The current study was designed to investigate the influence of guided imagery on written occupational narratives produced by university students. A sample of 75 undergraduate students (42 females and 33 males) who were self-declared occupationally undecided students participated in this study. / Students were randomly assigned to one of three conditions: audio-taped guided occupational imagery followed by the task of writing a narrative describing a typical day on the job in an occupational aspiration; audio-taped guided vacation imagery followed by the task of writing a narrative describing a typical day on the job in an occupational aspiration; or the task of writing a narrative describing a typical day on the job in an occupational aspiration preceded by no imagery. / Hypotheses postulated that guided occupational imagery would facilitate the written articulation of a significantly greater number of stimulus propositions and response propositions about a typical day on the job in an occupational aspiration than non-occupationally related guided imagery (vacation imagery) or the no imagery control. Further hypotheses postulated that subject task enjoyability ratings in the occupational imagery condition would be significantly greater than subject task enjoyability ratings in the non-occupationally related imagery (vacation imagery) condition or no imagery control condition. / Group comparisons were also analyzed concerning the usefulness of the experience, necessity of seeing a follow-up career counselor, and usefulness of peer sharing of the experience. / Using the Wilks' Test within the MANOVA analyses, it was found that F(14,132) = 1.14, p =.33, suggesting that there was no overall significant group difference. Therefore, at the p $<$.05 level of significance, the null hypotheses were not rejected. It was also found that 92% of the students in the occupational imagery condition, 76% of the students in the vacation imagery condition, and 64% of the students in the no imagery control condition were in agreement (Likert ratings of 5, 6, or 7 on a scale of 1-7) with the statement that they obtained additional insights while writing the narrative about their occupational aspiration. / Source: Dissertation Abstracts International, Volume: 50-03, Section: A, page: 0675. / Major Professors: Robert C. Reardon; E. Jane Burkhead. / Thesis (Ph.D.)--The Florida State University, 1989.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77954 |
| Contributors | Evans, Joy Darlene., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 173 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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