‐grained understanding of the value‐expressiveness of career‐related preferences.
... The intervention combined the principles of positive psychology with those of group counseling, including psychoeducation, guided group discussion, as well as narrative and cognitive-behavioral techniques. The efficacy of counselor-driven structured workshops and psychoeducational interventions as predictors of positive career decision-making has been supported by a recent meta-analysis (Whiston et al., 2017) that examined the critical characteristics of successful vocational interventions. It has been found that calling is especially fostered via psychoeducation (e.g., definition and relevance of calling and how calling can be developed), as well as group activities that help participants identify avenues for infusing their work with meaning and purpose (Dik & Steger, 2008;Lent & Brown, 2019). ...
The purpose of this study was the pilot implementation and investigation of the effectiveness of an internet-delivered group counselling intervention called "What is your superpower?", which aimed to enhance career calling, well-being, and character strengths among young adults. Twenty-five Greek undergraduate university students participated in the study and were divided into two groups. The experimental group attended the six-week program, while the control group did not participate in any intervention. All participants completed self-report measures before and after the intervention, while the experimental group completed the questionnaires also a month later. The results showed that the intervention group reported increased levels of career calling, well-being, and character strengths in the measurements after the program. The increased levels were maintained up to one month later, unlike the control group that had no significant difference in any of the variables of the study. Further research is required to confirm these findings.
... The brevity and holistic nature of the Vietnamese versions of CEDS mean that they can be used for different purposes: as self-assessment tools for individual students' career explorations in counseling; as formative assessment tools to inform students' career learning; and as pre-and postmeasures of career interventions to evaluate their impact and outcomes (cf. Whiston, et al., 2017). The CEDS may also be a basis for learning and/or discussion with parents and teachers, parents are afforded an opportunity to learn about models of career decision-making to complement traditional parentoriented decision-making on behalf of their children (ILO, 2021a; Trang, 2021). ...
This article reports on the measurement properties of the Vietnamese versions of the Career Education and Development Scale‐Senior and the Career Education and Development Scale‐Tertiary. The International Labour Organization Vietnam facilitated collection of data from students in high schools ( N = 1463) and universities ( N = 645) who completed these new measures along with comparator measures of self‐efficacy and career‐related beliefs, and expectations. Confirmatory factor analyses revealed an eight‐factor model equivalent for high school and university students. Correlations with comparator measures provide evidence of concurrent validity. These new measures of career preparedness support Vietnam's national efforts to advance career development, research, and practice. Future research recommendations focus on testing the measures’ properties across different sociocultural factors and gender.
... In this study, we focused on career decision-making strategies as potential antecedents of career decision-making self-efficacy and difficulties, two of the most studied variables in research on the effectiveness of career interventions (Soares et al., 2022;Whiston et al., 2017; see also Lent & Brown, 2020;Osipow, 1999). Our primary goal was to investigate which of 12 career decision-making strategies (as measured by the CDMP; Gati et al., 2010;2012) would be differentially associated with career decision self-efficacy (as measured by the Career Decision Self-Efficacy Scale, CDSE; Betz et al., 1996), and 10 specific career decision-making difficulties (as measured by the Career-Decision Difficulties Questionnaire, CDDQ; Gati et al., 1996). ...
Individuals differ in the strategies, self-efficacy beliefs, and difficulties that characterize their career decision-making process. Although some strategies are deemed adaptive, the differential links of career decision-making strategies to self-efficacy and difficulties, in general and in various cultural contexts, remain unclear. To address this issue, we investigated the associations of 12 career decision-making strategies with self-efficacy and difficulties among 414 adolescents and young adults in the cultural context of the French-speaking part of Switzerland. In doing so, we also sought to develop a French version of the Career Decision-Making Profiles questionnaire (CDMP-F) for assessing career decision-making strategies. Results confirmed the fit of the hypothesized 12-factor model underlying the CDMP-F and the adaptability assumption for six of 12 strategies: information gathering, locus of control, procrastination, speed of making the final decision, dependence on others, and desire to please others. Moreover, differentiated associations were uncovered: high procrastination and external locus of control were linked to lack of motivation; slow speed of making the final decision was linked to general indecisiveness; and high desire to please others was linked to external conflicts. Supporting the structural and construct validity of the CDMP-F and identifying differential associations, implications for research and practice are discussed.
... Many people in need of making a satisfying career decision consult in individual career counseling (Di Fabio & Bernaud, 2008;Gati & Levin, 2015). Meta-analyses (Brown & Ryan Krane, 2000;Oliver & Spokane, 1988;Ryan Krane, 1999;Spokane & Oliver, 1983;Whiston et al., 1998Whiston et al., , 2017 conducted in the past decades demonstrate that individual career counseling leads to positive prepost career decision outcomes (e.g. increases in career decidedness and career maturity) with moderate to large effect sizes (ds) ranging between 0.41 and 1.08. ...
This study tested whether trajectories of career decision difficulties identified in Milot-Lapointe and Le Corff (2023) predict outcomes of a manualized individual career counseling intervention 12 months after the intervention. Participants were 248 individuals who received an average of 7.79 sessions at a career counseling clinic and were reassessed 12 months after the intervention. Results showed that clients who experienced an optimal (Classes 1 and 2; 66% of clients) or a positive change but suboptimal (Class 3; 21% of clients) change during career counseling had negligible career decision difficulties 12 months after the intervention and were satisfied with their career decision, career situation and with counseling. Clients in Class 4, who did not experience any change during counseling (13% of clients), had significantly higher decision difficulties, were less satisfied with their career decision, career situation, counseling, and had lower life satisfaction at the 12-month follow-up compared to clients in the other classes. Results demonstrate the long-term utility of individual career counseling in producing, on average, sustainable positive outcomes for a large proportion of clients (87%). They also offer insights into the longitudinal consequences associated to variability in career counseling as clients who did not experience any change during counseling achieved poorer outcomes on the long run.
A sense of agency is crucial for self-directed career development, particularly during the postsecondary transition, a period shaping career trajectories. This study examined autonomy and self-efficacy as pillars of agency, using longitudinal data from a sample of 637 French-Canadian adolescents (54% girls, M age = 16) before and after the transition. Participants reported on career decision-making autonomy (intrinsic, identified, introjected, and external motivations) and self-efficacy, along with career exploration and commitment. Latent profile analysis identified four subgroups of youth, including youth with high autonomous motivations and self-efficacy, displaying a fully agentic profile, and others with lop-sided agency, marked by strong controlled motivations. Relative weigh analysis indicated self-efficacy as the strongest predictor, with intrinsic motivation making a unique albeit weaker contribution to exploration. These findings highlight the importance of fostering both autonomy and competence, while also revealing the detrimental implication of reward- and punishment-driven motivation on career identity integration.
Purpose
We address the importance of strategies for improving transparency, reproducibility, and replicability in human resource management research.
Design/methodology/approach
We review how transparency, reproducibility, and replicability enhance the credibility of scholarly work and provide practical recommendations for improving them.
Findings
We describe the credibility crisis in scholarly research, as evidenced by the increasing number of retractions and research misconduct cases. In response, we offer the TRRUST framework (i.e. transparency, replicability, reproducibility, unified ontology, shared culture of science and trust and values) to discuss how to enhance the credibility of human resource management research. Importantly, we offer 25 actionable recommendations for improving transparency, reproducibility, and replicability (e.g. data sharing, pre-registration and registration, independent reanalysis, and conducting sensitivity analyses to assess robustness).
Research limitations/implications
We emphasize the importance of addressing the credibility crisis in human resource management (HRM) research through increased transparency, reproducibility, and replicability. Researchers must adopt practices such as data sharing, pre-registration, and independent replication to enhance the credibility of their research. These recommendations empower junior and experienced researchers to implement robust methods, ensuring higher research quality. Future research should investigate the impact of transparent practices on outcomes, identify barriers to adoption and develop frameworks that promote sustainable research practices, thereby enhancing the long-term integrity and impact of HRM scholarship.
Practical implications
Human resource managers and other organizational decision-makers must critically assess research-based practices, ensuring they rely on credible studies to guide their decisions. Adopting evidence-based practices becomes more reliable when backed by reproducible research. Managers should seek transparency from consultants and vendors, promoting robust solutions. Partnering with researchers can help align academic findings with business needs. Staying informed about credible research practices ensures practices and policies reflect the latest, trustworthy evidence. Credible research reduces risks and enhances decision-making, fostering more effective and sustainable organizational strategies.
Social implications
The credibility crisis in research impacts society by eroding trust in academic findings that inform policies and workplace practices. Improving transparency, reproducibility, and replicability in human resource management research ensures that policies impacting workers and organizations are grounded in trustworthy evidence. Transparent research fosters public trust, reduces misinformation and promotes better decision-making by businesses and governments. When research is credible, it enhances societal outcomes by guiding fairer, more effective workplace practices, contributing to improved labor conditions, organizational performance and economic development. Ultimately, trustworthy research supports the well-being and progress of individuals, communities and institutions.
Originality/value
A clear and actionable list of recommendations for enhancing transparency, reproducibility, and replicability in HRM research is beneficial for both junior and experienced researchers. These recommendations enhance the credibility of human resource management research.
Die Entscheidung für eine Berufsausbildung oder ein Studium ist eine Aufgabe, die sich allen Jugendlichen in unserer Gesellschaft früher oder später stellt. Der Entscheidungsfindungsprozess ist dabei keinesfalls leicht und gelingt nicht allen Heranwachsenden gleichermaßen gut. Daher sind Unterstützungsangebote hilfreich und sinnvoll. Eine zentrale Rolle kommt hier der schulischen Beruflichen Orientierung (BO) zu, da sie in Deutschland ein Angebot für alle Schüler:innen ist, unabhängig von der erfahrenen Unterstützung in deren familiärem Umfeld. Ziel schulischer BO ist es, die Berufswahlkompetenz der Schüler:innen zu fördern, damit diese in die Lage versetzt werden, eine eigenständige und begründete Berufswahlentscheidung treffen zu können. Ausgangspunkt hierfür bildet eine verlässliche und valide Diagnostik, die Auskunft darüber gibt, an welchem Punkt im Berufswahlprozess sich Jugendliche befinden. Die vorliegende Arbeit, die aus einem Rahmentext und drei empirischen Studien besteht, befasst sich schwerpunktmäßig mit der Entwicklung und Validierung zweier standardisierter psychometrischer Instrumente (Fragebogen Berufswahlkompetenz und Fragebogen Berufswahlkompetenz – Kurzversion) und der Frage, wie diese zur individualisierten und entwicklungsangemessenen Begleitung von Jugendlichen im Berufswahlprozess eingesetzt werden können. In diesem Zusammenhang werden auch die professionellen Kompetenzen von Lehrkräften thematisiert, die es benötigt, um gelingende Berufsorientierungsarbeit in Schulen zu leisten. Ein weiterer Schwerpunkt der Arbeit liegt auf der wissenschaftlichen Evaluation von schulischen BO-Angeboten. Es wird die Frage adressiert, welche modernen Evaluationsdesigns im Kontext der schulischen BO eingesetzt werden können, um die Wirksamkeit von Interventionen zur Förderung der Berufswahlkompetenz zu bestimmen. Hierfür wird eine Evaluationsstudie zum Schülerpraktikum, einem der Standardangebote der BO an Schulen, vorgestellt, welche Befunde zur Wirksamkeit dieser Maßnahme liefert und die methodischen Herausforderungen thematisiert, die bei der Untersuchung von kausalen Effekten im Kontext der empirischen Bildungsforschung üblicherweise auftreten. Die Ergebnisse der drei empirischen Studien im Rahmen der publikationsbasierten Dissertation werden im Hinblick auf die weiterführende Forschung sowie die spezifischen Anwendungsmöglichkeiten im Kontext Schule diskutiert.
Background: Career coaching and counseling are vital tools for undergraduates to effectively identify career decisions in today's competitive labor market. However, the utilization of these services remains an area of study, as it is influenced by various career determinant factors such as institutional support, socio-cultural factors, awareness, and motivation. The main objective of this research was to analyze the mediating role of Career Decision Self-Efficacy (CDSE) in the relationship between determining factors and the utilization of career counseling services. Methods: The explanatory research design using structural equation modeling was used. Three hundred undergraduates were taken as sample from three universities were surveyed using validated Likert-scale questionnaires. Constructs measured included institutional support, socio-cultural influences, awareness, motivation, CDSE, and service utilization. Results: The findings revealed that the determinants of coaching and counseling, namely institutional support, socio-cultural influences, awareness, and motivation, were positively correlated with CDSE, while CDSE was strongly correlated with service utilization. The mediation analysis indicates that CDSE partially mediates the relationship between external 15 determinants and service utilization, accounting for 42.56% of the variance explained using the VAF method. Conclusion: This study concludes that enhancing CDSE significantly improves students' engagement with career counseling services. Interventions targeting institutional support, awareness campaigns, and confidence-building strategies can optimize service utilization among undergraduates. Novelty: By focusing on CDSE as a pivotal mediator, this study offers novel insights into improving career development programs at universities to enhance proactive career behavior among students. This will bridge external factors and career counseling utilization, offering actionable recommendations for academic institutions aimed at cultivating proactive career behaviors among students.
This study evaluates a group‐based career psychology intervention delivered face‐to‐face and online to enhance employability resources among unemployed individuals. Grounded in Social Cognitive Career Theory, the intervention focused on fostering self‐awareness, exploration, and goal setting. Qualitative and quantitative analyses showed positive reactions, increased engagement, and alignment with the intervention's objectives. However, challenges such as emotional resistance and technical issues with the online format were identified. Based on these findings, recommendations include flexible scheduling, adjustments to activity sequencing, and addressing technical difficulties. Overall, the study highlights the importance of supportive environments for career development and the need for tailored interventions. Future research should refine intervention designs and explore both efficacy and process through further studies.
This study explores the long‐term outcomes of the Employability and Career Self‐Management group career intervention for unemployed adults based on social cognitive career theory. The intervention aimed to increase employability and career self‐management resources through modules focusing on self‐awareness, contextual exploration, and career action plans. Twenty‐two participants, randomly selected from a total sample of 143, aged 25–64 years, were interviewed 1‐year postintervention using a semi‐structured format to assess perceived change and impact. Thematic analysis identified four deductive themes (employability dimensions) and two inductive themes (critical ingredients and recommendations). Participants perceived improved awareness of their career goals, work experiences, and networks, linking them to developments in their human capital, social capital, career identity, and environmental monitoring. Critical to the perceived success of the intervention were individualized feedback, reliable labor market information, psycho‐educational activities, and social support. The study highlights the impact of the intervention on participants’ employability and career self‐management.
This chapter explores the integration of artificial intelligence (AI) in vocational education and training (VET) to enhance career advising. AI offers solutions such as AI-powered assessment tools, personalized counseling platforms, predictive analytics, and job matching services. Case studies and emerging trends highlight AI's potential to improve the accuracy, personalization, and availability of career guidance. Key benefits include better career assessments, customized advice, and predictive job matching. However, challenges like data privacy, ethical concerns, and AI adoption resistance must be managed. VET institutions need to adapt their strategies to leverage AI while considering ethical implications for effective career advising in evolving job markets.
This article reports on an intervention based on a new approach to career counselling in the Anthropocene era. The research aimed to examine the determinants of the changes that occurred in the research participant rather than just the changes themselves. A gifted 17-year-old male (clarifying his career choice) was conveniently and purposively selected from enrichment workshop attendees. A descriptive and instrumental case study research was used to generate data. The workshop attendees completed the Career Interest Profile and the Maree Career Matrix to facilitate the intervention. Savickas’ guidelines for analysing career construction-related data were used to analyse the data. The intervention enhanced the participant’s psychological self as an autobiographical author especially. After the intervention the participant gave evidence of an enhanced sense of eco-awareness and moral behaviour). Further research is needed to establish the short-term and long-term effect of the kind of intervention in individual and group contexts.
Career planning is one of the most difficult educational challenges that Pakistani society encounters, despite the fact that human capital is becoming a more significant asset around the world. Making decisions regarding one's future employment is a continuous process known as career choice. A person's career choice is influenced by various factors, including personality type, interpersonal impact, teachers' motivation, the labour market, and financial concerns. The study of socio-psychological aspects of career choice was carried out in Sargodha. A multi-stage sampling technique was employed to choose 150 respondents for this quantitative study. A systematic questionnaire was implemented to gather the data for this investigation, and SPSS 23 was used to analyze the results. The study comes to the conclusion that choosing a career is an ongoing process. The results of the study indicate that parental and teacher influence, employment prospects, and financial demands have a greater impact on the choice of profession than personality type. The current study also revealed that the guidance and support of parents and teachers had a bigger effect on decision-making regarding their career choices.
Choice architecture refers to features of the psychological, social, and physical environment that can affect the process and outcome of human decisions. With roots in cognitive psychology and behavioral economics, it has become a fertile topic of inquiry in a wide range of behavioral domains. Thaler and Sunstein (2008) popularized choice architecture and its concept of nudges, which are small environmental adjustments that can facilitate behavioral choices without limiting personal autonomy. Nudge interventions have been studied intensely in relation to health, financial, ecological, and consumer outcomes. In this article, I consider how the strategic use of digital nudges might be used in career interventions, particularly in the context of a proactive, large-scale service delivery model. After overviewing the efficacy of nudge interventions in other literatures (e.g., educational decision-making), I suggest an agenda for designing and testing career development nudges. Though they often yield modest effect sizes, nudges may have potential as a cost-effective addition to the career intervention repertoire, providing both a means of assisting those who have been underserved by traditional career services and an outreach bridge between technology- and counselor-based interventions.
Les « tris de cartes » constituent une famille spécifique de méthodes d’intervention en psychologie du conseil qui aident un bénéficiaire à analyser les modes de fonctionnement psychologiques qui le caractérisent. S’inscrivant dans le champ des méthodes qualitatives, elles permettent de faire émerger la signification qu’un individu donne à certaines expressions de l’individualité comme ses valeurs, ses intérêts ou ses compétences. En s’appuyant sur une synthèse de la littérature scientifique, l’article expose les postulats, la démarche méthodologique, des exemples d’application et les cadres interprétatifs inhérents aux méthodes du tri de cartes. Puis il propose une synthèse des perspectives de développement de la méthode, préconise de nouveaux axes de recherche et formule des recommandations pour les modes d’application.
Professional development involves facing numerous challenges. It is a complex process, susceptible to personal aspects (e.g., health, happiness, productivity), but also contextual aspects (e.g., recognition of the complexity and unpredictability of the labor market, and of the need to have a positive impact on the community). The life design paradigm views individuals as active agents in their career construction. Although this approach strongly emphasizes individual agency, it also underscores the importance of addressing broader issues related to sustainability. Indeed, career counselling can stimulate actions that favor sustainable development, benefiting society and enhancing the well-being of all people. To this end, we developed a training to stimulate reflections on sustainable careers, sense of community, and sustainable behavior. The study involved 44 university students divided into an experimental (n = 22) and a control group (n = 22). The first group participated in 16 online activities, interspersed with three in-person meetings. After the training, the experimental group exhibited improvements in sustainable careers, sense of community, self-efficacy in implementing sustainable behavior, and the perceived importance of promoting sustainability. These findings suggest that career counselling activities can significantly increase the personal resources of university students, equipping them to contribute to society and promote a sustainable world.
Rural adolescents often overlook the significance of early career preparation, thus hampering their school-to-college transition. Regardless of overall growth, Karnataka, a state in India, confronts challenges in achieving a high transition rate, and a paucity of career maturity among rural youth exists. Recognizing a dire need to explore effective interventions for promoting career maturity, the study designed and demonstrated training among 76 Tenth-grade students from rural government schools. Qualitative questionnaires and focus group discussions elucidate the perceived impact of training on career maturity and identify the influence of career barriers and supports. Thematic and content analysis revealed an improved career outlook among participants by boosting career concern, curiosity, confidence, and control while alleviating career anxieties. Nevertheless, the findings uncovered persistent gender disparities. Exploration of models’ benefits and potential improvements informed the design of comprehensive training that facilitates early rural career development. The implications extend to policy, practice, and further research.
Studies published over the last four decades provide the basis for a systematic review of the impact of mentoring in higher education (HE) on student career development. We review 73 papers published between 1986 and 2023 and develop a framework to examine the relationships between mentoring approaches and career development outcomes. Here, we distinguish between different student populations (female students, under-represented groups). Notwithstanding an overall positive verdict on mentoring's career development potential, with particular emphasis on career choice and transitioning behaviour, the results are not always positive, and many nuances in the data are evident. At a time of increased concern about student transitions into the labour market, practical implications can be derived which may strengthen mentoring's benefits, e.g. the value of peer mentoring for female students, and cultural proximity of mentors for under-represented minority students pursuing Science, Technology, Engineering, and Mathematics (STEM) careers. Key research recommendations include:(1) developing novel impact indicators related to emotion such as career inspiration and passion; (2) examining under-researched impact indicators related to non-traditional student careers (e.g. entrepreneurial intentions), and employment and socioeconomic impact indicators; and (3) investigating the role of context and mentoring content and delivery modalities, in helping to explain inconsistent findings across the reviewed papers.
Several researchers have highlighted the need to strengthen school-based career education in Hungary. After reviewing the international literature on similar programs, this study reports on the impact of an innovative, multi-method career education course. It aimed to support Hungarian high school (ISCED 344) students in grades 10–11 in making decisions on further education and career choices, and in dealing with related uncertainties and difficulties, mainly through developing career management competence. Using a quasi-experimental design, the intervention group of 92 students showed significantly better results on half of the 20 career orientation variables assessed six months after the end of the intervention of 12 three-quarter-hour sessions, with low effect sizes compared to the pre-intervention assessment, and the 96-student control group. In addition to a self-developed questionnaire, the CDDQ Career Decision-Making Difficulties Questionnaire; and the CFI Career Factors Inventory were used. The effectiveness of the intervention was independent of factors such as gender, age, academic performance, and parental education. The study concludes with the suggestion that an enhanced version of the course could be an officially recommended supplementary career education program in Hungarian high schools.
“Dalits” are a historically marginalized caste group in India. In this study, we examine the impact that the institution of caste has on career change. Focusing on the shift from science, technology, engineering, and mathematics (STEM) to non-STEM careers, we ask why members of the Dalit communities in India leave their STEM careers. To present a comprehensive understanding of this career change, we also examine the factors that facilitate their retention in STEM careers. Deriving data from in-depth interviews with 42 STEM scholars from the Dalit communities in India, we illustrate their organizational experiences that are based on casteism. Qualitative data analyses were done using the grounded theory method. Results suggest that while caste operates in a unique way to drive away Dalit scholars from their STEM careers, doing gender plays an important role in their retention within the same careers.
Accessing high-quality career development to support successful transitions into post-compulsory education and employment can be a challenge for newly arrived students of refugee and migrant backgrounds. In Australia, not-for-profit organisations provide career guidance to students within schools that enrol refugee and migrant families. Through programs, not-for-profit organisations can provide mentoring, support and other career services. This research explores the marketing materials of organisation-provided career guidance programs based in Australian secondary schools. A close textual reading of how the programs engage with the discipline and practices of career guidance reveal a deficit framing of students and their families, with limited focus on promoting agency across programs. In light of the increasing resettlement of refugees and migrants in Australia, these findings highlight a need to balance social justice principles with greater engagement with the discipline of career education when enacting career interventions with vulnerable groups.
Research conclusions in the social sciences are increasingly based on meta-analysis, making questions of the accuracy of meta-analysis critical to the integrity of the base of cumulative knowledge. Both fixed effects (FE) and random effects (RE) meta-analysis models have been used widely in published meta-analyses. This article shows that FE models typically manifest a substantial Type I bias in significance tests for mean effect sizes and for moderator variables (interactions), while RE models do not. Likewise, FE models, but not RE models, yield confidence intervals for mean effect sizes that are narrower than their nominal width, thereby overstating the degree of precision in meta-analysis findings. This article demonstrates analytically that these biases in FE procedures are large enough to create serious distortions in conclusions about cumulative knowledge in the research literature. We therefore recommend that RE methods routinely be employed in meta-analysis in preference to FE methods.
College students (N = 125) volunteered to participate in a study of career exploratory behavior. Participants were randomly assigned to complete the Self-Directed Search Form R (SDS: R) Internet version or to a control group that did not complete the SDS. Results indicated that individuals who completed the SDS: R Internet and reviewed the Interpretive Report engaged in a greater frequency of exploratory career behaviors over 3 weeks and were considering more occupational alternatives than members of the control group. The amount to time spent reviewing the SDS Interpretive Report by members of the treatment group was also associated with greater frequency of career exploratory behavior and with the increased number of occupations being considered. Furthermore, vocational identity was found to mediate the relationship between minutes reviewing the SDS report and the number of occupations considered, but not the frequency of occupations explored. Anxiety as a potential second mediating variable was not associated with either. Implications for practice are discussed.
This study examined the effect of a Career Education Module on career development among a group of community college students. Using a pre-post and control group design, a quasi-experimental study was carried out on a purposive sample of 122 participants in Malaysia. Multivariate Analysis of Variance (MANOVA) was applied to test the effect of Career Education Module on career development. The effect of gender and the interaction effect of gender and Career Education Module on career development were also investigated. The analyses showed significant differences between the experimental and control groups in career development in terms of career planning, self-efficacy, and career maturity. However, no significant interaction was observed between strategies and gender on the three career development constructs. Our findings from Malaysia are consistent with most career education studies that used secondary school samples.
Keywords: career development, self-efficacy, career maturity, career planning ability, community college students,
The current meta-analytic review examined the effectiveness of job search interventions in facilitating job search success (i.e., obtaining employment). Major theoretical perspectives on job search interventions, including behavioral learning theory, theory of planned behavior, social cognitive theory, and coping theory, were reviewed and integrated to derive a taxonomy of critical job search intervention components. Summarizing the data from 47 experimentally or quasi-experimentally evaluated job search interventions, we found that the odds of obtaining employment were 2.67 times higher for job seekers participating in job search interventions compared to job seekers in the control group, who did not participate in such intervention programs. Our moderator analysis also suggested that job search interventions that contained certain components, including teaching job search skills, improving self-presentation, boosting self-efficacy, encouraging proactivity, promoting goal setting, and enlisting social support, were more effective than interventions that did not include such components. More important, job search interventions effectively promoted employment only when both skill development and motivation enhancement were included. In addition, we found that job search interventions were more effective in helping younger and older (vs. middle-aged) job seekers, short-term (vs. long-term) unemployed job seekers, and job seekers with special needs and conditions (vs. job seekers in general) to find employment. Furthermore, meta-analytic path analysis revealed that increased job search skills, job search self-efficacy, and job search behaviors partially mediated the positive effect of job search interventions on obtaining employment. Theoretical and practical implications and future research directions are discussed.
Two studies evaluating a school-based, culturally responsive career exploration and assessment group for low-income, urban Chinese immigrant youth are described. Mixed qualitative and quantitative methods compared the treatment (CEDAR group) versus the control group (no intervention). In Study 1, CEDAR group participants reported a significant decrease in career indecision; increases in academic, career, and college help seeking; and career decision-making self-efficacy at posttest compared to the control group. In Study 2, CEDAR group participants reported a significant increase in career decision making; decreases in career counseling stigma and value, collective self esteem, and affirmation and belonging in ethnic identity at posttest compared to the control group. Qualitative data from Study 1 and 2 revealed that participants had experienced an increased sense of social support, self-regard, self-knowledge, and learned practical career skills after participating in the CEDAR group. Implications for future research in career assessment and program development are discussed.
This article evaluates the efficacy of a training program focused on increasing emotional intelligence (EI), which was developed for Italian high school students. The training was constructed using an ability-based model of EI. It was hypothesized that specific training would increase both ability and self-reported EI and reduce levels of indecisiveness and career decision difficulties. This article outlines relevant literature and provides a description of the intervention, an evaluation of its efficacy, and a presentation of the results with regard to decisional problems.
The authors tested the effectiveness of 2 group career interventions for 73 battered women who were randomly assigned to 1 of 2 treatment conditions or a wait-list control group. Both interventions included the 5 most effective career intervention components identified by S. D. Brown and N. E. Krane (2000), and 1 of the interventions also was designed to enhance critical consciousness (i.e., empowerment for self-protection and awareness of domestic violence impact; P. Freire, 1970; I. Martín-Baró, 1994). Relative to controls, standard participants had higher career-search self-efficacy, and standard-plus participants had higher critical consciousness at posttest. At follow-up, standard-plus participants had higher critical consciousness scores and made more progress toward goal achievement than standard participants. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Studies published between 1983 and 1995 that examined the effectiveness of career interventions were subjected to a meta-analytic review to replicate L. W. Oliver and A. R. Spokane's (see record
1989-06873-001) study. Using a sophisticated coding system and extensive data analyses, this study examined 268 treatment-control contrasts from 47 studies that involved 4,660 participants. The average overall effect sizes were smaller but similar to those found previously. Individual career counseling was found to be the most effective and efficient treatment, whereas computer interventions were the most cost-effective. The results of this study do not support the previous finding that treatment intensity predicted effect-size magnitude. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
An earlier research integration of the career-counseling literature (Oliver & Spokane, 1981; Spokane & Oliver, 1983) found moderate effect sizes for various career interventions but did not explore the relations between specific study characteristics. The present study extended the data base of Spokane and Oliver and used more sophisticated coding and analysis procedures to examine the relations between study characteristics and outcomes. Two hundred forty treatment–control comparisons resulted from 58 studies containing 7,311 subjects. Class interventions were the most effective but required the greatest number of intervention hours. Four indexes of the relative efficacy of different career intervention modes revealed that individual counseling produced more client gain per hour (or session) than any other intervention mode. Intensity of treatment was the only significant contributor to outcome magnitude. Contrary to earlier reviews, there were clear differences in effectiveness among intervention modes, a finding that ought to be considered in treatment selection. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The effects of a vocational rehabilitation - based workshop on commitment to career choice were measured. Participants were 28 men and 20 women with a mean age of 37. Twenty-five were African Americans, and 20 were White. An experimental design with aptitude-treatment interaction analysis was used to determine the effects of the workshop on 3 measures. Regions of statistically significant difference at alpha of .10 were found for measures of vocational identity and vocational exploration and commitment. No statistically significant differences were found for tendency to foreclose. The workshop was effective for clients who had low levels of career commitment or low levels of vocational identity.
Research synthesis is an empirical process. As with any empirical research, statistical considerations have an influence at many points in the process. Some of these, such as how to estimate a particular effect parameter or establish its sampling uncertainty, are narrowly matters of statistical practice. They are considered in detail in subsequent chapters of this handbook. Other issues are more conceptual and might best be considered statistical considerations that impinge on general matters of research strategy or interpretation. This chapter addresses selected issues related to interpretation.
The research related to the working alliance in career counseling is reviewed in this article. This review indicates that the working alliance does typically increase over the course of career counseling. Furthermore in career counseling, most of the correlations between the working alliance and various outcome measures were significant and hovered around .30, which is consistent with findings related to the correlation between the working alliance and the outcome in psychotherapy. In terms of factors that predict the working alliance’s contribution to career counseling outcome, there is a lack of studies and more research is needed in this area. This article also provides suggestions for practice in career counseling and recommendations for future research.
There are 2 families of statistical procedures in meta-analysis: fixed- and random-effects procedures. They were developed for somewhat different inference goals: making inferences about the effect parameters in the studies that have been observed versus making inferences about the distribution of effect parameters in a population of studies from a random sample of studies. The authors evaluate the performance of confidence intervals and hypothesis tests when each type of statistical procedure is used for each type of inference and confirm that each procedure is best for making the kind of inference for which it was designed. Conditionally random-effects procedures (a hybrid type) are shown to have properties in between those of fixed- and random-effects procedures.
Component studies, which involve comparisons between a treatment package and the treatment package without a theoretically important component or the treatment package with an added component, use experimental designs to test whether the component is necessary to produce therapeutic benefit. A meta-analysis was conducted on 27 component studies culled from the literature. It was found that the effect size for the difference between a package with and without the critical components was not significantly different from zero, indicating that theoretically purported important components are not responsible for therapeutic benefits. Moreover, the effect sizes were homogeneous, which suggests that there were no important variables moderating effect sizes. The results cast doubt on the specificity of psychological treatments.
The purpose of this study was to examine the effects of a brief interest inventory intervention on career decision self-efficacy in an undergraduate sample. A pretest-posttest equivalent group design compared students who completed an interest inventory and participated in two sessions of its interpretation, students who only completed an interest inventory, and students who received no career intervention. Participants completed the Career Decision Self-Efficacy Scale — Short Form before and at the end of the intervention. The results indicated that both experimental groups had significant gains on career decision self-efficacy, whereas no significant gains were observed for the control group. Although both treatment conditions were effective, the feedback group appeared to be more powerful in increasing career decision self-efficacy. By participating in a feedback group and completing the activities in their interest profiles, a client had the opportunity to be actively involved in his/her own career process instead of passively completing an inventory and receiving no feedback. As well, clients had the opportunity to check the interpretations of their profile and share their results with other clients having similar career difficulties.
In this study, the authors investigated the influence of group career guidance programme in facilitating the vocational maturity of senior secondary school students in Ibadan. Sixty-five senior secondary school students (35 males and 30 females) randomly
selected from two secondary schools in Ibadan constituted the sample with 35 in experimental and 30 in control groups. The experimental group received group career guidance by lecture method for 4 weeks. The modified version of the Super and Forrest\'s (1972) Career Development Inventory (GDI) was used to measure the students\' vocational maturity before and after treatment. ANCOVA and t-test were used to analyze the data
obtained. The results indicated that group career guidance significantly improved the students\' vocational maturity but educational background and gender differences had no significant influence on their vocational maturity. The findings provide evidence that it is possible to accelerate the vocational maturity of the students and there is need for counsellors to mount group career guidance programme in their schools and colleges to meet the vocational needs of their students.Nigerian Journal of Guidance and Counselling Vol. 6 (1&2) 1998: pp. 27-42
The Self-Directed Search (SDS; Holland, 1994) is sometimes administered to large student groups outside of counseling to address common career development needs. This study evaluated the effectiveness of the SDS as a stand-alone intervention by comparing a general sample of college students who completed the SDS (n = 39) with a no-treatment control group (n = 41) on several outcomes. Completion of the SDS related to an increase in the number of career alternatives being considered 4 weeks later but did not relate to career exploration, career decision-making self-efficacy, career indecision, and seeking of career counseling services. If the SDS is used outside of counseling with broad student samples, the authors suggest providing additional intervention to ensure that it promotes exploration of any additional careers being considered.
Nontraditional college students (29 women and 37 men) participated in a career counseling workshop based on Bandura's (1977) self-efficacy theory. Participants were randomly assigned to either an experimental treatment group or a delayed-treatment control group. Results suggested that participation in the workshop had a significant, positive effect on the career decision-making self-efficacy of the participants (p < .05) across levels of age, sex, year in college, and family income. Results provide support for career self-efficacy theory and indicate that the career decision-making self-efficacy of nontraditional college students is amenable to change through counseling interventions.
A structured 10-didactic unit intervention was devised to foster adolescents’ time perspective and career decidedness. The study was conducted with 50 adolescents who were selected from a group of 624; 25 of the participants were randomly assigned to the control group and 25 were assigned to the experimental group. They were selected according to their level of career indecision and poor propensity to look to the future. A series of repeated measure analyses of variance were carried out to evaluate pre- and posttest differences between the experimental and control groups regarding time perspective and career decidedness. At posttest, the experimental group showed higher levels of continuity, hope, and career decidedness than did the control group. Implications for future practice and research are discussed.
This study used a pretest—posttest, nonequivalent control group, quasi experimental design to examine the effectiveness of a 12-week, metacognitive and planned happenstance career training course for Taiwanese college students. The treatment groups significantly increased their career competencies in metacognitive, cognitive, affective, and behavioral dimensions over the comparison and nonequivalent control groups.
Students enrolled in a college success course were assigned to (a) a cognitive intervention using the Career Thoughts Inventory (CTI) workbook (Sampson, Peterson, Lenz, Reardon, & Saunders, 1996b), (b) an occupational research project involving an oral report, and (c) a control condition. The workbook condition had a significant effect on the CTI total score, whereas the research condition and the control condition did not. Both workbook and research conditions had a significant positive effect on decision‐making confusion and commitment anxiety.
This study examined the effectiveness of group‐based career counseling using the Career Interest Profile (CIP). The study used an experimental design involving 2 groups of Italian university students: an experimental group (42 participants) who received narrative career counseling and a control group (47 participants) who did not. Results indicated more specific life and occupational goals after the intervention among members of the experimental group in addition to a decrease in career decision‐making difficulties and an increase in career decision‐making self‐efficacy, thus suggesting the value of group‐based career counseling on the basis of the principles embodied in the CIP.
The study evaluated whether women participating in a career group designed to increase career‐related self‐efficacy would make gains on career decision‐making self‐efficacy and vocational exploration and commitment compared with women in a control group. Thirty‐one women participated in a 6‐week treatment group, and 30 women participated in a no‐treatment control group. Results indicated that, compared with the control group, women in the treatment group improved on career decision‐making self‐efficacy and vocational exploration and commitment, and maintained those gains at 6‐week follow‐up. The discussion focuses on implications for counseling, limitations of the study, and future research.
This study shows the results obtained after developing and applying a vocational evaluation and guidance program to a sample of persons with physical and sensory disabilities from a center of vocational rehabilitation. The participants were 84 students: 56 in the experimental group and 28 in the control group. The program, lasting 27 h, included information to enhance self-awareness and knowledge of the labor world, and training in employment-seeking strategies. Pre- and post-test measurements were taken by means of three employability maturity evaluation instruments and a self-image evaluation instrument. Results show significant improvements in professional and personal identity (i.e. abilities, interest and need awareness), together with employment seeking skills. Finally, conclusions and suggestions for further research are presented.
The authors evaluated the effectiveness of an intervention with adolescents living in an inner city that was based on the Integrative Contextual Model of Career Development (Lapan, 2004). Adolescent participants reported greater efficacy and positive self‐attributions and greater skills in person‐environment fit; social, prosocial, and work readiness; the garnering of emotional and instrumental support; and self‐regulated learning. Adolescents who participated in a more traditional career counseling model only reported greater emotional support than did adolescents not receiving career counseling.
Researchers from 13 countries collaborated in constructing a psychometric scale to measure career adaptability. Based on four pilot tests, a research version of the proposed scale consisting of 55 items was field tested in 13 countries. The resulting Career Adapt-Abilities Scale (CAAS) consists of four scales, each with six items. The four scales measure concern, control, curiosity, and confidence as psychosocial resources for managing occupational transitions, developmental tasks, and work traumas. The CAAS demonstrated metric invariance across all the countries, but did not exhibit residual/strict invariance or scalar invariance. The reliabilities of the CAAS subscales and the combined adaptability scale range from acceptable to excellent when computed with the combined data. As expected, the reliability estimates varied across countries. Nevertheless, the internal consistency estimates for the four subscales of concern, control, curiosity, and confidence were generally acceptable to excellent. The internal consistency estimates for the CAAS total score were excellent across all countries. Separate articles in this special issue report the psychometric characteristics of the CAAS, including initial validity evidence, for each of the 13 countries that collaborated in constructing the Scale.
An independent evaluation of the Armed Services Vocational Aptitude Battery (ASVAB) Career Exploration Program was conducted using nationally representative samples of high school students. The sample consisted of current ASVAB Program participants (n = 255) and two control groups of nonparticipants (n = 233, n = 189). A pretest-posttest design showed that participation in the ASVAB Program increased career exploration knowledge and reduced diffusion and approach-approach forms of career indecision, as assessed by the Career Decision Scale (S. Osipow, 1986).
This study adapted existing empirically supported interventions to explore options for serving large numbers of unemployed adults. Participants included 150 unemployed adults (72 experimental group, 78 control group) seeking employment office services to maintain U.S. federal unemployment compensation. A 1-hour workshop was offered to the 72 experimental group participants. The same career development variables were assessed during data collection for both groups. Results revealed the workshop had no impact on negative career thinking and potentially increased career decision-making difficulties in the experimental group. Intervention effectiveness issues, implications for future research, and intervention options with unemployed adults are discussed.
The use of statistical methods to combine the results of independent empirical research studies (meta-analysis) has a long history. Meta-analytic work can be divided into two traditions: tests of the statistical significance of combined results and methods for combining estimates across studies. The principal classes of combined significance tests are reviewed, and the limitations of these tests are discussed. Fixed effects approaches treat the effect magnitude parameters to be estimated as a consequence of a model involving fixed but unknown constants. Random effects approaches treat effect magnitude parameters as if they were sampled from a universe of effects and attempt to estimate the mean and variance of the hyperpopulation of effects. Mixed models incorporate both fixed and random effects. Finally, areas of current research are summarized, including methods for handling missing data, models for publication selection, models to handle studies that are not independent, and distribution-free models for random effects.
Meta-analysis is a statistical tool for estimating the mean and variance of underlying population effects from a collection of empirical studies addressing ostensibly the same research question. Meta-analysis has become an increasing popular and valuable tool in psychological research, and major review articles typically employ these methods. This article describes the process of conducting meta-analysis: selecting articles, developing inclusion criteria, calculating effect sizes, conducting the actual analysis (including information on how to do the analysis on popular computer packages such as IBM SPSS and R) and estimating the effects of publication bias. Guidance is also given on how to write up a meta-analysis.
Initially administered in 1961, the Career Maturity Inventory (CMI) was the first paper-and-pencil measure of vocational development. The present research revised the CMI to reestablish its usefulness as a succinct, reliable, and valid measure of career choice readiness, with a few theoretically relevant and practically useful content scales for diagnostic work with school populations up to and including Grade 12. The new Form C was produced by combining rational organization of item content with confirmatory factor analysis (CFA). In the end, CMI Form C provides a total score for career choice readiness, three scale scores reflecting career adaptability dimensions of concern, curiosity, and confidence, and a score reflecting relational style in forming occupational choices. Initial evidence supports the face, construct, and concurrent validity of the CMI scores as indicators of career choice readiness.
An exploratory study was conducted to compare the effectiveness of two different career education courses on career decision making for college freshmen in Taiwan. Two different career education courses were designed for college students; one was a cognitive restructuring intervention and the other was a career decision skills training intervention. The cognitive restructuring career education course was compared to two other conditions. Approximately 164 college freshmen were administered the Career Decision Scale, a demographic sheet, and a follow-up questionnaire. The design selected for the study was a pre- and post-test design, using two experimental groups (two approaches to career education courses) and one control group. A total of 152 subjects completed both pre- and post-analyses. A 3 × 2 multivariate analysis of covariance (MANCOVA) was performed. The factors were treatment and gender. In the comparisons of the students who took the two different approaches to career education courses and the students who did not, statistical analyses of the data indicated that regardless of gender, a significant treatment main effect on the indecision scale of the Career Decision Scale was found. However, there were no significant treatment group differences between the two experimental groups. Implications and suggestions for designing a college career education course were also discussed.
This study analyzes the role of the working alliance on the life satisfaction and career decision difficulties of clients participating in career counseling in Switzerland. The study also compares these career counseling clients to a group of students who did not seek counseling, to explore the overall effectiveness of a face-to-face career counseling intervention, using a pre—post design. Results indicated that the working alliance was positively associated with clients’ satisfaction with the intervention and with the final level of their life satisfaction. Working alliance was also negatively associated with the final levels of career decision difficulties. Moreover, clients’ career decision difficulties significantly decreased and their life satisfaction increased throughout the intervention. These findings suggest that working alliance represents an important variable to better understand career interventions’ underlying mechanisms. Moreover, face-to-face career counseling is effective considering career-specific as well as broader, life-related indicators.
Self-efficacy is a useful construct in vocational psychology because it helps us conceptualize client issues, interventions to address those issues, and instrumentation to assess vocational status and improvement. This article details two separate studies with veterans seeking vocational assistance within a Veteran's Affairs Medical Center. In both studies, the interventions themselves were designed around the strengthening of specific self-efficacy expectations. In the first study, patients' efficacy regarding general job search and decision-making behaviors was targeted using little more than traditional résumé preparation. In the second study, personality and cognitive functioning test feedback provided a platform to discuss difficult personality issues, their usual manifestation in the patient's work life, and the patient's efficacy about integrating this information in future career decision-making, job seeking, and work. In both studies, moderate to large effect sizes supported the effectiveness of our interventions.
Undergraduates (64 women and 35 men) enrolled in a university orientation course completed measures of career decision-making self-efficacy and career beliefs. Participants were then randomly assigned to one of three experimental groups: the Strong Interest Inventory (SII) with feedback group, the SII completion-only group, or the control group. Students who completed the SII and participated in a social cognitive-based group feedback and interpretation session exhibited higher levels of posttest career decision-making self-efficacy and differential career beliefs relative to students in the other experimental groups. Theoretical and practical implications of the results are presented, and ideas for additional research in this domain are discussed.
The present study tested the effects of a time perspective intervention designed to increase an individual's orientation to the future. Because a future orientation constitutes a fundamental dimension in career choice attitudes and competencies, the intervention should, in addition to increasing future orientation, foster career development. Accordingly, the outcome measures addressed both future orientation (i.e., temporal continuity and optimism about the achievability of future goals) and career planning (i.e., planful attitudes and planning outcomes). The intervention was administered, separately, to two groups of tenth-grade students and two groups of college freshmen. The experimental groups, when compared to control groups, exhibited statistically significant increases in future orientation as they improved their sense of continuity between the past, present, and future and enhanced their optimism about the future. The intervention produced its largest effect size (.77) for more highly developed attitudes toward career planning among the experimental group. The intervention, however, did not immediately affect the quality of the students’ planning outcomes.
This meta-analysis involved the direct comparison of treatment modalities used in career interventions. In general, interventions that did not involve a counselor were found to be less effective than other modalities. Results also indicated that workshops or structured groups tended to produce better outcomes than non-structured career counseling groups. Furthermore, participants who used a career computer system supplemented by counseling had better outcomes than those who just used a computer system. Many of the comparisons involved comparing counselor-free interventions to other counselor-free interventions; however, this analysis did not find any significant moderators to effect size variation. There was also significant variation in workshops/structured groups and additional research is needed to analyze workshop content and client attributes.
The purpose of this study was to assess the effects of a 9- week career intervention program on at-risk middle school students' career maturity levels, self-esteem, and academic achievement. This study was based on a pretest and posttest design using a control group. Data were collected from 27 at-risk middle school students representing the experimental group and 30 at-risk middle school students making up the control group. Modes of measurement consisted of the Crites Career Maturity Inventory (measuring attitude and compe- tency levels), the Coopersmith Self-Esteem Inventory, and grades. Data for this study were coded numeri- cally and analyzed using inferential t tests and analy- sis of covariance. Qualitative interviews were con- ducted with teachers of 5 randomly selected partici- pants from the experimental group to compare self- esteem and academic achievement prior and subse- quent to the treatment. Although results revealed that the sample's career maturity attitude and competency levels and academic achievement improved, such increases were not statistically significant. Recommen- dations for future research and implications for school counselors are discussed.
The effects of a career development course on career decision-making self-efficacy were investigated. The course was primarily designed to help undecided students with career decision making. A pretest-posttest nonequivalent group design compared students who completed the course (n = 30) with a quasi-control group of students who were enrolled in an introductory psychology course (n = 66). The results indicated that students who completed the career course showed increased career decision-making self-efficacy overall, specifically in the areas of obtaining occupational information, setting career goals, and career planning. The career course also appeared to lower perceived career decision difficulties. The importance of having a theoretically based career course and the increased need for research in this area are discussed, given the increase in the popularity of career services on college and university campuses. Limitations and future studies are discussed.
To compare the effects of three different modes of interest assessment on career decision-making self-efficacy, 81 career-undecided college students participated in one of the following four conditions: an assessment intervention using the Strong Interest Inventory, an intervention using one of two methods of applying the Self-Directed Search, or a no-treatment control group. Change in career decisionmaking self-efficacy from pre-to posttest was assessed. Career decision-making self-efficacy increased significantly for all three treatment groups, and in each case, pre-post differences for the treatment groups exceeded the pre-post difference for the no-treatment control group. Differences in outcomes among the three treatment groups were not observed.
This study describes the development and evaluation of a short form of the widely used Career Decision-Making Self-Efficacy Scale (CDMSE; Taylor & Betz, 1983). The psychometric characteristics and relationship to the Career Decision Scale (CDS; Osipow, 1987) and the Vocational Identity Scale (Holland, Johnston, & Asama, 1993) were examined in a sample of 180 college students. The potential utility of a more efficient short form of the scale for use in career counseling interventions will be discussed.
Date revised - 20010221, Language of summary - English, Number of references - 123, Pages - 167-205, ProQuest ID - 619679326, PubXState - NJ, SubjectsTermNotLitGenreText - 2000 7707; 5603; 6760 3492; 8289; 1196 2206 3821; 8763, Target audience - Psychology: Professional & Research, Last updated - 2012-09-10, docISBN - 0805826661; 080582667X, Corporate institution author - Leong, Frederick T. L.; Serafica, Felicisima C., DOI - PSIN-2001-16483-006; 2001-16483-006; 0805826661; 080582667X, 1995 Career development and vocational behavior of racial and ethnic minorities. Career development and vocational behavior of racial and ethnic minorities. xi, 303, Arbona, Consuelo 1990 Career counseling research and Hispanics: A review of the literature. The Counseling psychologist 18 2 300-323, Atkinson, Donald R., Morten, George 1993 Counseling American minorities: A cross-cultural perspective (4th ed.). 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Evaluated the effects of DISCOVER (American College Testing Program [ACT], 1991), a computer-assisted career guidance system, on the career maturity of 38 middle school Ss (aged 12–15 yrs). All of the Ss completed a career maturity scale at the initiation and completion of the study. Ss randomly assigned to the treatment group worked with DISCOVER for approximately 1 hr per day over 2 wks, and Ss in the control group did not have access to the DISCOVER program. Results indicate significant gains in career maturity among Ss in the experimental group. The authors state that significant changes in a student's readiness to make realistic educational and vocational decisions can be realized in a relatively brief period of time using computer assisted career guidance systems. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined the effects of attributional retraining on the career decision-making (CDMSE) of college students. 60 college students (41 women and 19 men aged 18–49 yrs), grouped according to their career locus of control, were differentially affected by a videotaped career intervention. The intervention was an attributional retraining procedure designed to persuade students to attribute low levels of confidence in making career decisions and career-related failures to a lack of effort. Results indicate that the CDMSE of students who initially exhibited an external career locus of control significantly increased after the attributional retraining procedure, whereas the students who initially exhibited an internal career locus of control demonstrated no significant increase in CDMSE after attributional retraining. (PsycINFO Database Record (c) 2012 APA, all rights reserved)