Expectations, Experiences, and Career-Related Outcomes of Computer-Assisted Career Guidance Systems

Abstract

Computer-assisted career guidance (CACG) systems provide a comprehensive intervention for career exploration and decision-making. Ninety students completed a CACG system bookended by pre- and postintervention surveys as part of an undergraduate career class. Results indicated high expectations for CACG systems but lower experience ratings. Interaction with CACG systems was associated with increases in students' metacognitive beliefs and experiences associated with career development, with most students progressing in their career decision-making as defined by cognitive information processing theory. When experience with the CACG system exceeded expectations, students reported larger gains in their belief that they had the knowledge necessary to make a career decision.