Date of Award
Doctor of Philosophy
Lisa M. Larson
Following the boom in information technology and widespread use of the computers, there has been an increasing trend in providers of career guidance to use computers in order to assist individuals with their career exploration process using Computer Assisted Career Guidance Systems (CACGS). While a considerable amount of research has been conducted on user satisfaction related to these CAGCS, very little research has examined the effectiveness of such systems. This study examined the effect of the use of a CACGS in a classroom setting on the career decision making process of undergraduate students who are struggling with career indecision. Specifically, this study examined whether the use of the Kuder Career Planning System (KCPS) within a classroom setting significantly influences students' perceived career barriers, coping self-efficacy, career decidedness, and retention compared to students who do not use the KCPS. Results indicated no significant differences in the perceived career barriers, coping self-efficacy and career decidedness between students who used the KCPS and students who did not. The results also indicated that at 1.5 years post-intervention, the students who used the KCPS were retained at the university at a higher rate than students who did not use the KCPS. Implications for the use of classroom CACGS interventions and future research directions are discussed.
Stephen, Asha, "The effect of the Kuder Career Planning System used in a classroom setting on perceived career barriers, coping self-efficacy, career decidedness, and retention" (2010). Graduate Theses and Dissertations. 11406.