A Multi-Trait,Multi-Method Analysis of Three Career Development Measures

Campbell and Fiske's (1959) multi-trait, multi-method analysis was applied to three popular measures of career development. College students completed the Attitude Scale of the Career Maturity Inventory (Crites, 1978a), the Vocational Preference Inventory (Holland, 1978), and the Decision-Making Scale of the Career Development Inventory (Super, Thompson, Lindeman, Jordaan, & Myers, 1981). Participants also took part in a structured interview to assess their career development. The table of multi-trait, multi-method correlation coefficients for the three measures of career development supported their construct validity. Implications and ideas for future research are discussed.     

Cultural Dimensions of Career Decision‐Making Difficulties

This study investigated cultural dimensions of career decision‐making difficulties using the Career Decision‐Making Difficulties Questionnaire. Career decision‐making difficulties were compared among White, African, Hispanic, and Asian American high school and university students at U.S. schools. Results indicated Asian American students perceived significantly more difficulties in career decision making than other groups, whereas White American students perceived the fewest difficulties. Asian American students reported more difficulties than White and Hispanic American students before the process and more difficulties than White and African American students during the process. Findings are discussed based on perspectives of cultural differences.     

Career Development Attributes and Occupational Values of Asian American and White American College Students

This study examined differences in career development attributes and occupational values between Asian American and White American college students using (a) the Crites' (1978) Career Maturity Inventory; (b) Harren's (1978) Assessment of Career Decision Making: Styles Subscales; (c) Holland, Daiger, and Power's (1980) My Vocational Situation; and (d) Rosenberg's (1957) Occupations and Values Scale. Asian Americans were found to have greater preferences for Dependent decisionmaking styles and also a lower level of career maturity. No differences in vocational identity were found between the cultural groups. Asian Americans also placed greater emphasis on extrinsic and security occupational value clusters (e.g., making more money, having a stable, secure future) relative to White Americans. The counseling and research implications of the results are discussed.     

Evaluating Factors Associated With the Career Maturity of High School Students

This study evaluated the career maturity and career decision-making attributional style of high school students in an ethnically diverse, southeastern urban school system. Participants provided information about sex, age, current class standing, ethnic background, type of diploma sought, career goal, and grade point average and completed the Assessment of Attributions for Career Decision Making (Luzzo & Jenkins-Smith, 1998) and the revised Career Maturity Inventory (Crites & Savickas, 1995). Results indicated a significant, positive relationship between career maturity and an optimistic attributional style. Young men perceived more control over their career decision making than did young women. Suggestions for counselors are discussed.     

Differences Between Black/African American and White College Students Regarding Influences on High School Completion,College Attendance,and Career Choice

Compared with White persons, Black/African American persons in the United States continue to experience high rates of educational deficits and employment stagnation as well as lower college graduation rates. This study examined the influences on Black/African American and White college students' high school completion, college attendance, and career choice. Results indicate that future income and future status have a greater influence on the career choice of Black/African American college students than on the career choice of White college students. The authors discuss these findings and present implications for career development professionals.     

Effects of a Career Course on Chinese High School Students' Career Decision-Making Readiness

Career decision-making is a critical task for high school students, yet little is known about how career interventions affect their decision-making skills and self-efficacy. We investigated the outcome of a career intervention in a Chinese high school setting to determine whether it would reduce the difficulties students faced in making a career decision and elevate their self-efficacy in career exploration. A career intervention course was delivered to 413 high school students (228 female, 185 male) who completed a demographic questionnaire, the Major Decision-Making Self-Efficacy Scale (Peng & Long, 2003), and the Career Decision-Making Difficulties Questionnaire–Chinese Version (Shen, 2005) before and after the intervention. Results indicated that the intervention had a positive impact on reducing students' difficulties making career decisions but had mixed results on career self-efficacy. Proactive, systematic, multilevel, and structured interventions over longer periods of time would likely help youth develop their career decision-making skills.     

Developmental Issues in Career Maturity and Career Decision Status

There is considerable diversity in the literature regarding age and gender differences on career maturity and career decision status. There is also a dearth of data on high school samples. The present study reports cross‐sectional data from 1,971 Australian adolescents, ages 12.51‐17.99 years, who completed the Career Decision Scale (S. H. Osipow, C. G. Carney, J. Winer, B. Yanico, & M. Koschier, 1976) and the Career Development Inventory (Australian; J. Lokan, 1984). Results illustrated a developmental progression in career maturity, although a less uniform pattern emerged with gender differences. Findings regarding career indecision also presented a complex picture and highlight the need to focus on other demographic and contextual factors.     

Career Maturity Levels of Male Intercollegiate Varsity Athletes

This study examined the readiness of male intercollegiate varsity athletes to make career-related decisions. The research questions compared students participating in revenue- and nonrevenue-producing sports as well as Caucasian and minority (Black, Asian American, Hispanic American, Native American, and other) student-athletes on eight dimensions of career maturity measured by the Career Development Inventory (Super, Thompson, Lindeman, Jordaan, & Myers, 1981). No significant differences were found in the overall career maturity of the student-athletes based either on the type of sport played or on their race. Also, the interaction of type of sport and race was not significant in determining differences in student-athletes' career maturity levels. Implications for career counseling programs for student-athletes and future research are discussed.     

Career Maturity of Students in Accelerated Versus Traditional Programs

The authors assessed the career maturity of students in accelerated versus traditional academic programs. Students in traditional programs were hypothesized to be more advanced regarding their career decision making and development when compared with students in accelerated programs. The Medical Career Development Inventory (see M. L. Savickas, 1984) was administered to 441 medical students. Results showed that students in traditional programs had significantly greater career crystallization and career specification. Interventions are needed to further the career maturity and developmental tasks of students in accelerated programs.     

The Transition From School to Work: A Developmental Perspective

Career development theory provides a comprehensive model for conceptualizing the school-to-work transition. Since the 1920s, this model has guided the design of a plethora of career education methods and materials that orient, teach, coach, and rehearse students for the transition from school to work. The developmental model, methods, and materials aim to increase students' awareness of the choices to be made and the information and planning that bears on these choices.     

简析职校生职业生涯规划中的常见误区

"职业教育就是就业教育"。进行职业生涯规划,就是为自己构筑人生的宏伟大厦。职校生因生源基础、生活阅历以及客观环境等局限,对自我和社会往往缺乏全面、正确的认识,不能审时度势、科学抉择,正确规划自己的职业人生,他们在生涯规划时易陷进一些误区。明确这些误区,旨在正视生涯教育,启迪职校生的心灵成长。     

Reducing Adolescent Career Indecision: The ASVAB Career Exploration Program

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).     

Construction and Initial Validation of the Career Maximizing Scale

Applying the concept of maximizing—careful evaluation of options in pursuit of optimal goals—to career decisions, the authors developed the Career Maximizing Scale (CMS). The measure was administered to samples of working adults and university students across 3 studies. Factor analysis indicated that the measure is unidimensional and has favorable psychometric properties. Career maximizing was related to but distinct from general maximizing. Career maximizing was positively related to indicators of decision confidence (e.g., career decision‐making self‐efficacy) and positively related to desirable career outcomes (e.g., career satisfaction). Career maximizing was also modestly related to certain desirable academic outcomes (e.g., commitment to university major). Use of the CMS may facilitate effective career counseling.     

Career Maturity and Quality of Life in Korean Adolescents: A Cross‐Lagged Panel Design

This study investigated the effectiveness of a short‐term career exploration program for enhancing career maturity and quality of life in Korean adolescents. It further tested causality between career maturity and quality of life defined as school satisfaction and subjective well‐being. We used a cross‐lagged panel design to examine the links among career maturity, subjective well‐being, and school satisfaction, measured both before and 4 weeks after a career exploration program for 224 Korean middle school students. Study results indicated that 4 weeks after the program implementation, there were significant increases in career maturity, subjective well‐being, and school satisfaction. A significant causal relationship from the pretest score of career maturity to the posttest score of school satisfaction was found. Results suggest that the implementation of a short‐term career exploration program designed to increase career maturity also significantly promotes school satisfaction. Limitations of the study are discussed along with suggestions for future research.     

Predicting Career Adaptability From Positive Psychological Traits

This study investigated positive psychological traits as predictors of career adaptability in a group of emerging adults. A total of 415 undergraduate students (185 men, 230 women) from a large state‐funded university in Turkey responded to Turkish versions of the Career Adaptability subscale of the Career Futures Inventory (Rottinghaus et al., 2005 ), the Dispositional Hope Scale (Snyder et al., 1991 ), the Life Orientation Test (Scheier & Carver, 1985 ), and the Ego Resiliency Scale (Block & Kremen, 1996 ). Results indicated moderate to strong correlations among the variables and suggested that students who are more resilient, hopeful, and optimistic are more likely to perceive themselves as more adaptable in their careers. Simultaneous multiple regression analysis indicated that career adaptability was significantly predicted by hope, resilience, and optimism. In light of these results, when designing career interventions to enhance the career adaptability of emerging adults, counselors should integrate various strategies to foster hope, resilience, and optimism.     

Factors Influencing STEM Career Aspirations of Underrepresented High School Students

A shortage of female and minority students pursuing science, technology, engineering, and mathematics (STEM) careers has prompted researchers and policy makers to examine the current STEM supply pipeline. This study examined factors influencing STEM career aspirations of a nationally representative sample of 9th‐grade students (N = 21,444). Characteristics of students who aspired to STEM careers and non‐STEM careers were examined. Guided by the career aspirations model (Mau & Bikos, 2000 ), the authors conducted logistic regression analyses to investigate variables predicting STEM career aspirations. Results indicated that race, gender, socioeconomic status, math interest, and science self‐efficacy were the most important predictors of STEM career aspirations. Counselors in school and related career services contexts are encouraged to consider these important factors in identifying high school students who are interested in STEM career choices, as well as in planning career interventions to facilitate their career paths. Future researchers could test the applicability of this model with middle school students or adults.     

Improving Prediction of Significant Career‐Related Constructs for High School Students With Learning Disabilities

Preparing students with learning disabilities (LDs) to make the transition into the world of work is considered an essential preparation that high schools can provide. However, existing services are limited for career development preparation, and available programs rely on assessments normed for samples of students without LDs. This study examined the predictability of critical career‐related constructs of dysfunctional career thoughts, career maturity, and vocational identity in high school students with LDs, using a sample of 139 such students. Data analyses were performed using multiple regression and t tests. Results indicate that it is possible to predict important career constructs for students with LDs using standardized instruments, which can inform subsequent interventions.     

Career Counseling With African Immigrant College Students: Theoretical Approaches and Implications for Practice

The purpose of this article is twofold: (a) to explore the career development needs and issues that are unique to Black sub‐Saharan African immigrants, with an emphasis on college students, and (b) to discuss how career development professionals can implement strategies to better serve these students. The number of Black immigrants from sub‐Saharan African countries has increased recently. Many immigrants are confronted with complex life decisions. Career counselors are in a unique position to assist. Theoretical approaches, with a focus on contextual factors, are discussed. Six strategies for career counseling practice, suggestions for their application, and implications for practice are highlighted.     

Using the Self‐Directed Search: Career Explorer With High‐Risk Middle School Students

The Self‐Directed Search: Career Explorer was used with 98 (95% African American) high‐risk middle school students as part of 14 structured career groups based on Cognitive Information Processing theory. Results and implications are presented on the outcomes of this program.     

Racial/Ethnic Minority Vocational Research Trends: An 11‐Year Update

This study extends Flores et al.'s ( 2006 ) 36‐year analysis of racial/ethnic minority (REM) career research to identify recent trends in choice of topics and leading individual and institutional contributors. The authors identified 166 articles on REM career research published from 2005 to 2015 in the Journal of Vocational Behavior, The Career Development Quarterly, the Journal of Career Assessment, and the Journal of Career Development. Of these studies, 92% were empirical, with more than three quarters of these using quantitative rather than qualitative methodology. Most frequently, the empirical studies (n = 153) were based on samples of high school (30.7%) or undergraduate (34.6%) students. The authors discuss the implications of their findings and suggest ways to expand REM career research in the future.