Abstract
Computer-assisted career guidance (CACG) systems are becoming a major resource in the delivery of career guidance services. National surveys conducted by Chapman and Katz (1981) and the Association of Computer-Based Systems for Career Information (ACSCI) (1983) indicated that millions of adolescents and adults are using CACG systems in a variety of educational and public service settings. Research on CACG systems summarized by Cairo (1983), Clyde (1979), Harris (1974), and Parish, Rosenberg, and Wilkinson (1979) indicated that after using a CACG system: 1) clients react positively to it; 2) clients' knowledge of self and the world of work is expanded; 3) clients' career and educational plans are more specific; 4) clients have greater confidence in their career decision making ability; and 5) clients appear to be more motivated to use additional career plan-
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