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P r o c e d i a - S o c i a l a n d B e h a v i o r a l S c i e n c e s 8 4 ( 2 0 1 3 ) 1 4 3 7 – 1 4 4 0
3rd World Conference on Psychology, Counselling and Guidance (WCPCG-2012)
Effect of interest inventory feedback on career decision self-efficacy
among undergraduate students
a
Erkan Isik *
a
Mevlana University, Faculty of Education, Konya 42003, Turkey
Abstract
The purpose of this study was to examine the effect of interest inventory feedback on career decision self-efficacy among an
undergraduate sample. A pretest-posttest equivalent group design compared students who completed an interest inventory and
participated in three sessions of its interpretation with a quasi-control group of students who only completed an interest inventory
and did not get feedback. The results indicated that feedback group showed increased career decision self-efficacy when
compared with quasi-control group. Theoretical and practical implications of the results are presented, and ideas for further
research are discussed.
© 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
© 2013 Published by Elsevier Ltd. Selection and peer review under the responsibility of Dr. Melehat Halat
Selection and peer-review under responsibility of Prof. Dr. Huseyin Uzunboylu & Dr. Mukaddes Demirok, Near East University, Cyprus
Keywords: Interest inventory feedback, career decision self-efficacy, undergraduate students
1. Introduction
Using interest inventories is one of the inseparable parts of career counseling process (Zunker, 1990). They are
generally used for the exploration of career interests, abilities and values and integrate this information with the
needed characteristics within the world of work (Hansen, 2005). Previous research on the effectiveness of interest
inventory interpretation has shown that students who participated in an interpretation process increased their social
cognitive career beliefs that they are personally responsible for their career development and working hard at
career decision-making is an essential component to career-related satisfaction and success (Luzzo & Day,
1999), efficacy on their self-knowledge of personality and cognitive functioning (Krieshok, Ulven, Hecox, &
Wettersten, 2000), and efficacy in career decision-making tasks (Breeding, 2008; Krieshok et al., 2000; Luzzo &
Day, 1999; Uffelman, Subich, Diegelman, Wagner, & Bardash, 2004).
Almost all career interventions include an interest inventory completion. However, only completion of these
inventories may not be satisfactory for reaching the desirable targets of career interventions. In their meta-analytic
work, Brown and Krane (2000) concluded that career interventions are more effective if participants (a) clarify their
goals in writing, (b) receive individual interpretations and feedback, (c) obtain current career information, (d) are
exposed to role models, and (e) develop support networks that ease their pursuit of career goals. According to these
results, clarifying career goals and receiving individual interpretations and feedback are the most essential parts of
Corresponding author name:* Erkan 332 444 42 43/1210; fax: +90 332 241 11 11
E-mail address: eisik@mevlana.edu.tr
1877-0428 © 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
Selection and peer-review under responsibility of Prof. Dr. Huseyin Uzunboylu & Dr. Mukaddes Demirok, Near East University, Cyprus
doi: 10.1016/j.sbspro.2013.06.769
1438 Erkan Isik / Procedia - Social and Behavioral Sciences 84 ( 2013 ) 1437 – 1440
effective career programs. Therefore, the aim of this study was to explore the effect of interest inventory feedback
on career decision self-efficacy in a sample of undergraduate students. With this aim, the current study used an
experimental design to test that the feedback given after the completion of an interest inventory increases
-efficacy.
2. Method
2.1. Participants and Procedure
Participants were 30 undergraduate students (14 male, 16 female) from a large university in the central Anatolia
region who were enrolled in English preparation courses. They ranged in age from 18 to 23 (M=18.58, SD = 1.05).
The intervention examined in the present study took three sessions each was about 90 minutes and required only an
interest inventory package, paper, and pencils. Participants were randomly assigned to either an experimental
(feedback) or a control (no feedback) group using a random numbers table separately.
2.2. Instruments
2.2.1. Career decision self-efficacy. The Career Decision Self Efficacy Scale Short Form (CDSES-SF; Betz,
Hammond, & Multon, 2005) contains 25 items. Participants indicate how confident they feel to handle five tasks
necessary to making career decisions (engaging in accurate self-appraisal, gathering occupational information,
engaging in goal selection, planning for the future, and engaging in problem solving) using a 5-point Likert scale,
ranging from No confidence at all (1) to Complete confidence (5). The scale scores are computed by summing the
responses to each item. Higher scores reflect greater career- or the
total score is .94 (Betz, Klein, & Taylor, 1996). This study administered a Turkish version of the CDSES-SF which
was found as a valid and reliable measure with a Cronbach alpha of .88 and correlated in expected directions with
measures of vocational outcome expectations and locus of control
2.2.2. Interest Inventory. The Self-Evaluation Inventory (SEI; Kuzgun, 1988) is a 230-item measure of an
-sections which are:
basic sciences, social sciences, living being, mechanic, persuasion, commerce, job details, literature, fine arts, music,
and social help. After the completion of SEI, a respondent would have the chance to compare his/her interest profile
percentages with a norm group of 1902 students.
subscales.
3. Results
A repeated measures -intervention and post-intervention career decision
self-efficacy scores and the results are presented in Table 1.
Table 1. Differences Between Pretest and Posttest Scores for the Feedback Group and Quasi-Control Group on the CDSES-SF.
Feedback Quasi-Control
M SD M SD F p 2
CDSES-SF (pre) 90.25 7.05 90.44 3.47
(post) 95.01 5.94 91.87 4.71 4.73 .038 .136
Note. Only the interaction effects ( Group) are reported. CDSES-SF = Career Decision Self-Efficacy Scale Short Form.
Erkan Isik / Procedia - Social and Behavioral Sciences 84 ( 2013 ) 1437 – 1440 1439
The results indicated that students who completed an interest inventory and participated in two sessions of its
interpretation showed increased career decision self-efficacy when compared with quasi-control group, F (1,30) =
4.73, p < .05. A medium effect size for the time by group interaction (partial 2 = .14) was found on the basis of
classification of small ( 2 = .01), medium ( 2 = .09), and large ( 2= .25) effects for the experimental
research in psychology (Tabachnik & Fidel, 1996). Thus, as hypothesized, the feedback given after the completion
of an interest inventory was effective in increasing undergraduate student -efficacy.
4. Discussion
This study sought to expand the literature on the effectiveness of individual and group feedback of interest
inventories on various outcome measures of career developmental constructs by an experimental design to test that
self-efficacy. The results of the current study supported the previous research results (Breeding, 2008; Krieshok et
al., 2000; Luzzo & Day, 1999; Uffelman et. al., 2004) suggesting that career intervention was more effective in
groups that received individual and group feedback after the completion of the interest inventory when compared
with no feedback groups. This result is also consistent with the idea that verbal persuasion is an important learning
source of self-efficacy (Bandura, 1977, 1986, 1997) and a career intervention targeting to increase a domain-specific
self-efficacy should include at least one of these learning sources (Betz & Voyten, 1997).
Further investigations should consider examination of the effect of interest inventory interpretation with other age
groups, specifically students who need a support to make better career decisions. Furthermore, the effect of this
intervention would be assessed with other career-related outcome measures such as career decision-making
difficulties, career adaptability, and vocational interests.
References
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