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.
Evaluating FOCUS-2's Effectiveness in Enhancing First-Year College Students’ Social Cognitive Career Development
Article first published online: 3 JUN 2013
© 2013 by the National Career Development Association. All rights reserved.
The Career Development Quarterly
Volume 61, Issue 2, pages 110–123, June 2013
How to Cite
Tirpak, D. M. and Schlosser, L. Z. (2013), Evaluating FOCUS-2's Effectiveness in Enhancing First-Year College Students’ Social Cognitive Career Development. The Career Development Quarterly, 61: 110–123. doi: 10.1002/j.2161-0045.2013.00041.x
- Issue published online: 3 JUN 2013
- Article first published online: 3 JUN 2013
- Received 12/05/11; Revised 05/27/12; Accepted 05/28/12
- computer-assisted career guidance system;
- social cognitive career
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.