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Comparing Career Development Outcomes Among Undergraduate Students in Cognitive Information Processing Theory–Based Versus Human Relations Courses
Author(s) -
Osborn Debra S.,
Sides Ryan D.,
Brown Caitlyn A.
Publication year - 2020
Publication title -
the career development quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.846
H-Index - 53
eISSN - 2161-0045
pISSN - 0889-4019
DOI - 10.1002/cdq.12211
Subject(s) - cognitive information processing , psychology , career development , career counseling , maturity (psychological) , psychological intervention , dysfunctional family , intervention (counseling) , medical education , anxiety , cognition , career portfolio , applied psychology , social psychology , clinical psychology , developmental psychology , medicine , neuroscience , psychiatry
The effectiveness of undergraduate career courses has been demonstrated for multiple variables, including career certainty, maturity, decision‐making skills, and reduction of dysfunctional career thoughts. Although such studies used the career course as an intervention, most failed to include a comparison course, nor were grounded in career theory. This study used a comparison group of 152 undergraduates enrolled in career development courses and 50 students enrolled in undergraduate human relations courses. Pre‐ and posttest comparisons indicated that the career course yielded significant improvements in career decision state, cognitive information processing (CIP) skills, career decision‐making stage, knowledge of next steps, and anxiety about current career concern, but the human relations course did not. The CIP‐based career course is supported as a valid career intervention, and individuals may benefit from targeted interventions depending on their CASVE cycle position. Future research might compare different career theory–based or atheoretical career courses on career development outcomes.