This study was designed to explore both personal and career concerns to enhance theoretical approaches and practical interventions for the future. The Self-Directed Search (SDS) Form R Internet version was randomly administered to create an experimental design with a treatment (SDS) and control group (No SDS). The SDS allows participants to rate their activities, competencies, preferences, and occupations, and provide self-estimates across six RIASEC areas (Realistic, Investigative, Artistic, Social, Enterprising, and Conventional). In return, participants receive a three-letter summary code and a 10- to 12-page customized printout to explore occupations, fields of study, and leisure, known as the SDS Interpretive Report (Reardon & PAR Staff, 2010). The SDS was chosen as the treatment based upon its validity, reliability, and widespread use. In addition, two independent variables were utilized in this study: vocational identity measured by the Vocational Identity Scale from the My Vocational Situation (MVS), and anxiety measured by the Beck Anxiety Inventory (BAI). Vocational identity is "the possession of a clear and stable picture of one's goals, interests, and talents" (Holland, Daiger, & Power, 1980, p. 1) while anxiety refers to symptoms including physiological (numbness, tingling, dizziness, or lightheadedness) and subjective anxiety/panic (fear of the worst happening or inability to relax) concerns. Career exploration was the dependent variable, and included the measurement of both self-exploration (SE) and environmental exploration (EE) upon the recommendations of Stumpf and colleagues (1983). This study improved upon previous methodology by including a control group, and one of the unique components of the study was the inclusion of both vocational and personal concerns with the MVS and BAI. T-test and multivariate analyses were conducted to assess the impact of the SDS Form R Internet version, vocational identity, and anxiety on career exploration (SE and EE). Results did not support the original hypotheses; however, some additional analyses resulted in statistically significant findings. The impact of the SDS Form R Internet version on the number of occupations being explored and the frequency of engagement in career exploration behavior were both significant. The amount of time spent reviewing the SDS Interpretive Report was also significant in relation to the number of occupations being explored and the frequency of engagement in career exploration behavior. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of
Philosophy. / Summer Semester, 2013. / May 30, 2012. / Includes bibliographical references. / James P. Sampson, Jr., Professor Directing Dissertation; John R. Reynolds, University Representative; Georgios Lampropoulos, Committee Member; Janet G. Lenz, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_183700 |
| Contributors | Dozier, V. Casey (authoraut), Sampson, James P. (professor directing dissertation), Reynolds, John R. (university representative), Lampropoulos, Georgios (committee member), Lenz, Janet G. (committee member), Department of Educational Psychology and Learning Systems (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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