Abstract
One hundred and twenty-six volunteer students from an introductory psychology course at a large public southeastern university were randomly assigned to one of three computer-assisted career guidance (CACG) systems — SIGI, SIGI PLUS, and DISCOVER. The respective systems were compared in terms of an instrument developed to measure three constructs in CACG effectiveness: analysis, synthesis, and computer effect. Both the Occupational Alternative Question (Zener & Schnuelle, 1972; modified by Slaney, 1980) and the My Vocational Situation (Holland, Daiger, & Power, 1980a) inventories were included to assess the possible moderating effect of individual differences in the perception of CACG effectiveness. The results revealed that the majority of participants in each condition rated the CACG system to which they were assigned positively on all three constructs. While we concluded there were no practical differences in effectiveness among the three systems, students with a need for career information rated the lists of career options generated by SIGI and DISCOVER more favorably than those with no such need. Implications for further research on the use of CACG systems are discussed.
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