The effects of a career course on the career maturity of undergraduates

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Chester Randall Robinson (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
W. Larry Osborne

Abstract: The purpose of this investigation was to examine the effect of participating in a career course on the career maturity of undergraduate students and to examine the relationship between various personal factors and career maturity. Standard scores from the subscales and composite scales of the Career Development Inventory (CDI) were employed as the primary dependent variables. Standard score differences were calculated by subtracting pretest scores from posttest scores on each scale and also were utilized as dependent measures for some analyses. 107 undergraduate students from the University of North Carolina at Greensboro volunteered to participate in the study. 64 were enrolled in an upper level elective course offered in the Counseling and Educational Development Department. These students were assigned to either a no-treatment control group (n = 44) or a computer-assisted career guidance systems (CACGS) treatment group (n = 20). The remaining 43 undergraduates were enrolled in a life/career planning class offered through the same department. These students comprised a second treatment group (n = 43). The CDI was administered to each group twice, with an eleven-week time lapse between administrations. Additional data, such as demographic information, participation in career-related activities outside of class, reasons for enrolling in a career course, and critical learnings, were collected via questionnaires and a critical incident log. Depending upon the variable in question, analyses of covariance, analyses of variance, or t-tests were employed to analyze the data.

Additional Information

Language: English
Date: 1995
College students $x Vocational guidance
Career Development Inventory
Vocational interests $x Testing

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