Abstract
The present study reports the results of a controlled examination of the effectiveness of an online graduate preparation program, the Virtual Advisor. The effects of the Virtual Advisor were compared to a website preparation group and a wait-list control group. Results indicated that, compared to the control group, students who utilized the Virtual Advisor showed increased levels of knowledge regarding graduate school preparation and higher levels of graduate preparation self-efficacy and career decision self-efficacy. The website preparation condition also demonstrated an impact on some of these variables, but these effects were generally less consistent or robust. The nature of these findings in relation to the literature on graduate preparation is discussed, and the limitations and implications are outlined.
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