The CASVE Cycle Questionnaire (CASVE-CQ) was developed to assess an individual’s progress in the CASVE cycle. A multi-phase development process was utilized, which included: initial item development, review by the current targeted demographic (i.e., college students), expert review, measure pilot, and measure administration with item refinement at each of the first three phases. Additionally, the CASVE-CQ identifies those who may have passed over important components of the CASVE cycle. As hypothesized and consistent with guided theory, exploratory factor analysis resulted in a 6 factor measure consisting of 55 items. Validity was supported through correlations between the CASVE-CQ and the identity subscale of the My Vocational Situation (MVS; Holland, Daiger, & Power, 1980), Career Decision-Making Difficulties Questionnaire (CDDQ; Gati, Krausz, & Osipow, 1996), Career Commitment Measure (CCM; Carson & Bedeian, 1994), and the Career Thoughts Inventory (CTI; Sampson, Peterson, Lenz, Reardon, & Saunders, 1998). The CASVE-CQ allows both researchers and practitioners to be able to assess the career decision-making progress of individuals grounded in theory.
","abstract_html":"<p>The CASVE Cycle Questionnaire (CASVE-CQ) was developed to assess an individual’s progress in the CASVE cycle. A multi-phase development process was utilized, which included: initial item development, review by the current targeted demographic (i.e., college students), expert review, measure pilot, and measure administration with item refinement at each of the first three phases. Additionally, the CASVE-CQ identifies those who may have passed over important components of the CASVE cycle. As hypothesized and consistent with guided theory, exploratory factor analysis resulted in a 6 factor measure consisting of 55 items. Validity was supported through correlations between the CASVE-CQ and the identity subscale of the My Vocational Situation (MVS; Holland, Daiger, & Power, 1980), Career Decision-Making Difficulties Questionnaire (CDDQ; Gati, Krausz, & Osipow, 1996), Career Commitment Measure (CCM; Carson & Bedeian, 1994), and the Career Thoughts Inventory (CTI; Sampson, Peterson, Lenz, Reardon, & Saunders, 1998). The CASVE-CQ allows both researchers and practitioners to be able to assess the career decision-making progress of individuals grounded in theory.</p>","abstract_has_math":false,"creators":["Werner, Brianna J."],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Emily Bullock-Yowell","Eric Dahlen","Richard Mohn"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-05-01T07:00:00Z","date_published":"2017-05-01T07:00:00Z","updated_at":"2026-07-24T05:44:41Z","subjects":["measure development","vocational psychology","CASVE cycle","cognitive information processing theory","Counseling Psychology","Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/275","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Emily Bullock-Yowell","Eric Dahlen","Richard Mohn"]},{"key":"dc:creator","label":"Author","values":["Werner, Brianna J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-02-20T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["measure development","vocational psychology","CASVE cycle","cognitive information processing theory","Counseling Psychology","Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/275"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The CASVE Cycle Questionnaire (CASVE-CQ) was developed to assess an individual’s progress in the CASVE cycle. A multi-phase development process was utilized, which included: initial item development, review by the current targeted demographic (i.e., college students), expert review, measure pilot, and measure administration with item refinement at each of the first three phases. Additionally, the CASVE-CQ identifies those who may have passed over important components of the CASVE cycle. As hypothesized and consistent with guided theory, exploratory factor analysis resulted in a 6 factor measure consisting of 55 items. Validity was supported through correlations between the CASVE-CQ and the identity subscale of the My Vocational Situation (MVS; Holland, Daiger, & Power, 1980), Career Decision-Making Difficulties Questionnaire (CDDQ; Gati, Krausz, & Osipow, 1996), Career Commitment Measure (CCM; Carson & Bedeian, 1994), and the Career Thoughts Inventory (CTI; Sampson, Peterson, Lenz, Reardon, & Saunders, 1998). The CASVE-CQ allows both researchers and practitioners to be able to assess the career decision-making progress of individuals grounded in theory.
"]},{"key":"dc:title","label":"Title","values":["Assessing Career Decision-Making Status: The CASVE Cycle Questionnaire"]}]}],"canonical_facts":{"dc:contributor":["Emily Bullock-Yowell","Eric Dahlen","Richard Mohn"],"dc:creator":["Werner, Brianna J."],"dc:date.available":["2017-02-20T08:00:00Z"],"dc:description.abstract":["The CASVE Cycle Questionnaire (CASVE-CQ) was developed to assess an individual’s progress in the CASVE cycle. A multi-phase development process was utilized, which included: initial item development, review by the current targeted demographic (i.e., college students), expert review, measure pilot, and measure administration with item refinement at each of the first three phases. Additionally, the CASVE-CQ identifies those who may have passed over important components of the CASVE cycle. As hypothesized and consistent with guided theory, exploratory factor analysis resulted in a 6 factor measure consisting of 55 items. Validity was supported through correlations between the CASVE-CQ and the identity subscale of the My Vocational Situation (MVS; Holland, Daiger, & Power, 1980), Career Decision-Making Difficulties Questionnaire (CDDQ; Gati, Krausz, & Osipow, 1996), Career Commitment Measure (CCM; Carson & Bedeian, 1994), and the Career Thoughts Inventory (CTI; Sampson, Peterson, Lenz, Reardon, & Saunders, 1998). The CASVE-CQ allows both researchers and practitioners to be able to assess the career decision-making progress of individuals grounded in theory.
"],"dc:identifier":["https://aquila.usm.edu/masters_theses/275"],"dc:subject":["measure development","vocational psychology","CASVE cycle","cognitive information processing theory","Counseling Psychology","Psychology"],"dc:title":["Assessing Career Decision-Making Status: The CASVE Cycle Questionnaire"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T05:44:41Z"}