Evaluating FOCUS-2's Effectiveness in Enhancing First-Year College Students’ Social Cognitive Career Development

Authors

  • David M. Tirpak,

    1. Department of Professional Psychology and Family Therapy, Seton Hall University.
    2. Now at Counseling and Psychological Services, Lehigh University.
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  • Lewis Z. Schlosser

    1. Department of Professional Psychology and Family Therapy, Seton Hall University.
    2. Now at Institute for Forensic Psychology, Oakland, New Jersey.
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  • We are grateful to Pamela Foley, Peggy Brady-Amoon, Tracy Gottlieb, Nancy Borkowski, Jacquline Chaffin, and Sepideh Soheilian for their helpful contributions to the study and the article.

concerning this article should be addressed to David M. Tirpak, Counseling and Psychological Services, Lehigh University, 36 University Drive, Johnson Hall, 4th Floor, Bethlehem, PA 18015 (e-mail: davidtirpak@gmail.com).

Abstract

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.

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