Most recent papers:

• Issue Information – TOC.
  
  The Career Development Quarterly. September 06, 2018
  --- - - The Career Development Quarterly, Volume 66, Issue 3, Page 189-189, September 2018.
  

  September 06, 2018   doi: 10.1002/cdq.12104   open full text
• Negative Career Outlook and the Working Alliance in Career Counseling.
  Carolyn Alchin, Peter McIlveen, Harsha N. Perera.
  The Career Development Quarterly. September 06, 2018
  --- - |2 The authors investigated 3 dimensions of the working alliance—goal, task, and bond—and the reduction of negative career‐related thoughts. A pretest–posttest design revealed a significant reduction in negative career thoughts after an initial career counseling interview was provided to college students (N = 87). Regression analyses revealed that task predicted negative career thoughts. The findings offer evidence of the effectiveness of career counseling and of the contribution of working alliance to counseling as a process and outcome variable. - The Career Development Quarterly, Volume 66, Issue 3, Page 279-284, September 2018.
  

  September 06, 2018   doi: 10.1002/cdq.12149   open full text
• Using Sand Tray to Facilitate College Students' Career Decision‐Making: A Qualitative Inquiry.
  Jacqueline M. Swank, Stephani A. B. Jahn.
  The Career Development Quarterly. September 06, 2018
  --- - |2 Career decision‐making can be a challenging and stressful process for college students, and career counselors can be instrumental in helping college students to ease this process. Sand tray, an expressive, play therapy technique, offers career counselors a potentially useful method in this regard. The authors examine the use of sand tray to promote the career decision‐making process. Four undergraduate college students engaged in a sand tray intervention designed to promote career decision‐making. In the final session, students participated in an interview and had the opportunity to review and reflect on their sand tray photographs. Results of a phenomenological‐based analysis revealed 5 themes: (a) initial skepticism, (b) helpfulness, (c) awareness, (d) self‐expression, and (e) continued work. Career counselors may use this unique, creative approach to help clients who are stuck in the career decision‐making process. Future research may include examining the use of sand tray with other interventions, as well as examining intervention effectiveness on career outcome variables. - The Career Development Quarterly, Volume 66, Issue 3, Page 269-278, September 2018.
  

  September 06, 2018   doi: 10.1002/cdq.12148   open full text
• Extending the Narrative Process: Guided Imagery in Career Construction Counseling.
  Kevin B. Stoltz, Marty Apodaca, Laith G. Mazahreh.
  The Career Development Quarterly. September 06, 2018
  --- - |2 Guided imagery and its use are fairly well documented in the career literature. With the rise of idiographic approaches to career counseling, there is opportunity to reinvigorate and advance the use of guided imagery in career intervention. Toward this aim, the authors present the use of career narrative‐generated guided imagery (CGI) in career construction counseling. After reviewing the use of guided imagery in career counseling generally, the authors apply the technique to career construction counseling specifically. Narrative data derived from the career construction interview (Savickas, , ) allow for the development of 4 distinct scripts that can be applied to career counseling: meaning making, identity, adaptability, and job trial. A case vignette demonstrates the use and efficacy of CGI in career construction counseling. - The Career Development Quarterly, Volume 66, Issue 3, Page 259-268, September 2018.
  

  September 06, 2018   doi: 10.1002/cdq.12147   open full text
• Factors Influencing STEM Career Aspirations of Underrepresented High School Students.
  Wei‐Cheng J. Mau, Jiaqi Li.
  The Career Development Quarterly. September 06, 2018
  --- - |2 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, ), 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. - The Career Development Quarterly, Volume 66, Issue 3, Page 246-258, September 2018.
  

  September 06, 2018   doi: 10.1002/cdq.12146   open full text
• Breadth of Vocational Interests: The Role of Career Adaptability and Future Orientation.
  Maria Cristina Ginevra, Chiara Annovazzi, Sara Santilli, Ilaria Di Maggio, Elisabetta Camussi.
  The Career Development Quarterly. September 06, 2018
  --- - |2 The authors examined the relationship between career adaptability, future orientation, and vocational interests. Specifically, they tested the role of career adaptability and future orientation in promoting a broader range of vocational interests, based on the principle that experiencing more interests can be useful in giving one's best in multiple occupations and in planning a broad range of career goals. A total of 762 Italian adolescents (383 males, 379 females) participated in the study. Results highlight the mediating role of future orientation in the relationship between 4 career adaptability resources and breadth of vocational interests. These results underscore that specific interventions in career adaptability and future orientation may foster a broader range of vocational interests, providing more opportunity for adolescents to respond to the demands of the current job market. - The Career Development Quarterly, Volume 66, Issue 3, Page 233-245, September 2018.
  

  September 06, 2018   doi: 10.1002/cdq.12145   open full text
• Testing an Integrative Contextual Career Development Model With Adolescents From High‐Poverty Urban Areas.
  Julia L. Conkel‐Ziebell, Sherri L. Turner, George V. Gushue.
  The Career Development Quarterly. September 06, 2018
  --- - |2 Variations in the economic recovery rate across the United States have led to even greater chasms that separate the employed, unemployed, and underemployed (DeSilver, ). Therefore, understanding and supporting the career development of future generations is critical—especially for those who live outside the context of social privilege. The authors examined the applicability of the integrative contextual model of career development (ICM; Lapan, ) to a sample of 220 adolescents (129 boys, 91 girls) from a high‐poverty urban area. Results indicated that a canonical variate comprising foundational ICM skills (e.g., career exploration, goal setting) predicted a variate composed of ICM outcomes (e.g., self‐efficacy, vocational identity), thus supporting the usefulness of the ICM framework for this population. The skill of setting viable career goals was an especially strong predictor of outcomes. Implications for career counseling with adolescents living in high‐poverty urban areas and directions for future research are discussed. - The Career Development Quarterly, Volume 66, Issue 3, Page 220-232, September 2018.
  

  September 06, 2018   doi: 10.1002/cdq.12144   open full text
• Future of Work in the Digital World: Preparing for Instability and Opportunity.
  Robert W. Lent.
  The Career Development Quarterly. September 06, 2018
  --- - |2 Despite conflicting forecasts about the pace and extent of technological changes that lie ahead, it is difficult to dispute the impact that advances in automation, robotics, and artificial intelligence have already had on work in the United States and globally. Hirschi () provided an excellent discussion of these developments and what they may mean for career clients, practitioners, and researchers. The author aims to complement Hirschi's contribution by (a) amplifying the nature of the challenges faced by workers, both currently and in the foreseeable future, and (b) considering steps that may be taken by career development experts, both individually and collectively, to meet these challenges. These steps include advocacy for displaced workers, participation in dialogues to transform educational institutions, and efforts to extend the range of counseling interventions to prepare clients for a career future that may be far less stable for increasing numbers of workers. - The Career Development Quarterly, Volume 66, Issue 3, Page 205-219, September 2018.
  

  September 06, 2018   doi: 10.1002/cdq.12143   open full text
• The Fourth Industrial Revolution: Issues and Implications for Career Research and Practice.
  Andreas Hirschi.
  The Career Development Quarterly. September 06, 2018
  --- - |2 The accelerating digitization and automation of work, known as the 4th industrial revolution, will have an enormous impact on individuals’ career experiences. Yet, the academic literature in vocational psychology and career research has been remarkably silent on this trend so far. This article summarizes some of the most important issues of the 4th industrial revolution as they pertain to career development. The author then critically reviews how current models and frameworks of career development are suitable for addressing these emerging issues. Opportunities for future career development research and practice are outlined. - The Career Development Quarterly, Volume 66, Issue 3, Page 192-204, September 2018.
  

  September 06, 2018   doi: 10.1002/cdq.12142   open full text
• Introduction to the Special Section.
  Paul J. Hartung.
  The Career Development Quarterly. September 06, 2018
  --- - - The Career Development Quarterly, Volume 66, Issue 3, Page 190-191, September 2018.
  

  September 06, 2018   doi: 10.1002/cdq.12141   open full text
• Work–Family Balance Self‐Efficacy's Relationship With STEM Commitment: Unexpected Gender Moderation.
  Dante P. Myers, Debra A. Major.
  The Career Development Quarterly. September 07, 2017
  The number of students, particularly the number of women, completing science, technology, engineering, and mathematics (STEM) undergraduate degrees is insufficient to meet the U.S. demand. Thus, research investigating key predictors of STEM commitment is of high importance. Applying the Social Cognitive Model of Career Self‐Management (SCCT‐CSM; Lent & Brown, ) as a guiding framework, this study examined the relationship between work–family balance self‐efficacy (WFSE) and STEM commitment as moderated by gender. The sample included 246 STEM students (106 women, 140 men) from a southeastern university. A 3‐step hierarchical regression analysis demonstrated that WFSE accounted for incremental variance in STEM commitment beyond traditional social‐cognitive predictors, and gender moderated the relationship between WFSE and STEM commitment. Contrary to expectations, the relationship was stronger for men than for women. Findings suggest resiliency among women, showing that they are committed to STEM regardless of low WFSE. Practical implications for university and workplace contexts are discussed.

  September 07, 2017   doi: 10.1002/cdq.12097   open full text
• Career Maturity and Quality of Life in Korean Adolescents: A Cross‐Lagged Panel Design.
  Kyong‐Ae Ham, Hyun‐Woo Lim.
  The Career Development Quarterly. September 07, 2017
  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.

  September 07, 2017   doi: 10.1002/cdq.12096   open full text
• The Role of Thinking Styles in Career Development Among Chinese College Students.
  Mengting Li, Weiqiao Fan.
  The Career Development Quarterly. September 07, 2017
  Thinking styles define individuals' marked preferences in how they learn about or process information. This study considered the function of collecting and processing information in career exploration and decision making, and examined thinking styles as a predictor of career decision‐making difficulties (CDMD) and career exploration as a mediator of this relationship. Chinese college students (N = 463) responded to measures of thinking styles, career exploration, and CDMD. Results partially supported the contribution of thinking styles to career exploration and CDMD. Type I styles, characterized as more creativity‐generating, positively predicted career exploration and negatively predicted CDMD. Type II styles, characterized as more norm‐favoring, positively predicted CDMD. Partial mediation was supported in the link between Type I styles and lack of information through career environment exploration. The benefits of type styles should be highlighted for career guidance and counseling among Chinese college students and should be validated in different cultural contexts.

  September 07, 2017   doi: 10.1002/cdq.12095   open full text
• Strength‐Based Narrative Résumé Counseling: Constructing Positive Career Identities From Difficult Employment Histories.
  Rebecca L. Toporek, Rachel Fuld Cohen.
  The Career Development Quarterly. September 07, 2017
  The résumé is a fixture within employment counseling, often viewed as a necessary product for securing employment. Résumés can also be a powerful vehicle for facilitating the development of positive career identities. The complex interplay of negative societal narratives with personal narratives can make the development of a positive identity, and the execution of an employment search, difficult for clients who have work histories complicated by personal and economic challenges (e.g., homelessness, intimate partner violence, histories of incarceration). The authors present résumé counseling as an opportunity for clients to develop stories of strength, reveal stories of difficulty, solidify a positive career identity, and rewrite positive future narratives. This article describes the strength‐based narrative approach to résumé and employment counseling, illustrates its application with a hypothetical case, and offers practice recommendations.

  September 07, 2017   doi: 10.1002/cdq.12094   open full text
• Motivational Profiles and Career Decision Making of High School Students.
  Olímpio Paixão, Vítor Gamboa.
  The Career Development Quarterly. September 07, 2017
  Based on self‐determination theory, this study sought to identify distinct motivational profiles in a sample of high school students (N = 396, mean age = 17.02 years) using a person‐centered approach. Three motivational clusters of students emerged: self‐determined students, non‐self‐determined students, and externally regulated students. Differences between and among these profiles across career exploration and career indecision levels were analyzed. Overall, self‐determination theory appears to offer a conceptual framework for organizing career interventions. The fact that motivational profiles can distinguish students among career exploration and career indecision levels leads the authors to reaffirm the importance of differential career intervention practices. Future research should examine the stability of motivational profiles, their predictive power over career exploration and career decision making, and the differences between highly motivated students regarding the career decision‐making process.

  September 07, 2017   doi: 10.1002/cdq.12093   open full text
• Understanding African American Students' Experiences in STEM Education: An Ecological Systems Approach.
  Natalie Stipanovic, Hongryun Woo.
  The Career Development Quarterly. September 07, 2017
  Promoting racial and ethnic minority students' interest in science, technology, engineering, and mathematics (STEM) careers remains a primary workforce goal. To advance this goal, this study examined, through an ecological lens, 18 African American high school seniors' perceptions of their experiences related to their aspirations for STEM careers. All students were enrolled in STEM programs. Using a phenomenological approach to analyze the outcomes of focus group interviews, the authors identified themes at the ontogenic, microsystem, and macrosystem levels. Environmental factors, such as counseling, family expectations, and available resources, played a substantial role in influencing the students' interests, experiences, and perceptions in their pursuits of STEM careers. Implications highlight the importance of counselors in encouraging students of diverse backgrounds to pursue STEM courses and for policy makers to provide resources that support students' STEM goals. Future research is needed to examine the longitudinal effects of high school STEM programs on diverse populations.

  September 07, 2017   doi: 10.1002/cdq.12092   open full text
• Attachment and Self‐Efficacy in Career Search Activities: A Structural Model.
  Stephen L. Wright.
  The Career Development Quarterly. June 09, 2017
  The author integrated attachment theory with social cognitive career theory (SCCT) to examine how attachment styles influence the career search self‐efficacy activities of interviewing, networking, job searching, and personal exploration. Using an undergraduate sample (N = 275, 81% women), the author tested a structural model. Results indicated that anxious attachment style was negatively related to interviewing self‐efficacy, whereas avoidant attachment style was negatively related to networking, job searching, and personal exploration self‐efficacy. Theoretical implications based on these findings provide support for an integrative model of attachment theory with SCCT. Career counselors are encouraged to consider clients’ attachment styles when working with individuals who are searching for employment. To help address the limitations of the study, future researchers could test the applicability of the current model with a more diverse sample.

  June 09, 2017   doi: 10.1002/cdq.12085   open full text
• Promoting Career and College Readiness, Aspirations, and Self‐Efficacy: Curriculum Field Test.
  Robert R. Martinez, Stanley B. Baker, Tamara Young.
  The Career Development Quarterly. June 09, 2017
  To address the need for enhanced career and college readiness, a classroom guidance curriculum was studied using a pretest–posttest nonequivalent groups quasi‐experimental design. Data from 163 ninth‐grade students enrolled in a low‐performing high school were analyzed via hierarchical linear modeling. The analyses indicated a treatment effect on postsecondary education‐going knowledge and career and college readiness self‐efficacy, accounting for 100% of the variance explained by classroom‐level factors and indicating potential for the classroom guidance curriculum. The findings encourage career and professional school counselors to proactively employ similar classroom guidance programs aimed at encouraging high school students to consider postsecondary education opportunities. Future research could focus on component analyses of the curriculum, broadening the target populations, using mixed‐method designs, and additional validity studies of the dependent measures.

  June 09, 2017   doi: 10.1002/cdq.12090   open full text
• The Relation of Negative Career Thoughts to Depression and Hopelessness.
  Daniel D. Dieringer, Janet G. Lenz, Seth C. W. Hayden, Gary W. Peterson.
  The Career Development Quarterly. June 09, 2017
  Although some research literature focuses on the integration of mental health and career counseling, there has been little that examines both areas in relation to depression and hopelessness. This study investigated the relationship among dysfunctional career thinking, depression, and hopelessness in a sample of 139 undergraduate and graduate students seeking drop‐in or individual career counseling services at a university career center. The authors found that two aspects of dysfunctional career thinking, decision‐making confusion and commitment anxiety, accounted for a significant amount of variance in depression. Decision‐making confusion also accounted for a significant amount of variance in hopelessness. Implications for counseling practice include the need for more careful screening of career clients who present with high levels of anxiety and negative thinking. Future research could involve more diverse client populations, such as unemployed adults, and explore the use of additional screening measures to assess the intersection of career and mental health issues.

  June 09, 2017   doi: 10.1002/cdq.12089   open full text
• Relative Deprivation and Career Decision Self‐Efficacy: Influences of Self‐Regulation and Parental Educational Attainment.
  Han Na Suh, Lisa Y. Flores.
  The Career Development Quarterly. June 09, 2017
  Nearly 70% of Korean women pursue postsecondary education, yet they occupy lower‐status positions than do men (K. Kim & Han, ). Therefore, the authors examined relative deprivation in equal opportunities and its effect on career‐related self‐efficacy among 603 Korean female college students. Self‐regulation was hypothesized to mediate the effects of relative deprivation on career decision self‐efficacy. This effect was hypothesized to differ according to parents’ educational attainment due to different degrees of parental support. As expected, self‐regulation mediated the relationship between relative deprivation and career decision self‐efficacy for participants whose parents had high education levels. However, participants whose parents had low education levels demonstrated less involvement in resolving relative deprivation. Findings suggest that career counselors should use different interventions based on parental education level to influence students’ self‐regulation and to enhance career decision self‐efficacy.

  June 09, 2017   doi: 10.1002/cdq.12088   open full text
• Contextual Factors Related to African American Adolescent Career Development.
  Patrice S. Bounds.
  The Career Development Quarterly. June 09, 2017
  African American adolescents’ career development has gained increased attention in light of various barriers affecting their educational and career development goals. The author examined relationships among career decision self‐efficacy, ethnic identity, and academic self‐concept of 104 African American high school students enrolled in Upward Bound programs. Participants responded to measures of career decision self‐efficacy, ethnic identity, and academic self‐concept. Results indicated that career decision self‐efficacy was significantly and positively correlated with ethnic identity and academic self‐concept. In addition, academic self‐concept was found to be a stronger predictor of career decision self‐efficacy than was ethnic identity. The results of this study may assist counselors, teachers, administrators, and parents to understand career decision self‐efficacy as it relates to ethnic identity, academic self‐concept, and demographic variables. This research supports the need for continued career‐related interventions within the schools designed to focus on factors related to ethnic minorities to help foster their career development.

  June 09, 2017   doi: 10.1002/cdq.12087   open full text
• Called to Medicine: Physicians’ Experiences of Career Calling.
  Elizabeth M. Bott, Ryan D. Duffy, Nicole J. Borges, Tara L. Braun, Kevin P. Jordan, Joshua F. Marino.
  The Career Development Quarterly. June 09, 2017
  Using consensual qualitative research methodology, the authors explored physicians’ (N = 17) career calling experiences through semistructured interviews. Eight domains emerged: definition of calling, development of calling, calling's fit with career, maintenance of calling, emotional well‐being, relationships, recreation, and future. Within these domains, 17 general and 40 typical categories emerged. Results suggest physicians’ callings were influenced by others, met with both support and barriers, and chosen because of fit with interests, prosocial motivation, or religious/spiritual influences. Calling positively and negatively influenced emotional well‐being, relationships, and recreation and was expected to continue after retirement. Counselors are encouraged to use a narrative lens to conceptualize clients’ calling development, use job crafting techniques to support calling maintenance, and prepare clients for postretirement career calling development. Future research might examine when and why a medical calling's strength may change over time.

  June 09, 2017   doi: 10.1002/cdq.12086   open full text
• Constructivist and Social Constructionist Career Counseling: A Delphi Study.
  ZiYoung Kang, Hyunhee Kim, Jerry Trusty.
  The Career Development Quarterly. March 08, 2017
  Constructivist and social constructionist (SC) career counseling approaches direct attention to individuals as authors who construct their identities and careers in relation with others. Often contrasted with positivist or modern approaches, distinguishing features of these relatively new approaches have not yet been explicitly identified. Panel members in this Delphi study comprised the 9 most‐cited authors on the topics of constructivist and SC career counseling, 8 of whom completed all 3 rounds of questionnaires. They offered views about definitions of constructivist and SC career counseling and identified distinguishing and essential features of these approaches in terms of theoretical underpinnings, counseling processes, client–counselor relationships, and range of applicability. The defining features and the range of applicability identified in this study may serve to guide practice, training, and supervision. A research agenda including development of fidelity measures and evaluation of the efficacy of these approaches is proposed. Controversial issues are discussed.

  March 08, 2017   doi: 10.1002/cdq.12081   open full text
• Project HOPE: Evaluation of Health Science Career Education Programming for Rural Latino and European American Youth.
  Saba Rasheed Ali, Samantha Danielle Brown, Yunkyoung Loh.
  The Career Development Quarterly. March 08, 2017
  Project HOPE comprises a health science career pipeline program based in social cognitive career theory. The program aims to promote health science career exploration for rural and Latino middle school students while simultaneously emphasizing the importance of achieving in math and science subjects. The authors conducted 2 studies to evaluate Project HOPE using baseline and follow‐up evaluation data. Results of Study 1 indicated that Project HOPE was associated with increases in math/science self‐efficacy for both Latino (n = 42) and European American (n = 31) students. Results of Study 2 indicated that Project HOPE was associated with higher health science career self‐efficacy beliefs for European American students (n = 22) and higher health science career interests for Latino students (n = 28). These results suggest that domain‐specific career interventions for middle school students that focus on jobs tied to the local economy may be a useful way to engage students in career exploration.

  March 08, 2017   doi: 10.1002/cdq.12080   open full text
• Relational Self‐Construal as a Moderator of Social Support in Career Decision Making.
  Yaoshan I. Li, Richard J. Hazler, Jerry Trusty.
  The Career Development Quarterly. March 08, 2017
  The authors examined relational self‐construal as a moderator of the influence of social support on career decision‐making difficulties among 352 college students (65% women, 63% Caucasian). Results of hierarchical regression analyses supported the hypothesis that individuals with higher relational self‐construal reported fewer difficulties in terms of lack of information and inconsistent information in career decision making as social support increased. Social support, however, did not reduce career decision‐making difficulties for those with lower relational self‐construal. Relational self‐construal did not moderate the relationship between social support and lack of readiness in career decision‐making difficulties as expected, possibly because of conceptual and measurement issues. Results suggest counselors work from relational and contextual perspectives to foster clients' self‐views and to use social support to facilitate their career decision making.

  March 08, 2017   doi: 10.1002/cdq.12079   open full text
• More Than a Job Club, Sister: Career Intervention for Women Following Incarceration.
  Jill L. Snodgrass, Betsy B. Jenkins, Kelly F. Tate.
  The Career Development Quarterly. March 08, 2017
  Following incarceration, women face unique challenges in returning to their communities and seeking employment. This qualitative study used interpretative phenomenological analysis to explore the lived experiences of previously incarcerated women as they participated in It's More Than a Job Club, Sister, a spiritually integrated career intervention, and subsequently sought employment. The following 4 superordinate themes emerged describing this experience: (a) It was more than a job club; (b) God gave me a second chance: the impact of faith on recovery and employment; (c) barriers to employment; and (d) looking ahead. The findings indicate the need for a strengths‐based approach to career intervention that builds upon existing skills and emphasizes identity exploration, uncovering core beliefs and vocational values, bridging the gap between goals and barriers, and leveraging interpersonal skills. The findings also indicate that career counseling with female returning citizens is enhanced by incorporating attention to the role of substance abuse/recovery and by attending to the intersection of calling and vocation.

  March 08, 2017   doi: 10.1002/cdq.12078   open full text
• An Individual Mixed‐Evaluation Method for Career Intervention.
  Philippe Jacquin, Jacques Juhel.
  The Career Development Quarterly. March 08, 2017
  Economic issues linked to career counseling are a cause for concern to policy makers in developed countries because they expect career practitioners to provide evidence of the efficiency of career counseling interventions. The aim of this study was to test an individual evaluation method mixing time series (outcomes) and life narrative (processes). The method used 5 items related to 1 client's career decision self‐efficacy and studied the evolution of those items throughout the intervention of 1 career counselor (43 days). Changepoint analysis helped in identifying the changes that have to be taken into account for time series and which are contextualized in the client's verbatim analysis. This mixed method highlighted that the career counselor's intervention increased the client's career decision self‐efficacy. Practitioners could use the methodology proposed in this article to evaluate their interventions. They could also report their practice to clients, employers, and decision makers.

  March 08, 2017   doi: 10.1002/cdq.12077   open full text
• Chance Events and Career Decidedness: Latent Profiles in Relation to Work Motivation.
  Andreas Hirschi, Domingo Valero.
  The Career Development Quarterly. March 08, 2017
  Research has shown that chance events affect careers but has not established the nature of their effects. Moreover, the relationship between chance and career decidedness is not well understood. The authors used a person‐centered approach with latent profile analysis to examine 312 Swiss adolescents in their 1st year of vocational training. The authors identified 5 qualitatively differing profiles according to levels of perceived chance events and career decidedness: balanced scorers, undecided with mean chance, undecided with high chance, decided with chance, and decided without chance. The groups differed significantly in work motivation (i.e., occupational self‐efficacy beliefs, perceived person–job fit, and work engagement). Decided adolescents reported more favorable work motivation regardless of their level of perceived chance events. The results imply that promoting decidedness remains a valuable goal in career counseling despite the occurrence of unpredicted events.

  March 08, 2017   doi: 10.1002/cdq.12076   open full text
• Psychological Well‐Being and Career Indecision in Emerging Adulthood: The Moderating Role of Hardiness.
  Maria Maddalena Viola, Pasquale Musso, Cristiano Inguglia, Alida Lo Coco.
  The Career Development Quarterly. December 01, 2016
  This study investigated the moderating role of hardiness in the relationship between psychological well‐being (PWB) and career indecision in 131 never‐employed Italian emerging adults. Cluster analytic methods produced high and low hardiness profiles. A structural equation modeling analysis underscored the importance of hardiness for moderating the negative association between PWB and career indecision. Specifically, findings revealed that being hardy is a crucial relevant personal resource in the presence of lower levels of PWB. The authors discuss the importance of analyzing simultaneously the role of PWB and hardiness in promoting engagement in the career decision‐making process and provide implications for setting up appropriate career counseling interventions with emerging adults. Suggestions for future research are presented, such as the use of longitudinal designs and qualitative methods.

  December 01, 2016   doi: 10.1002/cdq.12073   open full text
• Career Experiences of Women With Major Financial Barriers.
  Madeline E. Clark, Jamie D. Bower.
  The Career Development Quarterly. December 01, 2016
  The career experiences of women facing major financial barriers are unique and varied. To better understand and assist such women, the authors interviewed 10 women twice to explore their lived career experiences, using photographs in one interview as stimuli to increase participants' voice and triangulate data. Participants' responses were grouped into 20 themes across 4 domains: career as privilege, reasons for engaging in work, supports, and barriers. Women with major financial barriers appear to understand career as a privilege while experiencing significant obstacles to successfully obtaining work. Participants expressed resiliency and self‐motivation to transcend and mitigate these obstacles. This study indicates a need for increased focus on the career development and engagement of marginalized populations in career counseling theory, assessment, and practice while suggesting practical interventions.

  December 01, 2016   doi: 10.1002/cdq.12072   open full text
• Career Decision Self‐Efficacy of Transgender People: Pre‐ and Posttransition.
  lore m. dickey, Daniel Walinsky, Crystal Rofkahr, Kara Richardson‐Cline, Cindy Juntunen.
  The Career Development Quarterly. December 01, 2016
  Transgender people often make the decision to change jobs before, during, or after making a social or medical transition. This study explores reported self‐efficacy from an online sample of transgender people. Results indicate that there are differences in self‐efficacy based on one's gender identity, transition status, and education level. This study offers insight into the important and often overlooked vocational experiences of transgender people. Results suggest ways in which the transition process may interact with career decision self‐efficacy.

  December 01, 2016   doi: 10.1002/cdq.12071   open full text
• Evaluation of a Goal Orientation Model of Vocational Identity.
  Peter A. Creed, David A. Hennessy.
  The Career Development Quarterly. December 01, 2016
  The authors tested a model that considered goal orientation (mastery approach, performance approach, and performance avoidance) as an antecedent to vocational identity (career exploration and commitment) and included both career behaviors (career‐related strategies) and affect (career distress) as outcomes of vocational identity. The authors also assessed vocational identity as a mediator for consistency with models of career development. The study was survey based with 281 young adult participants (77% women, mean age = 26 years). Mastery and performance approach were associated with more career exploration, which, in turn, was associated with greater use of career‐related strategies. Performance avoidance was associated with more career commitment, which was then related to greater distress. The study demonstrated that goal orientation is a potentially important antecedent to vocational identity, which has implications for how practitioners work with young adults with different goal orientations.

  December 01, 2016   doi: 10.1002/cdq.12070   open full text
• Impact of Dysfunctional Career Thoughts on Career Decision Self‐Efficacy and Vocational Identity.
  Hang Jo, Young‐An Ra, Juyoung Lee, Won Ho Kim.
  The Career Development Quarterly. December 01, 2016
  This study examined the mediating role of dysfunctional career thoughts in the relationship between career decision self‐efficacy (CDSE) and vocational identity (VI). For this purpose, the data were collected from 446 Korean college students. The authors used the Hayes () PROCESS tool to analyze the data. The results showed that CDSE positively correlated with VI, whereas all 3 types of dysfunctional career thoughts negatively correlated with CDSE and VI. The results also indicated that all 3 subscales of dysfunctional career thoughts partially mediate the association between CDSE and VI. We provide implications and limitations of the findings.

  December 01, 2016   doi: 10.1002/cdq.12069   open full text
• Academic and Career Development of Undocumented College Students: The American Dream?
  Neeta Kantamneni, Nichole Shada, Morgan R. Conley, Mary A. Hellwege, Jessica M. Tate, Sherry C. Wang.
  The Career Development Quarterly. December 01, 2016
  Little is known about the academic and career decision‐making process for college students with undocumented status. This study used a multiple case study approach to explore how academic and work‐related decisions were made for 2 college students with undocumented citizenship status. Participants responded to a series of questions about their academic and career development. Data collected from these interviews were analyzed by a research team. After cross‐case analysis, 6 themes emerged: (a) barriers; (b) emotional impact; (c) resiliency, supports, and coping; (d) discrimination; (e) familial and cultural influences; and (f) academic, work, and career factors. Findings suggest that counseling professionals should attend to systemic, academic, and work‐related barriers that directly affect the educational and career decisions of students with undocumented citizenship status. Future research could expand on the present study by further exploring systemic and contextual factors that influence how undocumented students make academic and career choices using varied qualitative and quantitative methodologies.

  December 01, 2016   doi: 10.1002/cdq.12068   open full text
• Cultural Trailblazers: Exploring the Career Development of Latina First‐Generation College Students.
  Cassandra A. Storlie, S. Jeffery Mostade, Deborah Duenyas.
  The Career Development Quarterly. December 01, 2016
  Latinas in the United States have had historically low college graduation rates, are overrepresented in lower paying occupations, and experience culture‐ and values‐based struggles in obtaining career goals. As Latinas increase their presence as a cultural group in higher education and grow in the U.S. workforce, researchers are called to uncover the challenging and complex career development experience of this diverse group of students. This qualitative study used a grounded theory methodology to explore the values and life‐role salience associated with the career development of Latina 1st‐generation college students at a primarily Caucasian institution. Results included 2 overarching themes with 5 subthemes supporting culturally sensitive career counseling practices while working with this sample. Future research implications examining the efficacy of interventions to help Latina 1st‐generation college students succeed in college are provided.

  December 01, 2016   doi: 10.1002/cdq.12067   open full text
• Career Guidance in Hong Kong: From Policy Ideal to School Practice.
  Yuk Fan Ho, Seung Ming Alvin Leung.
  The Career Development Quarterly. August 31, 2016
  This article reviews the recent development of the career guidance paradigm in Hong Kong. In so doing, the article responds to several global and local factors, drawing evidence from 2 surveys to study perceptions of career guidance educators toward the policy initiatives and schools' initial response in terms of changes in resource and service deployment. The findings provide insights into opportunities for and challenges to betterment of life planning education and career guidance in Hong Kong in the future.

  August 31, 2016   doi: 10.1002/cdq.12056   open full text
• Career Guidance and Counseling in Shanghai, China: 1977 to 2015.
  Xiaolu Zhou, Xixi Li, Yaoming Gao.
  The Career Development Quarterly. August 31, 2016
  This article presents 4 stages in the development of career guidance and counseling in education settings in Shanghai, People's Republic of China, from 1977 (after the Cultural Revolution) to 2015, with an economic–political perspective. In the 1st stage (1977–1992), job allocation was implemented by the government as a mandatory regulation to meet the pressing demands for trained professionals in various industries. In the 2nd stage (1993–1999), job allocation was replaced by vocational guidance as a service. In the 3rd stage (2000–2011), there was a growth in career education, mainly in colleges. The 4th stage (2012–2015) witnessed the boom of career counseling with the focus transferring to secondary schools. This article ends with a discussion of the future model of career guidance and counseling in Shanghai.

  August 31, 2016   doi: 10.1002/cdq.12055   open full text
• Introduction to the Special Issue: Career Development and Intervention in Chinese Contexts.
  Weiqiao Fan, Frederick T. L. Leong.
  The Career Development Quarterly. August 31, 2016
  Career development and career intervention have been affected by globalization in culture, politics, and economics. Career development among Chinese people, especially youth, shows particular characteristics with the influences of Chinese cultural features such as collectivistic values. The authors review the challenges of career development and intervention in different types of Chinese societies, including a shortage of indigenous theoretical models and assessment instruments; a lack of professional training and education for researchers, practitioners, educators, and counselors; and less positive attitudes toward career counseling and education. The authors then overview the content of this special issue, focusing on career development and intervention of Chinese people living in Shanghai, Taiwan, Hong Kong, Macau, the United States, Canada, and Singapore. The articles address specific challenges, barriers, and features of career intervention, education, and development in these Chinese societies. Approaches and strategies for improving career development and intervention in these different contexts are discussed.

  August 31, 2016   doi: 10.1002/cdq.12054   open full text
• Transformation of Employment Patterns and Need for Career Services in Modern Singapore.
  Sing Chee Wong.
  The Career Development Quarterly. August 31, 2016
  The early Chinese migrants to Singapore were mainly traders and artisans, and their employment depended on kinship affiliations and networks within the community. After Singapore became an independent nation, it focused on building a cohesive multiracial nation, and racial differences were downplayed. Educating Singaporeans to develop the economy and improve their livelihood was emphasized, and meritocracy was promoted. Access to employment was based on individual merits and efforts rather than on kinships. Globalization and technological advancement require Singaporean workers to attain mastery of skills in the competitive economy. Consequently, career planning and development services are advocated and made available for both students and adults, regardless of race and other differences. This is to ensure that their potentials can be fully maximized. Many schemes are also available to help Singaporeans achieve career success.

  August 31, 2016   doi: 10.1002/cdq.12061   open full text
• Career Development of Chinese Canadian Professional Immigrants.
  Charles P. Chen, Julie Wai Ling Hong.
  The Career Development Quarterly. August 31, 2016
  Chinese professional immigrants make up the 2nd largest visible minority group in Canada. Their successful resettlement in the host country is inextricably tied to the prosperity and success of the general Canadian society that depends heavily on its immigration practice for the country's development and growth. However, there is a dearth of literature and research on this particular population, especially in the areas of career development and vocational psychology based on the unique cultural context of Canada. To address the pivotal career needs of Chinese professional immigrants, this article identifies and discusses 6 prominent career‐related barriers they face in the resettlement process: migration‐related stressors; language proficiency; cultural nuances and knowledge; discrimination and prejudice; foreign‐earned experiences, education, and credentials not recognized; and family separation and fragmentation. Strategies to tackle these career development barriers are proposed from a life‐career integrated perspective, alongside ideas and strategies for effective career interventions.

  August 31, 2016   doi: 10.1002/cdq.12060   open full text
• Career Barriers for Chinese Immigrants in the United States.
  Frederick T. L. Leong, Mei Tang.
  The Career Development Quarterly. August 31, 2016
  To assist career counselors working with diverse populations, this article examines the career barriers experienced by Chinese immigrants in the United States. It begins with an overview of the history and background of Chinese immigrants. The rest of the article is based on an adapted ecological model for studying career barriers for Chinese immigrants that is an integration of Bogardus's () social distance theory and Bronfenbrenner's (, ) ecological systems theory of human development. Career barriers are discussed along the multiple nested contexts at the societal, community, schools and colleges, and workplace levels. Within these contexts, career barriers range from ethnic stereotypes to unintended consequences of the model minority myth. Other barriers include language, lack of social support, and workplace discrimination. The article concludes with recommendations for overcoming these career barriers.

  August 31, 2016   doi: 10.1002/cdq.12059   open full text
• Vocational Identity Formation of College Students in Macau.
  Baixiao Ouyang, Shuh‐Ren Jin, Hsiu‐Lan Shelley Tien.
  The Career Development Quarterly. August 31, 2016
  Forming a vocational identity is a main developmental task during the transition from adolescence to adulthood. This study examined identity formation of college students in Macau, China, based on a neo‐Eriksonian identity formation framework. Data were collected through semistructured in‐depth interviews of 19 college students in Macau. All data were transcribed and analyzed by thematic analysis. Results indicated 2 themes, each with several subthemes that describe participants' vocational identity formation process. This study contributes to the vocational identity literature by integrating a collaborative perspective into the discussion of vocational exploration and revealing unique issues of vocational identity formation in a non‐Western and developing society.

  August 31, 2016   doi: 10.1002/cdq.12058   open full text
• Career Counseling Research and Practice in Taiwan.
  Hsiu‐Lan Shelley Tien, Yu‐Chen Wang.
  The Career Development Quarterly. August 31, 2016
  This article (a) provides an overview of empirical studies regarding Western career theories applied in Taiwan, (b) discusses current career problems encountered in Taiwan, and (c) explores new perspectives for career counseling practice in Taiwan. Western career theories and important concepts are tested and modified empirically. A hypothetical life design model for increasing the meaning of life is proposed. Career counseling problems are then discussed within the educational system, special groups/adults, and employment/organizations in Taiwan. Implications for career counseling practice are discussed.

  August 31, 2016   doi: 10.1002/cdq.12057   open full text
• Occupational Engagement and Academic Major Satisfaction: Vocational Identity's Mediating Role.
  Daniel W. Cox, Abby L. Bjornsen, Thomas S. Krieshok, Yan Liu.
  The Career Development Quarterly. May 31, 2016
  This study examined vocational identity as a mediator of the relationship between occupational engagement (i.e., participation in a breadth of activities and interactions) and academic major satisfaction. Furthermore, the authors evaluated whether satisfaction with academic major related to academic success (i.e., grade point average). The mediational model was tested in a sample of undergraduate students (N = 215). Results indicated that occupational engagement significantly predicted academic major satisfaction and that vocational identity fully mediated that relationship. These findings support occupational engagement as an important contributor to adaptive career decision making and encourage research on occupational engagement as an intervention point for career counselors.

  May 31, 2016   doi: 10.1002/cdq.12049   open full text
• Predicting End‐of‐Career Transitions for Baby Boomers Nearing Retirement Age.
  Ingrid Boveda, A. J. Metz.
  The Career Development Quarterly. May 31, 2016
  Retirement has traditionally been conceptualized as a point‐in‐time decision to physically and psychologically withdraw from the workforce on reaching a certain age. However, the expectations of older workers demonstrate a new retirement paradigm, with many more retirement trajectories. The purpose of this study was to examine actual career decisions being made by older workers and to understand sociodemographic factors that might differentiate their career trajectories. Data from the Health and Retirement Study (Juster & Suzman, ) were analyzed using multinomial logistic regression to compare 4 retirement trajectories (i.e., no retirement, full retirement, bridge employment, and encore career). Gender, age, education, marital status, health, and wealth differentially predicted the odds of pursuing each of the 4 retirement decisions. Career practitioners may use these results to help baby boomers make retirement decisions and provide them with appropriate education, guidance, and resources. Additional research is needed to examine other factors salient to each of the retirement trajectories.

  May 31, 2016   doi: 10.1002/cdq.12048   open full text
• Tolerance of Uncertainty: Links to Happenstance, Career Decision Self‐Efficacy, and Career Satisfaction.
  Boyoung Kim, Eunjeong Rhee, Gyuyoung Ha, Joonyoung Yang, Sang Min Lee.
  The Career Development Quarterly. May 31, 2016
  This study investigated the extent to which tolerance of uncertainty affects the relationship between happenstance skills and career satisfaction via career decision self‐efficacy. Moderated mediation analysis was conducted on data collected from 321 graduates (175 men, 146 women) of Korean universities making the school‐to‐work transition. Results showed that career decision self‐efficacy fully mediated the relationship between happenstance skills and career satisfaction. Furthermore, the moderation effect of tolerance of uncertainty had a significant impact on the relationship between happenstance skills and career decision self‐efficacy. Tolerance of uncertainty should be considered an important variable in happenstance career theory and intervention. Unplanned influences should also be considered important factors in the career decision‐making process.

  May 31, 2016   doi: 10.1002/cdq.12047   open full text
• Infusing Career Development to Strengthen Middle School English Language Arts Curricula.
  Richard T. Lapan, Amanda M. Marcotte, Robert Storey, Patricia Carbone, Sharon Loehr‐Lapan, Donna Guerin, Teisha Thomas, Deidre Cuffee‐Grey, Aria Coburn, Teresa Pfeiffer, Latoya Wilson, Stephen Mahoney.
  The Career Development Quarterly. May 31, 2016
  An approach is presented for strengthening middle school standards‐based English language arts (ELA) classroom instruction by infusing theory‐ and research‐supported career development constructs and practices. Over an 8‐week period, 90 urban 7th graders participated in an integrated ELA–career development curriculum. Career agency emerged as an important construct for students. It was related to key markers of ELA achievement (i.e., standardized test scores, grades, and positive change in 6th‐ to 7th‐grade test scores) and elaborated on in nuanced ways by students in their written narratives. Four themes related to career agency were identified in student writings: time perspective, challenges of self‐direction, career development, and social and emotional development. Advantages for students and schools related to synergy, scale, and sustainability are discussed.

  May 31, 2016   doi: 10.1002/cdq.12046   open full text
• Predicting Career Adaptability From Positive Psychological Traits.
  Aysenur Buyukgoze‐Kavas.
  The Career Development Quarterly. May 31, 2016
  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., ), the Dispositional Hope Scale (Snyder et al., ), the Life Orientation Test (Scheier & Carver, ), and the Ego Resiliency Scale (Block & Kremen, ). 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.

  May 31, 2016   doi: 10.1002/cdq.12045   open full text
• Using Work Values to Predict Post‐Retirement Work Intentions.
  Anne Marit Wöhrmann, Ulrike Fasbender, Jürgen Deller.
  The Career Development Quarterly. May 31, 2016
  Work values might be proximal predictors of individuals' late‐career intentions because they serve as guiding principles for the selection, evaluation, and justification of vocational behavior. The purpose of this study was to examine the relationship between work values and post‐retirement work intentions. The authors investigated individual work values within the structure of 4 higher order values elaborated on by Schwartz et al. (). Relationships between work values and 4 types of post‐retirement work intentions were examined. Data from 1,071 employees of a German logistics company were used to test the hypotheses. The results of a structural equation model indicated that work values were differentially related to the 4 types of post‐retirement work intentions. The identified work value–work type combinations add to the literature on post‐retirement work. Practice implications for promoting positive individual and organizational outcomes are drawn from the results.

  May 31, 2016   doi: 10.1002/cdq.12044   open full text
• Practitioners’ Experiences of Social Media in Career Services.
  Jaana Kettunen, Raimo Vuorinen, James P. Sampson.
  The Career Development Quarterly. September 01, 2015
  This article reports findings from a phenomenographic investigation into career practitioners’ ways of experiencing social media in career services. Focus‐group interviews were conducted with 16 Danish and Finnish career practitioners with experience using social media in career services. Four qualitatively different ways of experiencing social media in career services were identified. Social media in career services was experienced as (a) a means for delivering information, (b) a medium for 1‐to‐1 communication, (c) an interactive working space, and (d) an impetus for paradigm change and reform. The results suggest that models of career intervention and ways of experiencing social media appear to be intertwined. The hierarchical structure of the findings may serve as a tool that enables career practitioners to deepen their ways of experiencing and understanding social media in career services by using the critical aspects that were identified.

  September 01, 2015   doi: 10.1002/cdq.12018   open full text
• Work of Full‐Time Mothers: Putting Voice to the Relational Theory of Working.
  Ae‐Kyung Jung, Mary J. Heppner.
  The Career Development Quarterly. September 01, 2015
  The purpose of this qualitative research was to explore the work experience of middle‐class, Korean full‐time mothers in their 50s. Interviews, observations, and photographs were collected from 11 Korean full‐time mothers to understand their work and career experiences. The data were analyzed by a case study qualitative method of inquiry. The themes that emerged from the data were paths to becoming full‐time mothers, multiple working roles from relationships, dialectical characteristics of work, meaning of full‐time mothering, and regrets and internalized biases for full‐time motherhood. The findings illustrate how full‐time mothers experience a sense of meaning and mattering from their work; how relationships and work are intertwined in their lives; and how gender, social class, and culture influence the work and relationships of full‐time mothers. Implications for counselors and researchers are discussed.

  September 01, 2015   doi: 10.1002/cdq.12017   open full text
• An Intersectional Social Capital Model of Career Development for International Marriage Immigrants.
  Hyoun Ju Kang, Jamie L. Callahan, Mrudula Anne.
  The Career Development Quarterly. September 01, 2015
  The phenomenon of women immigrating to marry has resulted in changing labor markets and increasing workforce diversity. However, because of a lack of social capital in their new country, immigrant women face significant barriers to gaining employment, have access to only limited work arenas, or remain at home as housewives. Existing studies of immigrant women are mainly limited to their human rights or cultural issues; there are few studies focusing on career development for them. This article uses social capital and intersectionality theories to create an intersectional social capital model of career development for immigrant women. The application of the model is explicated through the context of South Korea. The positive career development interventions as described in the model can help immigrant brides overcome multiple career‐related barriers and find new roots.

  September 01, 2015   doi: 10.1002/cdq.12016   open full text
• Recording and Interpreting Work‐Related Daydreams: Effects on Vocational Self‐Concept Crystallization.
  Christopher T. Pisarik, Lacy K. Currie.
  The Career Development Quarterly. September 01, 2015
  This mixed‐methods study examined the effects of recording and interpreting work‐related daydreams on vocational self‐concept crystallization and attitudes toward daydreams. Fifty‐one college students were assigned to 1 of 2 experimental groups—daydream journal group (n = 15) and daydream interpretation group (n = 18)—and a control group (n = 18). Data were analyzed using analyses of covariance. At posttest, both experimental groups showed higher levels of vocational self‐concept crystallization than the control group, and the daydream interpretation group perceived their daydreams as more relevant than the control group. Qualitative data were collected via written postintervention surveys and embedded as a supplement to the quantitative design. The qualitative data support the findings that participants in the experimental groups gained a greater awareness and clarity regarding their vocational self‐concepts and a greater belief in the relevancy of work‐related daydreams.

  September 01, 2015   doi: 10.1002/cdq.12015   open full text
• Leisure Activities in Unemployed Emerging Adults: Links to Career Adaptability and Subjective Well‐Being.
  Selda Celen‐Demirtas, Varda Konstam, Sara Tomek.
  The Career Development Quarterly. September 01, 2015
  The present study examined if frequency and quality of 3 types of leisure activities (i.e., relaxation, achievement, and social) can function as protective factors for subjective well‐being (SWB) and career adaptability (CA) among 184 unemployed emerging adults (84 women, 100 men). Participants responded to measures of leisure frequency and quality, SWB, and CA. The results of a multivariate analysis of variance indicated that the frequency of relaxation, achievement, and social leisure activities had no effect on SWB and CA. However, regression analyses indicated that the quality of social leisure activities significantly predicted SWB and the quality of achievement and social leisure activities significantly predicted CA. The quality of relaxation leisure activities was not associated with SWB and CA. Findings indicate that counselors who work with unemployed emerging adults can use leisure activities to promote SWB and CA. Future research to better understand the role of leisure in well‐being and career development among emerging adults is encouraged.

  September 01, 2015   doi: 10.1002/cdq.12014   open full text
• Interpersonal and Societal Mattering in Work: A Review and Critique.
  Ae‐Kyung Jung.
  The Career Development Quarterly. September 01, 2015
  The need exists for a comprehensive literature review of the concept of mattering with regard to work. In response, this review examined a theoretical framework of societal and interpersonal mattering, mattering within the work context, and existing psychometric measures of mattering. The author analyzed the research on the current state of mattering at work, identified core frameworks and psychometric issues that have been investigated to date, and suggests the use of a more comprehensive framework for work mattering that illuminates both the relational and social aspects of the work experience. Several promising directions for future research and potential benefits of incorporating work mattering in career counseling practice emerged and are discussed.

  September 01, 2015   doi: 10.1002/cdq.12013   open full text
• Rural Latino Youth Career Development: An Application of Social Cognitive Career Theory.
  Saba Rasheed Ali, Kristen A. Menke.
  The Career Development Quarterly. June 02, 2014
  This study used social cognitive career theory (Lent, Brown, & Hackett, ) to investigate the career development of 9th‐grade students living in 2 rural communities with large numbers of Latino immigrants. Participants (55.3% Latino) responded to measures of vocational skills self‐efficacy, career decision outcome expectations, career aspirations, and barriers to postsecondary education. Contrary to previous findings, results indicated that Latino students in these communities reported higher self‐efficacy beliefs than did White students. Latino students also reported higher perceived barriers, but this did not seem to relate to their career aspirations. Results suggest that school and career counselors should focus on programming that attends to Latino students' self‐efficacy and outcome expectations, as well as efficacy for overcoming barriers. Doing so could prove useful for increasing career achievement among rural Latino youth.

  June 02, 2014   doi: 10.1002/j.2161-0045.2014.00078.x   open full text
• Missionary Kid Career Development: A Consensual Qualitative Research Investigation Through a Social Cognitive Lens.
  Lynette H. Bikos, Deanna Haney, Richard W. Edwards, Mark A. North, Meg Quint, Jillian McLellan, Diana L. Ecker.
  The Career Development Quarterly. June 02, 2014
  Repatriated, young adult children of international missionaries (missionary kids [MKs]) face unique challenges in education and career development. The authors conducted a consensual qualitative research investigation, grounded in social cognitive theory (Bandura, ), as it informs social cognitive career theory, of career planning and decision making with 11 repatriated MKs. Participants ranged in age from 19 to 23 years (58% female, 67% Caucasian) and had repatriated to the United States between the ages of 14 and 19 years, spending between 4 and 19 years abroad. The authors' interpretation of the study findings led to a context‐specific revision of Bandura's () Triadic Reciprocality Model. That is, regarding career development, faith intersects environmental variables, personal attributes, and overt behaviors in unexpected and multidimensional ways. Recommendations for researchers and practitioners include (a) attending to issues of sociocultural adaptation, (b) continuing to offer empirically supported (standard) career services to MKs, (c) using contextual and developmental approaches, and (d) inquiring about faith and calling.

  June 02, 2014   doi: 10.1002/j.2161-0045.2014.00077.x   open full text
• Academic Procrastination in STEM: Interactive Effects of Stereotype Threat and Achievement Goals.
  Eric D. Deemer, Jessi L. Smith, Ashley N. Carroll, Jenna P. Carpenter.
  The Career Development Quarterly. June 02, 2014
  A host of academic outcomes have been investigated as consequences of stereotype threat for women in science, technology, engineering, and mathematics (STEM), including attrition and decreased academic performance. However, the role of a potentially important precursor to these negative outcomes—academic procrastination—remains unclear. The present research sought to address this issue. University students (N = 223) enrolled in biology, chemistry, physics, and psychology courses participated in the study. Mastery approach, mastery avoidance, and performance avoidance achievement goals were hypothesized to moderate the effect of stereotype threat on academic procrastination. Results indicated significant interactions for women but not for men; however, interactions were not in the hypothesized direction for the avoidance goal moderators. Mastery approach goals exerted a significant buffering effect on the stereotype threat–academic procrastination relationship, but, contrary to prediction, both mastery avoidance and performance avoidance goals exerted a significant buffering effect. Implications for career‐related outcomes among women in STEM are discussed.

  June 02, 2014   doi: 10.1002/j.2161-0045.2014.00076.x   open full text
• College Major Choice in STEM: Revisiting Confidence and Demographic Factors.
  Martin W. Moakler, Mikyong Minsun Kim.
  The Career Development Quarterly. June 02, 2014
  Using national freshman survey data, the authors examined confidence and background variables (e.g., gender, minority status, parental occupation) as predictors of science, technology, engineering, and mathematics (STEM) major choice. Logistic regression analyses revealed that students were more likely to choose STEM majors if they had strong confidence in mathematics and academic areas and had parents with STEM occupations. Although female students were unlikely to choose a STEM major, African American and Latina/o students were equally as likely to choose a STEM major as were White or Asian American students. Findings suggest that students' confidence level in their academic and mathematics abilities makes a significant difference in their initial STEM major choice. Study findings could assist educators, counselors, and policy makers in their efforts to promote student choice of STEM‐related majors and careers.

  June 02, 2014   doi: 10.1002/j.2161-0045.2014.00075.x   open full text
• Validity of Person Matching in Vocational Interest Inventories.
  Stephanie T. Burns.
  The Career Development Quarterly. June 02, 2014
  Research for more than 60 years has shown that entry into occupations can be predicted from scores on interest inventories at a rate better than chance (Donnay, ). The psychometric scoring methodologies used today by a majority of vocational interest inventories were developed in the 1920s and 1960s. Researchers are challenged with improving the theory and science behind vocational interest inventories to align them with current vocational constructions. In this study, validity comparisons were made between person matching and standard scoring based on 5,143 medical students who had taken a vocational interest inventory and had entered their medical residency. Person matching was found to improve differentiation between occupational groups and increase the amount of information offered in the scoring report; in addition, it could potentially increase occupational group assignment to advance vocational interest inventory validity.

  June 02, 2014   doi: 10.1002/j.2161-0045.2014.00074.x   open full text
• Counseling for Career Decision‐Making Difficulties: Measures and Methods.
  Itamar Gati, Nimrod Levin.
  The Career Development Quarterly. June 02, 2014
  Career indecision may be the primary reason people go to career counselors. Much effort has been exerted to identify and investigate the causes of clients' career decision‐making difficulties. With the aim of facilitating clients' career decision making, the use of career indecision assessments can promote the effectiveness and efficiency of face‐to‐face career counseling. The authors review three evidence‐based, cost‐free assessments derived from decision theory: the Career Decision‐Making Difficulties Questionnaire, the Emotional and Personality‐Related Career Decision‐Making Difficulties questionnaire, and the Career Decision‐Making Profile questionnaire. The unique features of these assessments are described, and the ways they can contribute to facilitating career decision making in career counseling are explored with a case study example.

  June 02, 2014   doi: 10.1002/j.2161-0045.2014.00073.x   open full text
• Academic Underachievement and Recovery: Student Perspectives on Effective Career Interventions.
  Mae Hyang Hwang, Donghyuck Lee, Hyo Jin Lim, Hye Yon Seon, Brian Hutchison, Mark Pope.
  The Career Development Quarterly. March 05, 2014
  Academic achievement has a significant influence on various career development and decision‐making factors. Therefore, it is important for career counselors to understand how past academic underachievement affects students’ current lives and to develop interventions that might ameliorate negative effects. This study examined the experiences of 9 ethnically diverse college students who had experienced and overcome academic failure. Data were collected by individual interviews and analyzed based on the consensual qualitative research method. Four themes emerged in relation to participants’ academic underachievement and recovery: attitude, study strategies, external support, and coping difficulties. The results suggest that underachieving students are better able to cope with and overcome academic difficulties when they set clear career goals, use effective learning strategies, consciously put forth more effort, and receive external support.

  March 05, 2014   doi: 10.1002/j.2161-0045.2014.00072.x   open full text
• Differentiation Levels of College Students: Effects on Vocational Identity and Career Decision Making.
  Patrick Johnson, Tamara D. Schamuhn, Danielle B. Nelson, Walter C. Buboltz.
  The Career Development Quarterly. March 05, 2014
  This study assessed the effects of differentiation levels on the career development of college students. Participants were 231 college students who completed the Differentiation of Self Inventory (Skowron & Friedlander, ), My Vocational Situation (Holland, Daiger, & Power, ), the Career Decision Profile (CDP; Jones & Lohmann, ), and demographic questions. The results supported the hypotheses that higher levels of the various components of differentiation would predict higher levels of vocational identity and fewer difficulties with career decision making. In particular, lower levels of emotional cutoff and emotional reactivity and higher levels of “I position” predicted higher levels of vocational identity and career decision making. Results suggest a more complicated picture for fusion, with higher levels being predictive of lower levels of decisiveness but not significantly related to vocational identity. Implications of the results for career counselors are provided.

  March 05, 2014   doi: 10.1002/j.2161-0045.2014.00071.x   open full text
• A Moderated Mediation Model of Planned Happenstance Skills, Career Engagement, Career Decision Self‐Efficacy, and Career Decision Certainty.
  Boram Kim, Sun Hee Jang, Sun Hwa Jung, Bo Hyun Lee, Ana Puig, Sang Min Lee.
  The Career Development Quarterly. March 05, 2014
  This study examined how college students’ levels of planned happenstance skills influenced the relationships among career engagement, career decision self‐efficacy, and career decision certainty. Moderated mediation analysis was used with a sample of 217 Korean undergraduate students. The results indicated that career decision self‐efficacy mediated the relationship between career engagement and career decision certainty. Moreover, the positive indirect effect of career engagement on career decision through career decision self‐efficacy was strengthened as the level of planned happenstance skills increased. In conclusion, college students’ career engagement strengthens their career decision certainty via career decision self‐efficacy when they have enough planned happenstance skills to discover unexpected career opportunities.

  March 05, 2014   doi: 10.1002/j.2161-0045.2014.00070.x   open full text
• School Counselors Supporting African Immigrant Students' Career Development: A Case Study.
  Jennifer Scaturo Watkinson, Afra Ahmed Hersi.
  The Career Development Quarterly. March 05, 2014
  School counselors play a critical role in preparing adolescent immigrant students to be college and career ready by attending to the complex variables that promote and inhibit career development. This article provides an illustrative case study of a Somali immigrant student's educational journey to highlight the academic and familial challenges that she encountered while attending U.S. schools. Through this case study, the authors discuss the issues immigrant high school students experience and present culturally responsive practices that school counselors can use to address career development. These culturally responsive practices include developing a strong knowledge of students’ backgrounds and cultures, designing small group interventions that are timely and sensitive to immigrant students’ needs, and strengthening school–family partnerships.

  March 05, 2014   doi: 10.1002/j.2161-0045.2014.00069.x   open full text
• The Effects of Socioeconomic Status and Proactive Personality on Career Decision Self‐Efficacy.
  Hui‐Hsien Hsieh, Jie‐Tsuen Huang.
  The Career Development Quarterly. March 05, 2014
  This study investigated the relationship of family socioeconomic status and proactive personality to career decision self‐efficacy in a sample of 336 Taiwanese college students. The results of the partial least squares path modeling analysis showed that both socioeconomic status and proactive personality were positively associated with career decision self‐efficacy. These findings support person input variables as being predictive of career decision self‐efficacy and provide career counselors with insight into how to design career interventions for improving college students’ career decision self‐efficacy. Implications for career counseling and suggestions for future research are discussed.

  March 05, 2014   doi: 10.1002/j.2161-0045.2014.00068.x   open full text
• Contextual Influences on Work and Family Roles: Gender, Culture, and Socioeconomic Factors.
  Kristin M. Perrone‐McGovern, Stephen L. Wright, Desiree S. Howell, Emily L. Barnum.
  The Career Development Quarterly. March 05, 2014
  Multiple factors influence the ways in which men and women combine work and family roles. Career counselors and other career development professionals must be cognizant of the cultural shifts in gender roles and the unique perspectives of younger generations regarding work–family interface. Workplace characteristics, economic trends, and personal values converge to influence decisions related to career, family, and other life roles. Much of the existing literature addressing work–family interface has been conducted in the United States and may not generalize to international populations. In this conceptual article, the authors examine current empirical knowledge and culturally sensitive frameworks for understanding work–family interface across countries and cultures. The authors discuss implications and recommendations for practice based on an integrated conceptualization of the literature.

  March 05, 2014   doi: 10.1002/j.2161-0045.2014.00067.x   open full text
• Career Engagement: Investigating Intraindividual Predictors of Weekly Fluctuations in Proactive Career Behaviors.
  Andreas Hirschi, Philipp Alexander Freund.
  The Career Development Quarterly. March 05, 2014
  This study applied a microlevel perspective on how within‐individual differences in motivational and social‐cognitive factors affected the weekly fluctuations of engagement in proactive career behaviors among a group of 67 German university students. Career self‐efficacy beliefs, perceived career barriers, experienced social career support, positive and negative emotions, and career engagement were assessed weekly for 13 consecutive weeks. Hierarchical linear regression analyses showed that above average levels of career engagement within individuals were predicted by higher than average perceived social support and positive emotions during a given week. Conversely, within‐individual differences in self‐efficacy, barriers, and negative emotions had no effect. The results suggest that career interventions should provide boosts in social support and positive emotions.

  March 05, 2014   doi: 10.1002/j.2161-0045.2014.00066.x   open full text
• Facilitating Career Development Concerns of Gender Transitioning Individuals: Professional Standards and Competencies.
  Varunee Faii Sangganjanavanich, Jessica A. Headley.
  The Career Development Quarterly. December 09, 2013
  Gender transition is a complex process that entails various psychosocial challenges, including career development, to transitioning individuals. Career development practitioners are required to be knowledgeable of the current professional standards and competencies of the World Professional Association for Transgender Health () and the American Counseling Association () to help gender transitioning individuals address career development concerns. In this article, the authors review these newly proposed professional standards for and competencies in working with gender transitioning individuals and highlight unique career development concerns of this population. Practical implications for career development practitioners are discussed.

  December 09, 2013   doi: 10.1002/j.2161-0045.2013.00061.x   open full text
• Career‐Related Parent Support and Career Barriers: An Investigation of Contextual Variables.
  Trisha L. Raque‐Bogdan, Elizabeth A. Klingaman, Helena M. Martin, Margaretha S. Lucas.
  The Career Development Quarterly. December 09, 2013
  The authors used social cognitive career theory (Lent, Brown, & Hackett, ) as the basis for examining the person and contextual variables of gender, ethnicity, educational and career barriers, and career‐related parent support for incoming 1st‐year African American, Asian, Latino, and White college students. Women, as compared to men, perceived significantly higher levels of career barriers but similar levels of coping efficacy in dealing with these barriers. Women also reported receiving more career‐related emotional support from parents than did men. For all participants, career‐related parent support accounted for a significant portion of the variance for perceptions of educational and career barriers and coping efficacy with educational and career barriers.

  December 09, 2013   doi: 10.1002/j.2161-0045.2013.00060.x   open full text
• Building Career PATHS (Postschool Achievement Through Higher Skills) for Young Women With Disabilities.
  Lauren Lindstrom, Bonnie Doren, Cindy Post, Allison Lombardi.
  The Career Development Quarterly. December 09, 2013
  The PATHS (Postschool Achievement Through Higher Skills) curriculum is designed to address the career development needs of young women with disabilities and other barriers. Participants (N = 110) in a pilot test of the curriculum showed increases in vocational self‐efficacy, social efficacy, and awareness of disability/gender issues related to career planning, whereas those in the comparison group did not make similar gains. Qualitative findings from focus groups (N = 68) revealed that PATHS participants improved in self‐confidence, self‐awareness, ability to identify strengths, knowledge of multiple career options, and the capacity to set goals and plan for future careers.

  December 09, 2013   doi: 10.1002/j.2161-0045.2013.00059.x   open full text
• Career‐Ready Students: A Goal of Comprehensive School Counseling Programs.
  Norman C. Gysbers.
  The Career Development Quarterly. September 04, 2013
  This article opens with a rationale for and a definition of student career readiness. Next is a presentation of the qualities and attributes of career‐ready students. Then discussion follows about what students need to become career ready. Following this is a presentation of how comprehensive school counseling programs help students become career ready, including discussion of the delivery system for school counseling programs that provide the activities and services that contribute to student career readiness. The article closes with the critical point that helping all students become career ready requires a whole school–community approach.

  September 04, 2013   doi: 10.1002/j.2161-0045.2013.00057.x   open full text
• Trends in the History of Vocational Guidance.
  Edwin L. Herr.
  The Career Development Quarterly. September 04, 2013
  In this article, the relationships between vocational guidance and vocational education, employment counseling, career guidance, and career counseling are explored. Also examined are the wide‐ranging federal and state policies that have stimulated and shaped the professional history of vocational guidance, vocational policy, and contemporary terms.

  September 04, 2013   doi: 10.1002/j.2161-0045.2013.00056.x   open full text
• Introduction to the NCDA Centennial Special Series.
  Dale Furbish, Rich Feller.
  The Career Development Quarterly. September 04, 2013
  There is no abstract available for this paper.

  September 04, 2013   doi: 10.1002/j.2161-0045.2013.00055.x   open full text
• Getting Unemployed Job Seekers Back to Work: The Development of a Process Model of Employment Counseling Behavior.
  Gera Noordzij, Edwin A. J. Van Hooft, Heleen Van Mierlo, Arjan van Dam, Marise Ph. Born.
  The Career Development Quarterly. September 04, 2013
  The aim of this study was to propose a tentative model of employment counseling based on 31 critical incident interviews with supervisors, employment counselors, and unemployed job seekers. The incidents (N= 599) mentioned in the interviews were inductively used to develop a category framework describing behaviors of employment counselors. On the basis of the interviews, categories, and incidents within these categories, the authors proposed a 4‐phase preliminary model of the employment counseling process. Findings suggest that employment counseling is a complex and dynamic process involving several distinct and consecutive steps focused on clients, governmental funding agencies, colleagues, and employers.

  September 04, 2013   doi: 10.1002/j.2161-0045.2013.00054.x   open full text
• Factorial Invariance of the Indecision Scale of the Career Decision Scale: A Multigroup Confirmatory Factor Analysis.
  Ronald C. Feldt.
  The Career Development Quarterly. September 04, 2013
  Results of a multigroup confirmatory factor analysis (N= 686) indicated factorial invariance of a 3‐factor model of the Indecision scale of the Career Decision Scale (CDS; Osipow, Carney, Winer, Yanico, & Koschier, 1976). Differential item function was not observed when ΔCFI (comparative fit index) was used for comparison of models, thus indicating strong measurement invariance across gender. Men had significantly greater latent means for all 3 dimensions of career indecision. Given the multidimensional structure, use of the CDS may provide an initial step to help practitioners identify possible factors that are responsible for a client's career indecision. Clients may need assistance for initiating a career search, information to help them identify career possibilities for a chosen major, or detailed information concerning several possible careers that are under consideration.

  September 04, 2013   doi: 10.1002/j.2161-0045.2013.00053.x   open full text
• Relationships Among Career Thoughts, Vocational Identity, and Calling: Implications for Practice.
  Jacob A. Galles, Janet G. Lenz.
  The Career Development Quarterly. September 04, 2013
  The concept of a calling in relation to career choice is a topic of interest in current literature. Exploring variables that may contribute to the presence of a calling is an important gap in the literature. This study examined career thoughts and vocational identity in relation to the presence of calling in a sample of 329 undergraduate university students enrolled in a career development course. The findings revealed significant relationships among all the variables of interest, as well as moderate predictive power, indicating that vocational identity and career thoughts may contribute to the formation of a calling to pursue a particular career. Limitations, implications for practice, and future research are discussed.

  September 04, 2013   doi: 10.1002/j.2161-0045.2013.00052.x   open full text
• Social Class and Expectations of Rural Adolescents: The Role of Parental Expectations.
  Sarah Schmitt‐Wilson.
  The Career Development Quarterly. September 04, 2013
  This study investigated mechanisms involved in the intergenerational transmission of social class, specifically addressing the prediction of career expectations. The results indicated that among rural high school students (N= 200) in Grades 10–12, there was no direct effect of socioeconomic status (SES; as measured by parent education and occupation) on career expectations. However, there was a direct effect of educational expectations on occupational expectations. Building on the importance of educational expectations in the prediction of occupational expectations, the results suggested that perceived parental expectations explain variance in educational expectations. Overall, it seems that the effect of SES on occupational expectations was mediated by educational expectations; therefore, individuals of lower SES who have increased educational expectations are more likely to have occupational expectations similar to those of their higher SES peers. Moreover, increased parental expectations were positively associated with educational expectations among individuals of various SES levels.

  September 04, 2013   doi: 10.1002/j.2161-0045.2013.00051.x   open full text
• Rural High School Youth's Access to and Use of School‐to‐Work Programs.
  Bryan C. Hutchins, Patrick Akos.
  The Career Development Quarterly. September 04, 2013
  Rural youth face numerous barriers that may limit career exposure. School‐to‐work (STW) programs are one tool used to increase exposure and facilitate connections between school and work. Using a nationally representative data set, the authors investigated whether rurality relates to the availability of STW programs and rural youth's program use. Results indicate that most schools provide school‐based services (e.g., career plans/career majors), but few schools offer work‐based services (e.g., internships). Rural schools were more likely to offer vocational–technical prep programs and job shadowing but were less likely to offer school‐based enterprise. After controlling for program availability, the authors found that rural students were less likely to take part in job shadowing and community service. Conclusions are offered for career development research, policy, and practice.

  September 04, 2013   doi: 10.1002/j.2161-0045.2013.00050.x   open full text
• Adlerian Lifestyle, Stress Coping, and Career Adaptability: Relationships and Dimensions.
  Kevin B. Stoltz, Lori A. Wolff, Ann E. Monroe, Harold R. Farris, Laith G. Mazahreh.
  The Career Development Quarterly. September 04, 2013
  In the new millennium, workers are vested with the responsibility of managing their own careers. Additionally, workers are expected to engage in the continual development of skills applicable across various work environments. With this need for continual development come frequent work transitions and the need for building career adaptability. Stress can ensue from this constant need to update skills and transition to new work environments. The purpose of this study was to explore relationships among Adlerian lifestyle attributes, stress coping, and career adaptability. Canonical correlation was used to explore the relationships among these variables. The results indicated that 3 dimensions were significant and interpretable: socially attuned, compliant, and impassive. The results partially support the hypothesis that high feelings of belongingness are associated with high coping resources. However, the results also highlight that a high need for acceptance from others and for following social norms may impede the development of career adaptability.

  September 04, 2013   doi: 10.1002/j.2161-0045.2013.00049.x   open full text
• The NOICC/SOICC Network: Policy, Programs, and Partners, 1976–2000.
  Juliette N. Lester, James Woods, Burton L. Carlson.
  The Career Development Quarterly. June 03, 2013
  This historical and reflective account of the National Occupational Information Coordinating Committee's (NOICC) and the State Occupational Information Coordinating Committees’ (SOICCs) significant development of a national infrastructure that shaped career development policy, practice, and training from 1976 to 2000 offers key lessons for future development practice and potential in the United States and beyond. The establishment of the NOICC/SOICC network marked a turning point in the systematic development and delivery of standardized occupational information and supporting resources designed to meet the needs of career development, education and training program design, and employer information requirements. NOICC's core occupational information activities and national career development guidelines and programs are discussed. Public policy that supports career information and counseling services is suggested.

  June 03, 2013   doi: 10.1002/j.2161-0045.2013.00048.x   open full text
• Computer‐Assisted Career Guidance Systems: A Part of NCDA History.
  JoAnn Harris‐Bowlsbey.
  The Career Development Quarterly. June 03, 2013
  The first computer‐assisted career planning systems were developed in the late 1960s and were based soundly on the best of career development and decision‐making theory. Over the years, this tradition has continued as the technology that delivers these systems’ content has improved dramatically and as they have been universally accepted as effective tools for career guidance practice. Although their widespread use in the United States is currently affected by financial conditions, the potential for using these systems in developing countries as a part of their implementation of career guidance services is promising.

  June 03, 2013   doi: 10.1002/j.2161-0045.2013.00047.x   open full text
• Two Tools Shaping NCDA's Place.
  Rich Feller, Dale Furbish.
  The Career Development Quarterly. June 03, 2013
  There is no abstract available for this paper.

  June 03, 2013   doi: 10.1002/j.2161-0045.2013.00046.x   open full text
• The Economic Value of Career Counseling Services for College Students in South Korea.
  Bo Young Choi, Ji Hee Lee, Areum Kim, Boram Kim, Daeyeon Cho, Sang Min Lee.
  The Career Development Quarterly. June 03, 2013
  This study investigated college students’ perception of the monetary value of career counseling services by using the contingent valuation method. The results of a multivariate survival analysis based on interviews with a convenience sample of 291 undergraduate students in South Korea indicate that, on average, participants’ expressed willingness to pay (WTP) for such services ranged from U.S. $10.22 to $10.54 per hour of individual career counseling. Self‐stigma and attitudes toward counseling had positive effects on their WTP, whereas the year in college and social stigma had negative effects. The results provide policy makers with preliminary evidence of the monetary value of career counseling.

  June 03, 2013   doi: 10.1002/j.2161-0045.2013.00045.x   open full text
• Academic Support Services and Career Decision‐Making Self‐Efficacy in Student Athletes.
  Gary N. Burns, Dale Jasinski, Steve Dunn, Duncan Fletcher.
  The Career Development Quarterly. June 03, 2013
  This study examined the relationship between evaluations of academic support services and student athletes’ career decision‐making self‐efficacy. One hundred and fifty‐eight NCAA athletes (68% male) from 11 Division I teams completed measures of satisfaction with their academic support services, career decision‐making self‐efficacy, general self‐efficacy, and locus of control. Results indicated that evaluations of academic support services were positively related to levels of career decision‐making self‐efficacy. In addition, this relationship was moderated such that student athletes with lower levels of general self‐efficacy and internal locus of control benefited more from positive experiences with academic support services. Limitations and implications are discussed.

  June 03, 2013   doi: 10.1002/j.2161-0045.2013.00044.x   open full text
• Cross‐Cultural Comparison of the Effects of Optimism, Intrinsic Motivation, and Family Relations on Vocational Identity.
  Yun‐Jeong Shin, Kevin R. Kelly.
  The Career Development Quarterly. June 03, 2013
  This study explored the effects of optimism, intrinsic motivation, and family relations on vocational identity in college students in the United States and South Korea. The results yielded support for the hypothesized multivariate model. Across both cultures, optimism was an important contributing factor to vocational identity, and intrinsic motivation partially mediated the link from optimism to vocational identity. In addition, family relations moderated the mediation effect of intrinsic motivation with American students but not Korean students. With Korean students, family relations moderated the direct link from optimism to vocational identity. These results have significant implications for counseling to promote vocational identity development for diverse college students.

  June 03, 2013   doi: 10.1002/j.2161-0045.2013.00043.x   open full text
• An Emergent Phenomenon of American Indian Secondary Students’ Career Development Process.
  Stephen V. Flynn, Kelly J. Duncan, Lori L. Evenson.
  The Career Development Quarterly. June 03, 2013
  Nine single‐race American Indian secondary students’ career development experiences were examined through a phenomenological methodology. All 9 participants were in the transition period starting in late secondary school (age 18). Data sources included individual interviews and journal analysis. The phenomenon of American Indian secondary students’ career development process comprised 7 themes, which were integrated into 3 interacting dimensions: introspective, relational, and contextual. Findings reveal unique career development processes for American Indian secondary students living in tribal settings, including career decision process, career options, outcome expectations, and self‐efficacy. Implications for school counselors and counselor educators are discussed.

  June 03, 2013   doi: 10.1002/j.2161-0045.2013.00042.x   open full text
• Evaluating FOCUS‐2's Effectiveness in Enhancing First‐Year College Students’ Social Cognitive Career Development.
  David M. Tirpak, Lewis Z. Schlosser.
  The Career Development Quarterly. June 03, 2013
  This study examined the effectiveness of the computer‐assisted career guidance system, FOCUS‐2, on 1st‐year college students’ social cognitive career development. Specifically, the authors assessed career decision self‐efficacy (CDSE) and assessment of attributions for career decision making (AACDM) using repeated measures analyses of variance with a sample of 1st‐year college students (N= 420). Effectiveness was measured as a change in participants’ CDSE and AACDM scores from pretest to posttest. Results demonstrated that participants’ interaction with FOCUS‐2 was associated with increases in participants’ CDSE and alteration to a less optimistic style for AACDM. Gender, race, academic major status, and the amount of time using FOCUS‐2 were also considered. Implications for practice are explored.

  June 03, 2013   doi: 10.1002/j.2161-0045.2013.00041.x   open full text
• Variables Affecting Readiness to Benefit From Career Interventions.
  James P. Sampson, Mary‐Catherine McClain, Elisabeth Musch, Robert C. Reardon.
  The Career Development Quarterly. June 03, 2013
  This article identifies and briefly describes the broad range of variables that may influence clients’ readiness to benefit from career interventions. The article also discusses consequences of low readiness for effective use of career interventions and addresses implications for practice as well as for future research. Variables contributing to low readiness for effective use of career interventions include personal characteristics and circumstances; knowledge of self, options, and decision making; and prior experience with career interventions. Consequences of low readiness for using career interventions include premature disengagement, negative perception of skills and interests, selective acquisition of incomplete information, premature choice foreclosure, protracted exploration, dependent decision‐making style, and poor evaluation of options.

  June 03, 2013   doi: 10.1002/j.2161-0045.2013.00040.x   open full text