Professional Documents
Culture Documents
Sarah Schanck
Andrews, L. M., Bullock-Yowell, E., Dahlen, E. R., & Nicholson, B. C. (2014). Can
perfectionism affect career development? Exploring career thoughts and selfefficacy. Journal of Counseling & Development, 92(3), 270-279. doi:10.1002/j.15566676.2014.00155.x
The purpose of this study was to explore the relationship between perfectionism and
career development. The researchers hypothesized that perfectionism would be linked to
negative career thoughts and that those thoughts would have a negative relationship to career
self-efficacy. They also hypothesized that out of the three categories of perfectionism (adaptive
perfectionism, maladaptive perfectionism, and non-perfectionism) that adaptive perfectionists
would have the highest self-efficacy. The authors recruited 300 students to participate in the
study. The participants completed three inventories and scales that measured their self-efficacy,
their level of perfectionism, and their career thoughts. Participants were categorized into the
three levels of perfectionism. Analysis showed that perfectionism and negative career thoughts
were positively correlated. Negative career thoughts negatively correlated with self-efficacy.
They also found that the data supported their hypothesis and that adaptive perfectionists
demonstrated higher self-efficacy than maladaptive perfectionists and non-perfectionists.
Briel, L. W., & Getzel, E. E. (2014). In their own words: The career planning experiences of
college students with ASD. Journal of Vocational Rehabilitation, 40(3), 195-202.
doi:10.3233/JVR-140684
The purpose of this study was to understand the career development experience of
college students with Autism Spectrum Disorders (ASD). The goal of the researchers was to
understand the experience of these students with a greater depth so that recommendations could
be made to better develop strategies for these students in the area of career planning. The
researchers interviewed 18 students with ASD who were identified as receiving services through
their campus disability office. The interview instrument consisted of two parts. The first section
captured demographic information, use of campus services and resources, and satisfaction with
those experiences. This survey could be completed individually or with an interviewer. The
second part consisted of an in person interview with open-ended questions. Several themes were
identified from the interviews during data analysis: influences on major choice, usage of their
institutions career center, development of a disclosure and accommodation plan, and a need for
support and services in an employment setting.
Bullock-Yowell, E., Andrews, L., McConnell, A., & Campbell, M. (2012). Unemployed adults'
interventions and whether they can positively impact a students career development and school
success. The researchers analyzed data from the Seoul Education Longitudinal Survey (SELS)
to see if a relationship existed between interventions and career development skills. Data were
analyzed from 4,605 students who completed the SELS in both 2010 and 2011. The SELS
identified the types of career activities students participated in as well as measured their skill sets
related to career development. The results showed that career interventions facilitated the
development of these skills sets and contributed to student success.
Garriott, P. O., Flores, L. Y., & Martens, M. P. (2013). Predicting the math/science career goals
of low-income prospective first-generation college students. Journal of Counseling
Psychology, 60(2), 200-209. doi:10.1037/a0032074
The purpose of this study was to determine whether the social cognitive career theory
model adequately described the relationship between multiple variables including distal and
proximal contextual factors such as learning experiences, self-efficacy, and expectations. The
subjects were high school students interested in STEM careers who would be first-generation
students if they entered post-secondary education. Participants were selected from TRIO
programs focused on low-income students. Surveys were distributed to 683 assenting students,
with 341 of the 369 returned deemed usable. The survey included demographic information, a
self-report assessment on learning experiences, and two scales measuring STEM intentions/goals
and interests. Students were also measured on their math/science self-efficacy, outcome
expectations, and their own perceptions of their support and barriers. The results concluded that
social cognitive career theory was an appropriate model for the data. Significant relationships
amongst the variables existed and fit into the structure of social cognitive career theory.
Johnson, P., Schamuhn, T. D., Nelson, D. B., & Buboltz, W. C. (2014). Differentiation levels of
college students: Effects on vocational identity and career decision making. Career
Development Quarterly, 62(1), 70-80. doi:10.1002/j.2161-0045.2014.00071.x
The purpose of this study was to determine whether differentiation levels in college
students affected their career development. Differentiation levels are how an individual has
created a strong sense of self while maintaining healthy relationships and attachment with
family. Researchers surveyed 231 college students using a variety of instruments including
inventories to measure differentiation of self and career decision making ability as well as a
Career Decision Profile. The authors determined that there is a strong link between
differentiation and healthy career development. Overall, students who have developed a strong
sense of self while maintaining healthy attachments are more confident in exploration and
making career decisions. These students also have a stronger sense of vocational identity
compared to peers with lower differentiation levels.
Kim, M. (2014). The effect of multicultural adolescents' personal, parent-related and school-
identified from the interview transcripts using an open coding procedure. The researchers
identified that possible selves impacted the participants in areas of career planning and
transitioning as well as career related behavior.