Career Decision Self-Efficacy Scale-Short Form Research Articles

The Effect of Depression and Smartphone Dependency on Female College Students' Career Decision-making Self Efficacy

Purpose: The purpose of this study was to investigate the relationship of depression and smartphone dependency with female college students` career decision-making self efficacy. Methods: This was a descriptive study. The survey participants were 497 female college students in M City and S City. Data were collected from November 16 to December 4, 2015 using self-report questionnaires including BDI (Beck Depression Inventory), Smartphone Dependency Scale, and CDMSES-SF (Career Decision-Making Self Efficacy Scale-Short Form). Data were analyzed through descriptive statistics, independent-samples t-test, ANOVA, and stepwise multiple regression. Results: Career decision-making self efficacy showed significant differences according to religion. Smartphone dependency was found to have a statistically significant negative correlation with career decision-making self efficacy and a positive correlation with depression. Depression was found to have a statistically significant negative correlation with career decision-making self efficacy. Stepwise multiple regression analysis revealed that the predictors of career decision-making self efficacy were depression (7.1%), religion (1.8%), and smartphone dependency (1.3%), accounting for a total of 10.6% of the variance. Conclusion: This study suggests that interventions to promote female college students` career decision- making self efficacy should consider their depression, religion, and smartphone dependency.

An Examination of the Relationship Between Athletic Identity and Career Maturity in Student-Athletes

This study explored the extent to which athletic identity, belief of financial sustainability through participation at the professional level, scholarship status, and career decision-making self-efficacy predicted career maturity in college athletes. In addition, whether the relationship between athletic identity and career maturity differed depending upon scholarship status, belief of sustaining oneself financially as a professional athlete, and career decision-making self-efficacy was explored. Participants were 221 student-athletes from a large southeastern university. Participants provided demographic information and completed the Athletic Identity Measurement Scale, Career Decision Self-Efficacy Scale—Short Form, and Career Decision Scale. Hierarchical regression analyses revealed that athletic identity was inversely related to career maturity. In addition, career decision-making self-efficacy was related to career maturity, with high career decision-making self-efficacy associated with higher career maturity. Future research is needed to further explore psychological variables that may explain the relationship between athletic identity and career maturity.

Awareness Comparison in Career Decision-Making Self-Efficacy of University Students with and without Disabilities

The purpose of this study was to compare the career decision-making self-efficacy of university students with and without disabilities and to examine the characteristics of the career decision-making self-efficacy of students with disabilities by analyzing the differences in their background variables and subscales. The study participants were 30 university students with disabilities who attend J university, which has a disabled student support center, and 60 university students without disabilities. Their self-efficacy was measured by the Career Decision-Making Self-Efficacy Scale–Short Form, which consists of five subscales. The results form this study are as follow: First, the results of a comparison of the factors of the career decision self-efficacy of university students with and without disabilities indicated that students without a disability had higher levels of information gathering than those with a disability, and that there was no difference in the levels by academic field. Second, a comparison of the factors representing background variables indicated that physical science and engineering university students with disabilities showed more meaningful differences than arts and social science students in the following areas, ordered from greatest to least difference: accurate self-appraisal, problem solving, and making plans for the future. Students in the Received(August 06, 2014), Review request(August 07, 2014), Review Result(1st: August 22, 2014) Accepted(December 10, 2014) Publish(December 31, 2014) 560-759 Dept. Secondary Special Education, Jeonju Univ., 303 Cheonjam-ro, Wansan-gu, Jeonju, Korea email: leeoug@jj.ac.kr Awareness Comparison in Career Decision-Making Self-Efficacy of University Students with and without Disabilities Copyright c 2014 SERSC 314 upper grade had higher levels than those in the lower grade, and students with in grades 4-5 had the highest level of factors like target selection, information gathering, and problem solving.

Analysis of the Construct Validity and Measurement Invariance of the Career Decision Self-Efficacy Scale

The Career Decision Self-Efficacy Scale–Short Form (CDSE-SF) is one of the most frequently used instruments to assess individual levels of career-related self-efficacy. This study used the partial credit model within the framework of item response theory to examine the content, structural, substantive, and generalizability aspects of validity for the CDSE-SF in a sample of 534 Australian high school students aged between 14 and 19 years. The results showed clear evidence of multidimensionality for the CDSE-SF. Furthermore, there was strong support for the content, structural, and substantive aspects of validity when using the five subscales individually. The evidence of measurement invariance was found across grade levels; however, there were individual items that exhibited differential item functioning across gender, achievement level, and age-groups. The implications for career counseling and research are discussed.

Secondary Agricultural Education Program and Human Influences on Career Decision Self-Efficacy

The purpose of this study was to determine the relationship between career decision self-efficacy (CDSE) and components of the secondary agricultural education program. Additionally, the authors sought to describe secondary students’ CDSE and career decision influences. This study’s design was descriptive and relational and incorporated high school junior and senior student responses (n = 114) to surveys. Taylor and Betz’ (1983) Career Decision Self-Efficacy Scale, Short Form (CDSE-SF) was incorporated in addition to instruments developed solely for this study. This study’s findings revealed secondary agricultural education students were mostly confident in their career decisiveness across all five constructs of the CDSE-SF. Participation in Career Development Events (CDEs) revealed low correlations with four constructs in the CDSESF. Supervised Agricultural Experiences (SAEs) did not highly influence this group of participants’ career decisions. The authors also discuss the perceived influence of identified persons and other components of the secondary agricultural education program based on student responses. Recommendations are made to teachers and parents to improve secondary students’ career decision-making.

The Career Decision Self-Efficacy Scale-Short Form: A French adaptation of for high school students

L’objectif de cet article est de présenter une adaptation française de l’échelle des sentiments d’auto-efficacité aux décisions de carrière-forme courte (Career Decision Self-Efficacy Scale-Short Form (CDSES-SF)) pour les lycéens. Sur un échantillon de 234 répondants, les coefficients alphas indiquent une haute fidélité pour les scores totaux mais pas pour les scores aux cinq sous-échelles. Le modèle théorique original en cinq facteurs n’est pas validé. Un modèle en quatre facteurs présente un ajustement acceptable aux données mais avec seulement 16 items. Les résultats sont discutés au regard des recherches antérieures. Des suggestions d’utilisation professionnelle ainsi que des recherches futures sont proposées.

A Psychometric Evaluation of the Career Decision Self-Efficacy Scale–Short Form With Turkish University Students

The current study aimed to examine the psychometric properties of the Career Decision Self-Efficacy scale–Short Form (CDSES-SF) in a sample of 695 Turkish university students. Accordingly, internal reliability, test–retest reliability, convergent validity, and factor structure of the CDSES-SF were examined. The results indicated high internal and test–retest reliability for total scores. The evidence for the convergent validity was provided by a relatively high correlation between career decision-making self-efficacy and general self-efficacy. To estimate the factor structure of the scale, Betz, Klein, and Taylor’s five-factor model of the CDSES-SF, along with a number of empirically derived measurement models of the CDSES-SF were tested via confirmatory factor analyses. Only Gaudron’s four-factor model exhibited good model fit for the Turkish sample. The findings of this study are discussed in accordance with previous studies and the current cultural context of Turkey.

An Examination of the Structure of the Career Decision Self-Efficacy Scale (Short Form) Among Italian High School Students

This study aims to evaluate the factor structure of Career Decision Self-Efficacy scale-short form in a sample of Italian high school adolescents. confirmatory factor analysis (CFA) was used to test the degree to which a one-factor structure and a five-factor structure provided the best fit. In view of available research the five-factor structure was expected to provide the best fit. Moreover, factorial invariance in males and females was tested. It was expected to be invariant across groups. As expected the five-factor structure showed a better fit than the one-factor model and the factorial invariance resulted invariant across boys and girls.

Career Decision Self-Efficacy Scale — Short Form: A Rasch analysis of the Portuguese version

The present study analyzes the psychometric properties of the Career Decision Self-Efficacy Scale — Short Form (CDSE-SF) in a sample of Portuguese secondary education students using the Rasch model. The results indicate that the 25 items of the CDSE-SF are well fitted to a latent unidimensional structure, as required by Rasch modeling. The response scale, containing 5 categories, showed proper functioning; therefore, the people and item parameters could be estimated with high precision (.89 and .97, respectively). Differential item functioning (DIF) analyses confirmed that there were no differences in the results of the CDSE-SF concerning gender. Finally, psychometric implications derived from the results of the present study are discussed, and suggestions are provided for future investigations.

The Relationship of Career Decision Self-Efficacy, Trait Anxiety, and Affectivity among Undergraduate Students

This study examined the relationship between career decision self-efficacy and personal-emotional life, including trait anxiety and positive and negative affect in a sample of 249 undergraduate students. Turkish versions of career decision self-efficacy scale-short form, positive and negative affect schedule, and trait anxiety inventory were administrated. Higher career decision self-efficacy was associated with higher positive affectivity and lower trait anxiety and negative affectivity. Trait anxiety and positive affect were the significant predictors of career decision self-efficacy. Implications for career counseling and ideas for future research were discussed.

The Dimensionality of the Career Decision Self-Efficacy Scale–Short Form Among Chinese Graduate Students

The factorial structure of the Career Decision Self-Efficacy Scale–Short Form (CDSES-SF) was examined in a sample of 796 Chinese graduate students recruited from five universities in Beijing. A single-factor model is recommended on the basis of two of this study’s findings. First, confirmatory factor analyses revealed that the parsimonious single-factor model fit the data well as the competing multi-factor models did. Second, the original theoretical factors of the CDSES-SF were found to be highly homogeneous and to fail to demonstrate the necessary incremental validity over and beyond the total score. Consistent with the previous studies, the CDSES-SF was found to have sound internal consistency (α = .91). The implications of the current study are discussed.

Career Decision Self-Efficacy and Self-Directed Learning Among Women University Students: A Cross-Cultural Study

This study investigated the relationship between career decision self-efficacy and self-directed learning among Black and White women university students. Three-hundred and fifty-five female university students (211 Black; 144 White) completed the Student Self-Directed Learning Questionnaire and the Career Decision Self-Efficacy Scale-Short Form. The data were analysed to predict career decision self-efficacy from self-directed learning. Self-directed learning explained approximately 20% of the variance in career decision self-efficacy. Career decision self-efficacy was similar in Black and White students although Black students had superior self-directed learning scores. The interaction of self-directed learning and race explained an additional 2.2% of the variance in career decision self-efficacy. This research shows that self-directedness in learning is a significant predictor of career decision self-efficacy.

A Psychometric Evaluation of the Career Decision Self-Efficacy Scale–Short Form Among French University Students

The purpose of the present study was to examine the reliability and the factor structure of the Career Decision Self-Efficacy Scale–Short Form (CDSES-SF) among French university students. Based on a sample of 650 respondents, the alpha coefficients indicated high reliability for total scores but not for the subscale scores with values of .70 and below. The test–retest reliability of the total scores was .81. The original and theoretical five-factor model demonstrated inadequate model fit. A four-factor model, which fixed 18 items to load only on latent factors labelled Goal Selection, Problem Solving, Information Gathering, and Goal Pursuit Management, provided an acceptable fit to the data. The results are discussed in the light of previous studies; suggestions for future research are proposed.

A Psychometric Evaluation of the Career Decision Self-Efficacy Scale With Korean Students: A Rasch Model Approach

The Career Decision Self-Efficacy Scale (CDSE) is one of the most frequently used in the field of career development and counseling. In this study, using the Rasch rating scale model analysis, the CDSE Scale was evaluated by the content, structural, and substantive aspects of validity in a sample of college students from South Korea. Overall, the 5-point Likert-type format response categories are suitable for the scale. In addition, most items, except three (17, 13, and 25), form a unidimensional trait based on the results from item-fit statistics and principle component analysis with standardized residuals. For those three differentiated items, the content evidence of the validity of the Career Decision Self-Efficacy Scale—Short Form (CDSE-SF) is suggested for future research.

A Confirmatory Test of the Factor Structure of the Short Form of the Career Decision Self-Efficacy Scale

The present study tested a number of theoretically and empirically derived measurement models of the Career Decision Self-Efficacy Scale—Short Form (CDSES-SF) using confirmatory factor analysis. Betz’s five-factor model of the CDSES-SF, along with a number of alternative models, demonstrated adequate model fit in two independent samples. Based on multisample analyses, 23 of 25 CDSES-SF items demonstrated metric invariance suggesting equivalence in the way in which items are interpreted across Asian and European American samples. Directions for future research are discussed.

Constructivist Career Development as a Paradigm of Empowerment for At-Risk Culturally Diverse College Students

Although constructivist career theory is routinely discussed in the literature, links between theory and practice in education are lacking. The current study focused on the potential of a constructivist curriculum to empower at-risk culturally diverse college students by increasing career self-efficacy and reducing dysfunctional career thoughts. Using a pre/post-test design, 75 under-prepared undergraduates who were enrolled in six sections of a constructivist career course at a large Midwestern university completed the Career Decision Self-Efficacy Scale Short-Form (CDSE-SF) and the Career Thoughts Inventory (CTI). The sample was 45% students of color and 55% White. Multivariate analysis of variance with follow-up univariate analyses revealed significantly higher CDSE-SF scores and significantly lower CTI scores. These results suggest that a constructivist career development course may be a viable educational vehicle for empowering at-risk culturally diverse college students by increasing career self-efficacy and decreasing self-defeating thoughts, particularly thoughts associated with decision-making confusion and commitment anxiety.

The Construct Validity of the Career Decision Self-Efficacy Scale-Short Form(CDSE-SF): A Revisit

The Construct Validity of the Career Decision Self-Efficacy Scale-Short Form(CDSE-SF): A Revisit

A Psychometric Evaluation of the Career Decision Self-Efficacy Scale-Short Form in Chinese High School Students

This study explores the reliability and validity of the Career Decision Self-Efficacy Scale-Short Form (CDSES-SF) in Chinese high school students. One hundred and eighty-three high school students from a city in northeastern China participated in the study. The results indicate that scores on the CDSES-SF are reliable (internal consistency reliability = .93) with this sample of Chinese high school students. The convergent validity of the CDSES-SF is supported by a moderate correlation between the CDSES-SF and the general self-efficacy. A principal component factor analysis reveals that the CDSES-SF is a generalized measure of self-efficacy for career decision making. In addition, the CDSES-SF is not related to age, gender, and math achievement, but it is correlated with the Chinese language achievement. The implications of the findings are discussed in the context of the Chinese socioeconomic environment.

Testing for the Structure of the Career Decision Self-Efficacy Scale-Short Form Among Chinese College Students

This study examines the factor structure of the Career Decision Self-Efficacy Scale-Short Form (CDSES-SF) among Chinese college students. Two samples of college students from China were used. The original 25-item CDSES-SF was not supported by the data derived from a sample of 256 Chinese college students (Sample 1). However, a modified 13-item, three-factor model of the CDSES-SF fit the data well: The standardized factor loadings and goodness-of-fit indexes were adequate and the reliability coefficient was .85. This 13-item model was subsequently cross-validated with a second sample of Chinese college students ( N= 157). The cross-validation test revealed that the model was invariant across the two samples. It is suggested that this revised CDSES-SF may be applied to understanding Chinese college students’ career decision-making behavior.

Career Decision-Making Self-Efficacy of South African High School Boys and Girls

Social cognitive career theory suggests that males and females may not differ in career decision-making self-efficacy, but this statement requires extension of research to high school samples. The Career Decision-making Self-efficacy Scale-Short Form was administered to white South African high school students in Grades 9 to 11, of whom 368 were boys and 494 girls. No significant sex differences were found, suggesting that career interventions based on social cognitive career theory in high school need not be sex-specific in content.