Faculty Publications
Document Type
Article
Publication Version
Published Version
Keywords
career decision self-efficacy; career indecision and certainty; constructivist career development; empowerment
Journal/Book/Conference Title
Career and Technical Education Research
Volume
34
Issue
1
First Page
3
Last Page
20
Abstract
In times of uncertainty and change where the job market is fluid and the U.S. economy is weak, students need to feel empowered to construct their lives and forge their career paths. Constructivism has been suggested as one way to empower people. The current study explored outcomes in constructivist career courses using a quasi-experimental pre/post-test design. The empowerment, indecision, and certainty of 115 culturally diverse college students were measured using the Career Decision Self-Efficacy Scale-Short Form (CDSE-SF) and the Career Decision Scale (CDS). Results indicated that students in the career courses showed significant increases in empowerment and certainty and significant decreases in indecision. Those in the comparison group did not. Implications for constructivist career development are discussed along with recommendations for future research.
Department
Department of Educational Psychology, Foundations, and Leadership Studies
Original Publication Date
1-1-2009
Object Description
1 PDF File
DOI of published version
10.5328/CTER34.1.3
Repository
UNI ScholarWorks, Rod Library, University of Northern Iowa
Copyright
©2009 The Author(s)
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Language
en
File Format
application/pdf
Recommended Citation
Skaar, Nicole R.; Grier-Reed, Tabitha L.; and Parson, Lorien B., "A Study of Constructivist Career Development, Empowerment, Indecision, and Certainty" (2009). Faculty Publications. 6497.
https://scholarworks.uni.edu/facpub/6497
Comments
First published in Career and Technical Education Research, v34 n1 published by Association for Career and Technical Education Research. DOI: https://doi.org/10.5328/CTER34.1.3