Effects of Strong Interest Inventory Feedback on Career Beliefs.

Autor/inn/en	Day, Michael Andrew; Luzzo, Darrell Anthony
Titel	Effects of Strong Interest Inventory Feedback on Career Beliefs.
Quelle	(1997), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Development; Beliefs; Career Choice; Career Counseling; Career Development; Career Education; Decision Making; Educational Research; Feedback; Group Guidance; Higher Education; Interest Inventories; Occupational Aspiration; Self Concept Measures; Self Control; Self Efficacy; Self Evaluation (Individuals); Social Behavior; Social Cognition; Social Development; Test Interpretation; Test Use; Vocational Interests; Strong Interest Inventory + Suchen Sie Ihr Suchwort? Belief; Glaube; Berufsentwicklung; Arbeitslehre; Decision-making; Entscheidungsfindung; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interest profile; Interessenprofil; Berufsneigung; Berufsziel; Selbstbeherrschung; Self-efficacy; Selbstwirksamkeit; Social behaviour; Soziales Verhalten; Soziale Kognition; Soziale Entwicklung; Test analysis; Testauswertung; Testanwendung; Berufsinteresse
Abstract	A study evaluated the effects of Strong Interest Inventory (SII) completion and participation in a theoretically based model of SII feedback/interpretation on the social cognitive career beliefs of 99 first-year students at a southwestern university. The Career Decision-Making Self-Efficacy Scale--Short Form (CDMSES-SF) measured each participant's degree of belief that he or she can successfully complete tasks necessary for making effective career decisions. Career beliefs of participants were measured by the Career Beliefs Inventory. Participants completed both instruments and were randomly assigned to either the SII feedback condition, control, or SII completion-only group. Students who completed the SII and participated in the feedback session were more likely to believe that they are personally responsible for career decision making than were students who completed the SII without feedback. Students who completed the SII with or without feedback were more likely to believe that career success and satisfaction were the result of hard work and effort than were the control group. There were no significant differences in a sense of control over career decision making among the three groups. (Appendixes include 37 references and 2 tables.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC