The purposes of this single subject study were (a) to create a profile of the undecided student in regard to academic and career direction and (b) to explore the effectiveness of self-assessment tools as aides for the undecided student. An undergraduate student, who voluntarily came to a Career and Academic Planning Center, was chosen based upon (a) her declaration of being undecided regarding the direction of academic and career pursuits and (b) her willingness to explore self-assessment tools. After selection, the student was given (a) a single item questionnaire, to solely determine whether she was decided or undecided regarding career and academic direction, and (b) the Career Blueprint, to determine the student's level of occupation knowledge. The student also completed three career guidance tools: the DISCOVER Program, MyRoad Inventory, and The Career and Occupational Preference System. The student received three career counseling sessions to review the results of the assessments and assist her in exploring career goals. The single item questionnaire, the Client Satisfaction Inventory and the Career Blueprint were used as outcome measures. Analysis indicated that the self-assessment tools and career counseling process moved the student from undecided to decided regarding academic and career pursuits.
","abstract_html":"<p>The purposes of this single subject study were (a) to create a profile of the undecided student in regard to academic and career direction and (b) to explore the effectiveness of self-assessment tools as aides for the undecided student. An undergraduate student, who voluntarily came to a Career and Academic Planning Center, was chosen based upon (a) her declaration of being undecided regarding the direction of academic and career pursuits and (b) her willingness to explore self-assessment tools. After selection, the student was given (a) a single item questionnaire, to solely determine whether she was decided or undecided regarding career and academic direction, and (b) the Career Blueprint, to determine the student's level of occupation knowledge. The student also completed three career guidance tools: the DISCOVER Program, MyRoad Inventory, and The Career and Occupational Preference System. The student received three career counseling sessions to review the results of the assessments and assist her in exploring career goals. The single item questionnaire, the Client Satisfaction Inventory and the Career Blueprint were used as outcome measures. Analysis indicated that the self-assessment tools and career counseling process moved the student from undecided to decided regarding academic and career pursuits.</p>","abstract_has_math":false,"creators":["Lawrence, Lucia A."],"institution":null,"degree_name":"M.A. in Applied Psychology","degree_level":"Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Cahill, Janet"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-02-06T08:00:00Z","date_published":"2003-02-06T08:00:00Z","updated_at":"2026-07-24T04:14:25Z","subjects":["Vocational guidance; Vocational interests--Testing","Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1336","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Cahill, Janet"]},{"key":"dc:creator","label":"Author","values":["Lawrence, Lucia A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-09T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Applied Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Vocational guidance; Vocational interests--Testing","Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1336"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purposes of this single subject study were (a) to create a profile of the undecided student in regard to academic and career direction and (b) to explore the effectiveness of self-assessment tools as aides for the undecided student. An undergraduate student, who voluntarily came to a Career and Academic Planning Center, was chosen based upon (a) her declaration of being undecided regarding the direction of academic and career pursuits and (b) her willingness to explore self-assessment tools. After selection, the student was given (a) a single item questionnaire, to solely determine whether she was decided or undecided regarding career and academic direction, and (b) the Career Blueprint, to determine the student's level of occupation knowledge. The student also completed three career guidance tools: the DISCOVER Program, MyRoad Inventory, and The Career and Occupational Preference System. The student received three career counseling sessions to review the results of the assessments and assist her in exploring career goals. The single item questionnaire, the Client Satisfaction Inventory and the Career Blueprint were used as outcome measures. Analysis indicated that the self-assessment tools and career counseling process moved the student from undecided to decided regarding academic and career pursuits.
"]},{"key":"dc:title","label":"Title","values":["The undecided student and self-assessment: a journey toward decision"]}]}],"canonical_facts":{"dc:contributor":["Cahill, Janet"],"dc:creator":["Lawrence, Lucia A."],"dc:date.available":["2016-05-09T07:00:00Z"],"dc:description.abstract":["The purposes of this single subject study were (a) to create a profile of the undecided student in regard to academic and career direction and (b) to explore the effectiveness of self-assessment tools as aides for the undecided student. An undergraduate student, who voluntarily came to a Career and Academic Planning Center, was chosen based upon (a) her declaration of being undecided regarding the direction of academic and career pursuits and (b) her willingness to explore self-assessment tools. After selection, the student was given (a) a single item questionnaire, to solely determine whether she was decided or undecided regarding career and academic direction, and (b) the Career Blueprint, to determine the student's level of occupation knowledge. The student also completed three career guidance tools: the DISCOVER Program, MyRoad Inventory, and The Career and Occupational Preference System. The student received three career counseling sessions to review the results of the assessments and assist her in exploring career goals. The single item questionnaire, the Client Satisfaction Inventory and the Career Blueprint were used as outcome measures. Analysis indicated that the self-assessment tools and career counseling process moved the student from undecided to decided regarding academic and career pursuits.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1336"],"dc:subject":["Vocational guidance; Vocational interests--Testing","Psychology"],"dc:title":["The undecided student and self-assessment: a journey toward decision"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Applied Psychology"]},"updated_at":"2026-07-24T04:14:25Z"}