THE EFFECT OF DIFFERENTIAL AND DEVELOPMENTAL CAREER GROUP COUNSELING ON VOCATIONAL AND NONVOCATIONAL CRITERION VARIABLES
Abstract
The purpose of this study was to compare the two dominant theoretical orientations in career guidance; differential and developmental. These two major systems purport to have certain specific outcomes in common. The differential view is represented by John Holland's personality typology and applied through the use of the Self Directed Search (SDS). The developmental view is represented by Donald Super and exemplified by the Life/Career Development System (LCDS) of Walz and Benjamin. The problem under investigation was to compare the relative effectiveness of short term differential career guidance (SDS) versus long term developmental career guidance (LCDS). The approach taken in this study was to compare the results of applying the two orientations on the following similar outcomes: Certainty and satisfaction of college major and career choice, general adjustment, and career maturity. The nonvocational index was defined as the total positive score on the Tennessee Self-Concept Scale. The vocational indices were defined as planning orientation, resources for exploration, information and decision-making, and career concern as measured by the Career Development Inventory, College Form I; choice attitudes as measured by the Career Maturity Inventory; and certainty of college major, satisfaction with college major, certainty of occupational choice, and satisfaction with occupational choice as self-reported on a five-point Likert Scale. Eighty university students self-selected themselves into two groups (differential and developmental career guidance). These groups were further divided into two subgroups and facilitated by one male and female. The design used in the study was a quasi-experimental pretest/posttest design. The study involved one semester (approximately 16 weeks). The pretest on both differential and developmental approaches was given in the first week of the semester and the posttest was given in the 15th week of the semester. The study used a double classification repeated measures ANOVA. The four groups (treatment x facilitator) were compared on 8 demographic and 10 dependent variables. Data analysis was dichotomized into descriptive and hypothesis testing stages. Analysis was done separately by sex. An analysis of the data reveals that male subjects attained significant scores on seven of ten dependent variables, while females showed significant scores on five of ten. Satisfaction with college major, self-esteem, and information and decision-making were not significant characteristics for either sex. Hypotheses one and two (subjects would increase posttest scores with differential or developmental treatment) were accepted because dependent measures made significant increases on both differential and developmental treatments. Hypothesis three (developmental treatment would show greater posttest increases) was rejected because one treatment was not significantly different from the other. These findings may indicate that women benefit less than men from these particular types of career guidance. These findings may also reinforce Holland's notion that "superficial-appearing" treatment may be just as valuable as "comprehensive" career guidance.
Degree
Ph.D.
Subject Area
Academic guidance counseling
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