{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/74174"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/74174","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"The effects of a career development course on career maturity levels and on career maturity as impacted by decision-making styles","abstract":"The purpose of this study was to investigate the effects of a ten week career education course on the concept of career maturity and the impact of decision-making style on outcomes. A pre-post-test design was used with career maturity being assessed by Super's Career Development Inventory (CDI), and decision-making style being determined by Harren's Assessment of Career Decision-Making - Styles (ACDM-S). A treatment and control group were used, and due to disproportionate sex and age characteristics across groups these two variables were used as covariates in concert with the pre-test in the ANCOVA analysis of the experimental effects. Discriminant analysis, reliability estimates (KR-20) and factor analysis provided validation evidence for the ACDM-S as a classification instrument. Significant (p ≤ 0.05) increases in career maturity as measured by the CDI were found in only Scale B (Resources for Exploration), however Scale A increases approached the assumed significance (p ≤ 0.05) level of probability. Significant (p ≤ 0.05) interaction effects between groups and styles were found on Scale A. Rational decision-makers in the treatment group increased, while for other styles control group means remained higher or equal to the treatment group means. Both Scale A and B are attitudinal in nature, while C, D, and E are cognitive. An informal post-experimental interview of one third (n=20) of the treatment group suggest generally positive reactions to the career education class, but substantive negative reactions to the CDI instrument.","abstract_html":"The purpose of this study was to investigate the effects of a ten week career education course on the concept of career maturity and the impact of decision-making style on outcomes. A pre-post-test design was used with career maturity being assessed by Super's Career Development Inventory (CDI), and decision-making style being determined by Harren's Assessment of Career Decision-Making - Styles (ACDM-S). A treatment and control group were used, and due to disproportionate sex and age characteristics across groups these two variables were used as covariates in concert with the pre-test in the ANCOVA analysis of the experimental effects. Discriminant analysis, reliability estimates (KR-20) and factor analysis provided validation evidence for the ACDM-S as a classification instrument. Significant (p ≤ 0.05) increases in career maturity as measured by the CDI were found in only Scale B (Resources for Exploration), however Scale A increases approached the assumed significance (p ≤ 0.05) level of probability. Significant (p ≤ 0.05) interaction effects between groups and styles were found on Scale A. Rational decision-makers in the treatment group increased, while for other styles control group means remained higher or equal to the treatment group means. Both Scale A and B are attitudinal in nature, while C, D, and E are cognitive. An informal post-experimental interview of one third (n=20) of the treatment group suggest generally positive reactions to the career education class, but substantive negative reactions to the CDI instrument.","abstract_has_math":false,"creators":["Baldwin, Warren J."],"institution":"Virginia Polytechnic Institute and State University","degree_name":"Ed. D.","degree_level":"doctoral","degree_discipline":"Counseling and Student Personnel Services","degree_department":"Counseling and Student Personnel Services","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1981,"date_issued":"1981","date_published":"1981","updated_at":"2026-07-22T22:20:27Z","subjects":[],"languages":["en_US"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10919/74174","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Counseling and Student Personnel Services"]},{"key":"dc:creator","label":"Author","values":["Baldwin, Warren J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2017-01-10T21:17:40Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2017-01-10T21:17:40Z"]},{"key":"dc:date.issued","label":"Date","values":["1981"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Polytechnic Institute and State University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"dc:type.dcmitype","label":"Dc Type Dcmitype","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Counseling and Student Personnel Services"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed. 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A pre-post-test design was used with career maturity being assessed by Super's Career Development Inventory (CDI), and decision-making style being determined by Harren's Assessment of Career Decision-Making - Styles (ACDM-S). A treatment and control group were used, and due to disproportionate sex and age characteristics across groups these two variables were used as covariates in concert with the pre-test in the ANCOVA analysis of the experimental effects. Discriminant analysis, reliability estimates (KR-20) and factor analysis provided validation evidence for the ACDM-S as a classification instrument. Significant (p ≤ 0.05) increases in career maturity as measured by the CDI were found in only Scale B (Resources for Exploration), however Scale A increases approached the assumed significance (p ≤ 0.05) level of probability. Significant (p ≤ 0.05) interaction effects between groups and styles were found on Scale A. Rational decision-makers in the treatment group increased, while for other styles control group means remained higher or equal to the treatment group means. Both Scale A and B are attitudinal in nature, while C, D, and E are cognitive. An informal post-experimental interview of one third (n=20) of the treatment group suggest generally positive reactions to the career education class, but substantive negative reactions to the CDI instrument."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ed. 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A treatment and control group were used, and due to disproportionate sex and age characteristics across groups these two variables were used as covariates in concert with the pre-test in the ANCOVA analysis of the experimental effects. Discriminant analysis, reliability estimates (KR-20) and factor analysis provided validation evidence for the ACDM-S as a classification instrument. Significant (p ≤ 0.05) increases in career maturity as measured by the CDI were found in only Scale B (Resources for Exploration), however Scale A increases approached the assumed significance (p ≤ 0.05) level of probability. Significant (p ≤ 0.05) interaction effects between groups and styles were found on Scale A. Rational decision-makers in the treatment group increased, while for other styles control group means remained higher or equal to the treatment group means. Both Scale A and B are attitudinal in nature, while C, D, and E are cognitive. 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