The specific objective of this research was to determine if the MACE (Mobile Assisted Career Exploration) Program has had an effect on the realistic occupational decision-making ability of students after a period of 3 years. Subjects were 12th grade students at Dixie High School. The experimental group was composed of 40 students (15 males and 25 females) who had been involved in project MACE in the ninth grade. The control group was composed of 32 students (15 males and 1 7 females) who had moved into the boundaries of Dixie High School since the loth grade and who had, therefore, not been involved in the MACE Program. Both groups were administered the SVIB (Strong Vocational Interest Blanks) to determine their highest interests. Grades for both semesters of the 11th grade and the first semester of the 12th grade were collected as an indicator of each student's strongest aptitudes. A questionnaire was administered wherein the student was required to 1) select an occupation that he was planning to enter; 2) report whether he thought his interest and aptitudes agreed with his job choice (the SVIB and grades were used as instruments to verify if a student's interests and aptitudes did in fact agree with his job choice); 3) report the degree of certainty he felt about his job choice; 4) select the type of training that would be required to qualify for his job choice; 5) report a specific institution where such training could be acquired; 6) report those persons and/ or influencing factors which had lead up to his job selection; and 7) report at which grade level he had decided on his present job choice. Seven null hypotheses were formulated stating differences would not be found between the control and experimental groups on the criteria measured by the aforementioned measuring instruments. Results of the study indicate that in fact no difference was found between the experimental and control groups in the following areas tested. Correct identification of personal interests with job choice. Correct identification of personal aptitudes with job choice. Degree of certainty about job choice. Selection of the categories mobile van, parents and personal interests as being of assistance in making a job choice. Selection of the ninth and 10th grades as the time periods when job choice was made. Selection of an appropriate type of education or training for the student's job choice. Selection of a specific and appropriate institution at which the student had made plans to obtain the training or education for his job choice. On the criteria measured, the MACE Program had no apparent longitudinal effect on the occupational decision-making ability (as defined in this study) of the students tested. Several limitations of the study should be considered in this conclusion: 1) sample size was small and limited to a rural, all-white population; 2) other measures may detect advantageous effects of the program. However, it is recommended that a program such as MACE be part of a total K-12 career development program rather than a one grade level experience.

A dissertation submitted to the Faculty of Arts in fulfilment of the requirements for the Doctor of Philosophy in Community Psychology in the Department of Psychology at the University of Zululand, 2019. / The study is a career assessment and counselling programme for disadvantaged high schools in the Eastern Cape Province, in South Africa. The specific aim was to guide learners through a process of career exploration in order to make appropriate career choices and plans. The sample consisted of 90 blacks, 1 coloured and 2 Indians from selected schools in the Eastern Cape Province. The main objectives were to formulate a career assessment and counselling programme, as an ongoing process of change, and not as an event, to empower disadvantaged students through their participation in the process; to nurture learning through engendering a tolerance of mistakes and differences in ideas, and to provide opportunities for the development of all. Using a qualitative research design, self-administered questionnaires were distributed to respondents. A convenient/purposive, non-probability sampling procedure was utilised. Descriptive statistics were used to to analyse demographic data, including frequencies and percentages. Qualitative data, obtained from open-ended questions of the survey questionnaire, were content analysed to identify the main themes. Nine themes were identified. The results showed that many disadvantaged high schools did not have educators who were qualified in career guidance issues. Furthermore, there was a lack of governmental support in career guidance in disadvantaged schools. Additionally, there was a lack of equipment and funding required in career guidance. It has been indicated that the use of psychologists and x psychometric assessment in career assessment will improve the quality of career guidance. It can be concluded that many disadvantaged and poor schools do not have educators who are qualified in career guidance issues. Disadvantaged schools do not have adequate resources such as money to pay qualified professionals to help learners in making optimised and better career decisions. The South African government is not supportive of these disadvantaged schools. Learners continue to be ignorant as far as career guidance issues are concerned. Many students are not aware of the benefits of counselling.

Thesis (Ph. D)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 124-131).

The purpose of this study was to investigate the difference between Black and White 9th grade suburban students in regard to career indecision and certainty, and to determine what relationship exists between career indecision/certainty, motivational level, locus of control, and attributional style. The sample size of this study was 95 ninth grade students from a Seminole County high school in the state of Florida. Some of the demographic variables taken into account for this study were student socioeconomic status, involvement in special programming at school (i.e. Exceptional Education, or Advanced Placement), parental education level, and parental occupation. The data in this study was collected through the use of the Career Decision Scale (CDS), Children's Attributional Style Questionnaire-Revised (CASQ-R), Children's Nowicki-Strickland Internal External Locus of Control Scale (CNISE), and the Five Item Polarized Motivation Scale. The results of this study came as a result of the use of an ANOVA and Mann Whitney test, as well as a series of simple linear regression analyses. The ANOVA and Mann Whitney test determined if there was a difference in career indecision/ certainty level based on race. The linear regression analysis compared the variables of career indecision/certainty, motivation level, attributional style, and locus of control to uncover any predictive relationships. Post hoc analyses were also conducted to determine if the variables of motivational level, locus of control, attributional style, and career indecision/certainty are predictors for race. The results of the data indicate that there is no statistical significance between race and career indecision between Black and White students. Also the results uncovered the only predictive relationships among the variables existed between career certainty and motivation, career indecision and attributional style, and locus of control and attributional style. The post hoc analyses uncovered that race cannot be predicted by any of the variables in this study. This study is exploratory in nature and should be replicated with the use of a larger sample size to further explore this phenomenon.

The purpose of this study was to (1) select six vocational areas for Career Exploration Work Simulation Units development, hereafter referred to as CEWSU (2) design mock-up sites for CEWSU construction, (3) specify materials to be used in the mock-up, (4) describe tasks to be completed in the simulation exercises, (5) construct six CEWSU simulation units for placement in junior high school career education programs, (6) gather materials and tools to be used in each of the six CEWSU, (7) develop and program cassette tape instructions and flip charts for the CEWSU, (8) field test the CEWSU, (9) revise the CEWSU according to field test results, (10) publish replicable plans for the construction and operation of each CEWSU. The ultimate goal of this project was to design and develop a product for u s e in the public school system. For the final product to be considered effective it had to meet various criteria. The criteria were as follows: The CEWSU had to be self-instructional. The CEWSU had to provide a hands-on experience. The CEWSU had to provide the experience in a short period of time. The CEWSU had to be inexpensive to operate. The CEWSU had to be readily available to youth. The CEWSU had to simulate an actual work experience. The implications from the results indicated that: Not all of the criteria listed above were met by all of the CEWSU. The CEWSU developed in the present study should be reprogrammed for use with the developmentally disabled child. Many more CEWSU, for career exploration, should be designed and developed in other vocational areas than those covered in the present project.

The focus of the current study is to examine the role of parental social support in college students' career development process, specifically choosing a satisfying academic major. It is hypothesized that: 1. There is a positive correlation between overall score on the Social Support Behaviors (SS-B) and major satisfaction score, 2. The relationship between the overall SS-B score and major satisfaction is mediated by the college student's major/career exploration, and 3. The emotional support subscale explains the greatest variance in major satisfaction followed by practical assistance, advice/guidance, and financial assistance, and finally socializing. Participants consisted of traditional college students at the sophomore and junior level from Southern Illinois University Carbondale. Measures include: the self and environmental exploration subscales of the Career Exploration Survey (CES; Stumpf, Solarelli, & Hartman, 1982), the Social Support Behaviors (SS-B) measure (Vaux, Riedel, & Setwart, 1987), and the Academic Major Satisfaction Scale (AMSS; Nauta, 2007). Although results of the primary hypotheses were nonsignificant, there were several relationships between modes of social support and career exploration variables. Specifically, self-exploration related positively to total social support from primary caregiver as well as practical assistance, and environmental exploration related significantly to financial support from secondary caregiver. Other exploratory results are presented and discussed related to parents' role in facilitating college students' career development. Future implications of the present study, which add to vocational literature on career satisfaction, are discussed in regard to both research and practice with a college student population.

The Problem. This study investigated whether or not a structured career development program, using a mobile guidance unit and operating on a limited time schedule, could provide a feasible means for facilitating the career development of ninth grade students in the rural school setting. Project MACE. MACE stands for "Mobile Assisted Career Exploration." Project MACE was a study developed by the research office of the Utah State Board of Education and conducted by Utah State University. The study used ninth grade students in sixteen selected rural Utah high schools and in two rural southeastern Idaho schools. Design of Research. The specific objectives of the study were measured in the form of the following null hypotheses: There is no significant difference between experimental and control groups in terms of career attitudes as measured by the Vocational Development Inventory Attitude Scale. There is no significant difference between experimental and control groups in terms of career values as measured by the Occupational Values Inventory. There is no significant difference between experimental and control groups pre- and post-test estimates of their aptitudes and interests as measured by the Self Ranking Inventory of Aptitudes and Interests. Since this study is an evaluation of an educational program still in some state of development, it is a formative evaluation. The format for the study is a research and development model rather than a true experimental design. Population. Project MACE selected those schools which were considered representative of rural Utah high schools, It was decided that project MACE could accommodate about one thousand students during the school year. Sixteen schools were selected for the study. In addition, two schools in Southeastern Idaho were chosen as a control population. Observational Design. Three objective tests were given on a pre- and post-test basis to all of the students included in Project MACE. In addition, subjective data were gathered through student, parent and faculty questionnaires. Program.The treatment program was designed to give each student an opportunity to evaluate and discuss his aptitudes and interests. The student was then assisted in relating this information to various occupations and training possibilities. Each student learned how to use occupational information sources and was encouraged to investigate several occupations of his choice. All students were involved in group and individual counseling, including a joint session with their parents. The major focus of the counseling sessions was to assist students in making tentative career choices which were realishc and obtainable for them. To carry out the program, a counselor and occupational instructor were employed. Conclusions. Hypotheses one and three were both rejected as the data revealed differences at a statistically significant level. Career attitudes and knowledge of aptitudes and interests were positively influenced by the experimental program. Hypothesis two, concerning career values, was accepted for the values of salary, security and demand, and rejected for the values of prestige, interest and satisfaction. Sex differences were noted on all the evaluation instruments. Recommendations. The treatment program should be continued in schools needing the service on a continuous basis. Several possible avenues for future research were suggested. Among the more important were: (1) a replication of this study using urban schools and comparing the treatment conducted in a mobile facility versus the same program in a classroom setting; (2) a study of the independent teaching variables to determine which are most effective; and (3) a study to determine the long range implications of the treatment.

An Evaluation of the Wisconsin Career Pathways Web Site: A Comprehensive Plan for Ongoing Development. Margaret A. Rubin, 2014: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Career and Technical Education, Career Exploration, Career Guidance, Evaluation, Web Sites. This research study was designed to provide for the ongoing development and improvement of the Wisconsin Career Pathways Web site. The Web site aids secondary educators in the development of secondary-to-postsecondary programs of study, assists middle and high school students in career exploration and academic planning, and helps middle and high school counselors and advisers guide students for success in college and careers by providing them with access to school-wide and individual student Web-site activity. The Web site was developed in phases following a year of planning during the 2008-09 fiscal year. The concept of programs of study is a relatively new and emerging school-reform initiative, and the Wisconsin Career Pathways Web site project was initiated as a Web-based dynamic data-driven resource to help Wisconsin stakeholders. The Web site has been in a constant state of development, expansion, upgrade, and improvement since the launch of its 1st phase in 2010. A developmental evaluation approach was utilized to address the evolving nature of the Web site. The writer developed online surveys to gather input from 3 stakeholder groups: technical college career-prep administrators, middle and high school counselors and advisers, and secondary program-of-study builders. Following quantitative and qualitative data analysis of the surveys, the writer developed a preliminary plan for the Web site's ongoing development and followed up with a focus-group session of interested survey participants representing each of the stakeholder groups. Based on the analysis of qualitative data collected at the focus-group session, the researcher finalized the preliminary plan. The final plan includes a discussion of the data collected and analyzed as well as recommendations for ongoing development and improvement of the Web site. The sequential mixed-methods approach was instrumental in exposing the satisfactory components of the Web site. In general, the data reflected satisfaction with the Web site, namely its user-friendliness, which was one of the project team's earliest goals for the Web site. The Web site is seen as an essential resource for Wisconsin stakeholders. To keep moving forward with Wisconsin's program-of-study and college and career planning initiatives, addressing the unmet needs of stakeholders will not only increase Web-site usage but will lead to a clearer understanding of those initiatives. Based on the results of this study, the researcher developed a comprehensive plan. The plan suggests that improving the online program-of-study builder tool, providing more training, building reporting capacity, developing a marketing plan, and increasing Web-site interactivity based on push-notification technology are necessary actions for the ongoing development and improvement of the Web site. The findings of the study will be submitted to the Wisconsin Technical College System.

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A gap in the literature exists on the connection between an individual's career and non-career domains. Even less research exists on the topic of career development and how it relates to an individual's mental health. Accordingly, this study sought to investigate the connection between career issues and mental health by exploring the psychological distress levels of students enrolled in a career exploration course. During the course, students completed a bi-weekly online survey, the Outcome Questionnaire (OQ-45). Results support the possible connection between career issues and mental health and also show that for certain populations, career guidance interventions may decrease an individual's psychological distress.