Each year, the college student population becomes more diverse (National Center for Education Statistics, 2013), yet the career development field does not have a full understanding of how client factors, such as ethnicity, affect intervention outcomes (Whiston & Rahardja, 2008). This study focused on the career development of first generation college students, a traditionally more diverse subset of the university population who tend to struggle with the career decision–making process more than their counterparts (Chen & Carroll, 2005; Hartley, 2009). The study's aim was to determine whether completion of an online self–exploration intervention, the Self–Directed Search (SDS) Form R Internet version (Holland, Reardon, Latshaw, Rarick, & Schneider, 1999), would increase career decision–making self–efficacy and decrease goal instability levels in 100 first generation college students using a true experimental design. Additionally, this study considered whether initial perceived barriers would impact the intervention's effectiveness. Goal instability was measured using the Goal Instability Scale (GIS; Robbins & Patton, 1985), career decision–making self–efficacy was measured using the Career Decision–Making Self–Efficacy Scale—Short Form (CDMSE–SF; Betz, Klein, & Taylor, 1996), and perceived barriers were measured using the Perception of Barriers Scale (POB; Luzzo & McWhirter, 2001). A two–way MANOVA omnibus test was used to determine whether the intervention impacted career decision–making self–efficacy or goal instability levels, given initial perceived barriers. After completing the intervention, the treatment group showed no statistically significant differences in goal instability or career decision–making self–efficacy, given perceived barriers levels, when compared to the control group. However, both groups showed a statistically significant increase in goal instability and statistically significant decrease in career decision–making self–efficacy. Because the entire sample showed this change, the change cannot be attributed to the intervention, but rather an external, unknown factor. Possible explanations for this outcome are discussed in detail. Finally, in an exploratory analysis, career decision state showed a significant positive relationship with perceived barriers, meaning that individuals less certain about their career decision had higher levels of perceived barriers. The correlational analysis also revealed a positive relationship between career decision–making self–efficacy gain score and goal instability gain score. This relationship implies that as career decision–making self–efficacy increases, goal instability decreases, and vice versa. / 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, 2015. / June 12, 2014. / career, career decision-making self-efficacy, career development, first generation college students, goal instabiity, self-directed search / Includes bibliographical references. / Janet G. Lenz, Professor Directing Dissertation; Pamela L. Perrewé, University Representative; James P. Sampson, Jr., Committee Member; Debra Osborn, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_253115 |
| Contributors | Joslyn, Brittany Melvin (authoraut), Lenz, Janet G. (professor directing dissertation), Perrewé, Pamela L. (university representative), Sampson, James P. (committee member), Osborn, Debra S. (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Psychology and Learning Systems (degree granting department) |
| 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 (173 pages), 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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