Moderators of efficacy for a computer-assisted career guidance system (CACGS) intervention
Date
2013
Authors
McLaren, Molly Rae, author
Dik, Bryan, advisor
Kraiger, Kurt, committee member
Feller, Richard, committee member
Rickard, Kathryn, committee member
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Abstract
Research investigating career intervention efficacy has inadequately investigated the identification of important client factors which might moderate the effects of various career interventions. The current study had two aims. First it examined the efficacy of a newly developed Computer-Assisted Career Guidance System (CACGS) used alone, and the same CACGS used in conjunction with a structured workshop intervention, as compared to a business-as-usual control group. Secondly, this study also investigated moderators for the efficacy of these career interventions (i.e., gender, minority status, SES, cognitive/emotional disability status, career locus of control, career decision-making readiness, and career needs). Using a sample of 609 students from community colleges and a four-year university, main effects indicated that the CACGS plus workshop condition was effective in improving career decision-making self-efficacy, and outcome expectations strivings, as well as reducing career decision-making difficulties. Results from moderator analyses suggest that SES significantly moderated the relationship between treatment condition and career decision-making self-efficacy such that participants reporting lower levels of SES benefited more from the CACGS plus workshop condition. Career needs were also found to be a significant moderator for the relationship between treatment condition and the following outcomes: career decision-making difficulties and academic major satisfaction. The interaction was such that participants reporting career needs congruent with the aims of the intervention had reduced decision-making difficulties and increased academic major satisfaction as compared with participants reporting incongruent career needs. No other significant moderator effects were found. Consistent with past research, results of this study suggest that CACGS interventions may be more effective when paired with a face-to-face intervention component. The results also suggest that the efficacy of career interventions may not vary meaningfully across a range of different populations. Socioeconomic status and types of career needs may tend to be a significant client factors to consider in terms of career intervention efficacy. Implications for practice and recommendations for future research are offered.
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Subject
CACGS
career
counseling
efficacy
intervention
moderators