Ages ranged from 18 to 31 years with an average age

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ages ranged from 18 to 31 years with an average age of 20 years ( σ = 2.41) as compared to an average age of 22.2 years for the university undergraduate population. Instrumentation A self-report Student Data Sheet ( Appendix B) regularly collected by class instructors at the beginning of each semester was used to gather archival information on participant sex, ethnicity, intended major, number of credit hours enrolled, and satisfaction with first occupational choice. Participants’ career decidedness level was also determined from the data sheet through the Occupational Alternatives Question (OAQ) (Slaney, 1980). This question asked participants to list all of the occupations they were considering and their first choice occupation. The OAQ was scored as 1 if a first occupational choice was listed with no alternatives; 2 if a first choice was listed with alternatives; 3 if no first was choice listed, just alternatives; and 4 if neither an occupational choice or alternatives were listed. Additional data on first time in college vs. transfer status and year in school was collected using a separate smaller, demographic form attached to the Student Data Sheet.
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Workbook 17 Both the 48-item Career Thoughts Inventory (CTI) and Improving your Career Thoughts: A Workbook for the Career Thoughts Inventory (Workbook) (Sampson, et al., 1996a, 1996b) described previously served as sources for the instruments created for this evaluation. For this study, the 48 items of the CTI were divided into a 32-item screening instrument, an eight- item pretest/treatment/posttest instrument packet, and an eight-item delayed posttest instrument ( Appendix C ). The first 32-item instrument was used to establish the level of dysfunctional career thoughts present among participants. The second instrument packet (based on items 33 through 41) was used to establish a baseline of the participants’ skill at reframing dysfunctional career thoughts, and to provide training to the treatment group in challenging and altering dysfunctional thoughts. Two versions of this packet were created: 1) a control version without the instructions and reframe statements of the workbook; 2) a treatment version containing instructions and reframe stimulus statements from the actual CTI Workbook ( Appendix C ). For the control group, the simple instruction “Make these sentences more positive” was provided along with stimulus statements of general and neutral “advice” that participants might receive from non-practitioners. A third instrument comprised of CTI items 42 through 48 was used with both treatment and control to collect data on participant retention of the reframing skill two weeks after training ( Appendix C ). Design and Procedure A double blind, quasi-experimental design was applied during this study. Selection occurred by students enrolling in a career development class and then volunteering to participate in the evaluation study. As random assignment of individual participants was not practical, two of five course sections were randomly assigned to treatment status. Data were collected during
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  • Fall '19
  • Statistical significance, Effect size, cti, James P. Sampson, Reframes

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