Adapting the Career Development Inventory-Australia for cross-cultural research

This paper describes the adaptation of the Career Planning and Career Exploration scales of the Career Development Inventory-Australia for use in a Thai cultural context. One hundred and fifty-nine Thai high school students participated in the study. The results were compared with data from Australian students collected in earlier studies and from a group of Australian students participating in a career education program. The results indicate that only the Career Planning scale minus one biased item was found to be equivalent across Thai and Australian cultural contexts. The Career Exploration scale was found to be an unreliable measure of career exploration of Thai Year 11 males and its structure was found to be incongruent across Thai and Australian cultural contexts.     

Career Placement Project: A Career Readiness Program for Community College Students With Disabilities

This study examines the effect of a Career Placement Project using enhanced career services specifically designed for community college students with disabilities. The 4 areas of services provided by the project were career exploration, Job readiness, Job-seeking skills, and Job shadowing. A pretest-posttest design using a participant group and a control group measured change in career readiness. Based on the data, it seems that the Career Placement Project was effective in increasing the career preparedness of participating students with disabilities.     

Effects of short-term counseling on Career Maturity of tenth-grade students

The effectiveness of short-term counseling on Career Maturity of tenth-grade students as measured by the Career Maturity Inventory was studied. The Career Maturity Attitude Scale and the Self Appraisal subscale of the Competence Test were administered to a random sample (87 subjects) of tenth-grade students. The subjects whose scores fell below the mean were assigned randomly to experimental and control groups. The experimental group (17 subjects) received special counseling during a short term of 6 wk. Using repeated measures of analysis of variance, a statistically significant interaction was found with both the Self Appraisal subscale scores and the Total scale scores. Results indicate that career maturity as a developmental process can be measured and facilitated through counseling.     

Career education and career maturity

The relationships between career maturity and the career curriculum practices and policies of 38 Melbourne metropolitan secondary schools were investigated in this study. An Australian adaption of the Career Development Inventory was used as the measure of career maturity of random samples of year 9 and year 11 students. Career curriculum practices were ascertained via questionnaires. Questionnaires were completed by the principal, career teacher, and three subject teachers in each of the schools in the study. The questionnaires yielded five factors, one associated with congruence to Super's theory and four assocated with innovation/implementation factors. The results of the study supported the view that schools with career education programs achieved higher gains in the career maturity of their students between years 9 and 11 than schools with no career education programs. The findings also showed a strong relationship between the type of program offered, the support of the school for that program, and the gains in career maturity of the students between years 9 and 11.     

大学生主动性人格与职业决策困难的关系: 职业自我效能和职业使命感的中介作用

为探讨大学生职业决策困难与主动性人格、职业自我效能、职业使命感的关系,采用职业决策困难问卷、主动性人格量表、职业自我效能量表、拥有使命量表对321名大学生进行调查。结果表明:(1)主动性人格、职业自我效能、拥有使命两两之间呈极其显著的正相关;(2)主动性人格、职业自我效能、拥有使命与职业决策困难之间呈极其显著的负相关;(3)职业自我效能、拥有使命在主动性人格与职业决策困难之间具有完全中介作用。以上结果对于降低大学生的职业决策困难具有重要价值。     

Mapping the Domain of Career Decision Problems

The domain of career decision problems has not been adequately explored. Consequently, it is difficult to determine how well existing instruments sample the career indecision construct. The authors conducted a factor analysis of the Career Decision Scale, Career Factors Inventory, and Career Decision Difficulties Questionnaire with undecided college students to explore the indecision domain. They found six reliable factors: Lack of Information, Need for Information, Trait Indecision, Disagreement with Others, Identity Diffusion, and Choice Anxiety. They conducted a cluster analysis of these six factors to explore the structure of the indecision domain and found three clusters: Information Deficit/Identity Diffusion, Decision Process Inhibitors, and Choice Inhibitors. The authors propose a definition of the domain of career decision problems, discuss implications of the results for career counseling, and critique existing instruments on their coverage of the domain.     

The Multidimensional Assessment of Career Decision Problems: The Career Decision Diagnostic Assessment

The multidimensional assessment of career decision problems as measured by the Career Decision Diagnostic Assessment (CDDA; Bansberg & Sklare, 1986) is described, and the CDDA is evaluated for reliability, validity, and factor structure with a sample of 844 students from three universities. Results supported the reliability and validity of the CDDA as a measure of psychological blocks to career decision making. Preliminary normative scores for university students are presented. Recommendations for improving the CDDA and for using the CDDA in career counseling are discussed.     

大学生主动性人格、职业决策自我效能感与职业生涯探索的关系

该研究以一所综合类大学的305名大学生为被试, 采用问卷法考察了大学生主动性人格、职业决策自我效能感与职业生涯探索的关系。结果表明:(1)大学生的主动性人格与职业决策自我效能感、职业生涯探索的各维度呈显著正相关;(2)大学生的主动性人格显著正向预测其职业生涯探索;(3)职业决策自我效能感在主动性人格对职业生涯探索的影响中起中介作用。其中, 自我评价、制定计划在主动性人格与环境探索的关系间起完全中介作用;自我评价、收集信息和选择目标在主动性人格与自我探索的关系间起完全中介作用;自我评价和收集信息在主动性人格与目的探索的关系间起部分中介作用;自我评价和制定计划在主动性人格与信息探索的关系间起部分中介的作用。     

Nonacademic Career Counseling for Graduate Students

At the University of Michigan, an innovative career counseling service is offered to graduate students. The Office of Non-Academic Career Counseling and Placement assists graduate students expand career options in response to a tight academic market. The career counseling method promotes self-directed behavior and proceeds through a series of four major job-search stages. A brief statement of the effectiveness of our services is included in the discussion.     

The Effectiveness of Career Development Seminars on African American Premedical Students: A Program Evaluation Using the Medical Career Development Inventory

The authors examined the impact of a structured career planning program on the career maturity scores of 61 African American premedical students as measured by the Medical Career Development Inventory.     

Construct and concurrent validity of the Korean Career Indecision Inventory

Construct and concurrent validity of the Korean Career Indecision Inventory were examined. Data were collected from 238 South Korean college students. A confirmatory factor analysis supported the original five-factor model. As hypothesized, scores were significantly correlated with various variables such as scores on the Korean versions of the Career Decision Scale (r =.49), the Vocational Identity Scale in My Vocational Situation (r=-.63), the Career Decision-making Self-efficacy Scale (r=-.47), and Negative Affectivity (r=.37). These results support construct validity inventory. Students who indicated they were undecided about their careers had significantly higher scores than those who indicated they had decided on a career, supporting concurrent validity. Implications and limitations are discussed.     

College and Career Readiness Counseling Support Scales

This study presents initial evidence supporting the factor structure and criterion validity of the College and Career Readiness Counseling Support scales. Graduating 12th graders' ratings of both the frequency and helpfulness of meetings with counselors were correlated with malleable factors related to achievement in high school and with important markers of postsecondary success approximately 18 months after students graduated from high school. The scales can be used to help students self‐advocate and to evaluate counseling services.     

Career Education for Students With Disabilities

Career education is as important for students in special education services as it was a decade ago. The majority of these students continue to experience extreme difficulties in making a successful transition from secondary programs to employment and independent living. The authors review the state of the art and then present a life-centered career education curricular approach to prepare students with the important competencies needed for successful adult adjustment. Sample programs are cited. The school counselor is viewed as an important contributor to this process, and several critical guidance functions are recommended by using a comprehensive guidance program model. A challenge to the professional is presented to complete the unfinished agenda that presently exists in services to students with disabilities.     

大学生职业成熟度结构及问卷编制

研究通过文献综述、开放式调查、专家咨询和样本预测的统计分析等提出了大学生职业成熟度的理论构想,以此为基础自编了大学生职业成熟度问卷,并对正式问卷调查结果进行了探索性因素分析和验证性因素分析,结果表明：大学生职业成熟度主要包括职业知识和职业态度两个维度;研究所构建的大学生职业成熟度理论结构比较合理,编制的大学生职业成熟度问卷是一个具有较好信度和效度的测量工具,可以为进一步研究提供依据与基础。     

Career lndecision and Family Enmeshment

In this study the relationship between career indecision and family-of-origin enmeshment is examined. Six hundred and four undergraduate and graduate students (classes randomly selected) were administered the Career Decision Scale and two scales (Intergenerational Individuation and Triangulation) from the Personal Authority in the Family System Questionnaire. A simultaneous multiple regression analysis on the indecision scale, using four predictor variables, yielded three significant variables (age, graduate/undergraduate status, and individuation) that accounted for 11% of the variance. Graduate students were more decided than undergraduate students and those who were more decisive tended to be older and more individuated.     

The relationship between Career Choice Attitudes and Career Choice Competencies of ninth-grade pupils

This paper presents the results of a study designed to determine whether or not Career Choice Attitudes and Career Choice Competencies are interrelated as hypothesized in the Crites' (1965, 1973a) model of career maturity. To test hypotheses derived from the Crites model, the Career Maturity Inventory was administered to 270 ninth-grade pupils. The Attitude Scale and Competence Test subscales and total score were intercorrelated. The resulting correlations appear to be mostly consistent with the model of career maturity, although the Career Choice Attitudes and Career Choice Competencies dimensions were found to be more highly correlated with each other than was hypothesized.     

Initial Review of the Psychometric Properties of a Computerised Career Preference Test for Career Guidance Assessment

Psychometric proprties of the Career Preference Computerised Adaptive Test (CPCAT) (De Beer & Marais, 2010; De Beer, Marais, Maree, & Skrzypczak, 2008) are reported. Participants were high school students (n=343; males=279, females=164)at Grade 9 and Grade 11 level from a South African school district. Reliability and construct validity indices suggest the CPCAT could be of utility in the career counseling of high school students.     

Career adaptability as a mediator between personality and career engagement

The current study examined the role of career adaptability as a mediator between personality dimensions and career engagement. This investigation was conducted using a sample of university students (N = 201) who completed the Zuckerman–Kuhlman–Aluja Personality Questionnaire, the Career Adapt-Abilities Scale-Persian Form, and the Career Engagement Scale. Career adaptability dimensions related positively with activity, negatively with neuroticism, and positively with career engagement. The results indicated that career adaptability dimensions partially mediated the relationships between activity (work compulsion, general activity, restlessness, and work energy) and career engagement, whereas they were a full mediator between neuroticism (anxiety, depression, dependency, and low self-esteem) and career engagement. Among career adaptability dimensions, curiosity fully mediated the effect of sensation seeking on career engagement. These findings suggest that career adaptability is a dynamic mechanism that helps to regulate the relationship between specific dispositional traits and career adapting behaviors.     

Career self-efficacy, career outcome expectations and vocational interests among Japanese university students

The Social Cognitive Career Model proposes that career interests arise from beliefs about capability to execute a course of activity (self-efficacy), and beliefs about the consequences of performing particular activities (outcome expectations). In our study, 301 Japanese university students were given questionnaires including the Vocational Preference Inventory and scales assessing Career Self-efficacy and Career-outcome Expectations. Hierarchical multiple regression analyses indicated both self-efficacy and outcome expectations were significantly related to vocational interests. Outcome expectations accounted for significant incremental variance in explaining interests across six of Holland's vocational environments. Implications of social cognitive theory for career development and interventions among Japanese university students are discussed.