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Annotated Bibliography on Career Development

Sarah Schanck
Andrews, L. M., Bullock-Yowell, E., Dahlen, E. R., & Nicholson, B. C. (2014). Can
perfectionism affect career development? Exploring career thoughts and selfefficacy. Journal of Counseling & Development, 92(3), 270-279. doi:10.1002/j.15566676.2014.00155.x
The purpose of this study was to explore the relationship between perfectionism and
career development. The researchers hypothesized that perfectionism would be linked to
negative career thoughts and that those thoughts would have a negative relationship to career
self-efficacy. They also hypothesized that out of the three categories of perfectionism (adaptive
perfectionism, maladaptive perfectionism, and non-perfectionism) that adaptive perfectionists
would have the highest self-efficacy. The authors recruited 300 students to participate in the
study. The participants completed three inventories and scales that measured their self-efficacy,
their level of perfectionism, and their career thoughts. Participants were categorized into the
three levels of perfectionism. Analysis showed that perfectionism and negative career thoughts
were positively correlated. Negative career thoughts negatively correlated with self-efficacy.
They also found that the data supported their hypothesis and that adaptive perfectionists
demonstrated higher self-efficacy than maladaptive perfectionists and non-perfectionists.
Briel, L. W., & Getzel, E. E. (2014). In their own words: The career planning experiences of
college students with ASD. Journal of Vocational Rehabilitation, 40(3), 195-202.
doi:10.3233/JVR-140684
The purpose of this study was to understand the career development experience of
college students with Autism Spectrum Disorders (ASD). The goal of the researchers was to
understand the experience of these students with a greater depth so that recommendations could
be made to better develop strategies for these students in the area of career planning. The
researchers interviewed 18 students with ASD who were identified as receiving services through
their campus disability office. The interview instrument consisted of two parts. The first section
captured demographic information, use of campus services and resources, and satisfaction with
those experiences. This survey could be completed individually or with an interviewer. The
second part consisted of an in person interview with open-ended questions. Several themes were
identified from the interviews during data analysis: influences on major choice, usage of their
institutions career center, development of a disclosure and accommodation plan, and a need for
support and services in an employment setting.
Bullock-Yowell, E., Andrews, L., McConnell, A., & Campbell, M. (2012). Unemployed adults'

career thoughts, career self-efficacy, and interest: Any similarity to college


students?. Journal of Employment Counseling, 49(1), 18-30. doi:10.1002/j.21611920.2012.00003.x
Most career development practices used on unemployed adults have been derived from
practices with college students. The aim of this study is to determine if that is appropriate based
on whether there are differences between those two populations in regards to factors such as
negative career thoughts, self-efficacy in career-related behavior, and interest areas. The sample
included: 169 unemployed adults receiving services at a public job center and 200 college
students from a university in the same city. Archival data were also gathered from 2,444 past
participants of the job center to validate that the current adult sample was representative of the
general population of unemployed adults. Instruments used with the non-archival participants
included the Career Thoughts Inventory, the Career Decision Self-Efficacy Scale, and the SelfDirected Search. Adults and college students differed in the area of career interest; however
there was little difference in the areas of negative career thoughts and self-efficacy. It was
determined that most interventions used with students were appropriate for unemployed adults.
Choi, B. Y., Kim, B., Jang, S. H., Jung, S. H., Ahn, S. S., Lee, S. M., & Gysbers, N. (2013). An
individual's work values in career development. Journal of Employment
Counseling, 50(4), 154-165. doi:10.1002/j.2161-1920.2013.00034.x
The purpose of this study was to determine whether work values of both self and
perceived work values of others play a role in career development and decision making. For the
purpose of this study, work values were defined as values that an individual believes should be
satisfied by their role in their career environment. This study focused on both intrinsic and
extrinsic values. The sample included 308 students from a large university in Seoul, South
Korea. A work value questionnaire was used that measured both intrinsic and extrinsic values
using Likert scales. Career self-efficacy and career status were also measured through
questionnaires. Correlation analyses were conducted. The analysis showed that work values of
self often align with work values of others that are influential in an individuals life. The
researchers also determined that both intrinsic and extrinsic work values play a role in career
development.
Choi, Y., Kim, J., & Kim, S. (2015). Career development and school success in adolescents:
The role of career interventions. Career Development Quarterly, 63(2), 171-186.
doi:10.1002/cdq.12012
The authors discovered through their own research that the academic pressure placed on
young South Koreans resulted in low career development and difficulty transitioning into postsecondary education. This study sought to understand the role of secondary school career

interventions and whether they can positively impact a students career development and school
success. The researchers analyzed data from the Seoul Education Longitudinal Survey (SELS)
to see if a relationship existed between interventions and career development skills. Data were
analyzed from 4,605 students who completed the SELS in both 2010 and 2011. The SELS
identified the types of career activities students participated in as well as measured their skill sets
related to career development. The results showed that career interventions facilitated the
development of these skills sets and contributed to student success.
Garriott, P. O., Flores, L. Y., & Martens, M. P. (2013). Predicting the math/science career goals
of low-income prospective first-generation college students. Journal of Counseling
Psychology, 60(2), 200-209. doi:10.1037/a0032074
The purpose of this study was to determine whether the social cognitive career theory
model adequately described the relationship between multiple variables including distal and
proximal contextual factors such as learning experiences, self-efficacy, and expectations. The
subjects were high school students interested in STEM careers who would be first-generation
students if they entered post-secondary education. Participants were selected from TRIO
programs focused on low-income students. Surveys were distributed to 683 assenting students,
with 341 of the 369 returned deemed usable. The survey included demographic information, a
self-report assessment on learning experiences, and two scales measuring STEM intentions/goals
and interests. Students were also measured on their math/science self-efficacy, outcome
expectations, and their own perceptions of their support and barriers. The results concluded that
social cognitive career theory was an appropriate model for the data. Significant relationships
amongst the variables existed and fit into the structure of social cognitive career theory.
Johnson, P., Schamuhn, T. D., Nelson, D. B., & Buboltz, W. C. (2014). Differentiation levels of
college students: Effects on vocational identity and career decision making. Career
Development Quarterly, 62(1), 70-80. doi:10.1002/j.2161-0045.2014.00071.x
The purpose of this study was to determine whether differentiation levels in college
students affected their career development. Differentiation levels are how an individual has
created a strong sense of self while maintaining healthy relationships and attachment with
family. Researchers surveyed 231 college students using a variety of instruments including
inventories to measure differentiation of self and career decision making ability as well as a
Career Decision Profile. The authors determined that there is a strong link between
differentiation and healthy career development. Overall, students who have developed a strong
sense of self while maintaining healthy attachments are more confident in exploration and
making career decisions. These students also have a stronger sense of vocational identity
compared to peers with lower differentiation levels.
Kim, M. (2014). The effect of multicultural adolescents' personal, parent-related and school-

related factors on their career development. International Journal of Applied


Engineering Research, 9, 15465-15474.
The purpose of this study was to determine if there is a relationship between certain
factors (parental, school-related, and personal) and the career development of multicultural
students in South Korea. The sample consisted of 211 multicultural students selected from
support programs targeted towards the demographic. Bilingual ability, self esteem, stress, and
parent-child communication were measured on a variety of scales. The researcher found positive
correlation between self esteem and career development. Parental communication and support
and good relationships with friends also positively correlated with career development. The
researcher recommended that applying interventions related to enhancing self esteem will result
in enhanced career development for multicultural students.
Luke, C., Diambra, J. F., & Gibbons, M. (2014). An exploration of complimentary factors in
career and student development in the liberal arts. College Student Journal, 48(2), 209220.
This study uses Beans psychological theory of retention as a means to study the
psychological factors that can impact a students career development, particularly as it relates to
students attending a liberal arts institution. The researchers surveyed 413 students from a single
liberal arts institution. The survey instruments included demographic information as well as
scales to measure self-efficacy, internal control, and stress coping styles and abilities. Several
items were included to measure education-employment connections. The researchers determined
that a correlation existed between the psychological factors and the students educationemployment connection for those students in liberal arts majors and that this in turn had a
positive impact on retention.
Nazar, G., & Van der Heijden, B. M. (2014). Possible selves and identity in relation to career
development: Evidence from Chilean male middle-aged managers' career
narratives. International Journal of Training & Development, 18(1), 66-77.
doi:10.1111/ijtd.12019
This study used a qualitative approach to understand the importance of self and identity
in a burgeoning economy (Chile) by studying the narratives of male managers. Specifically, this
research sought to identify whether the idea of possible selves was evident in the narratives of
the participants as well as the role of those possible selves in career identity and career
development. The sample began with 85 men and was refined purposively to a final sample of 25
men who were middle age managers in three different industry sectors. In depth interviews were
used to gather narratives. The interviews focused on both objective and subjective experiences
surrounding the participants careers as well as their projections for their futures. Themes were

identified from the interview transcripts using an open coding procedure. The researchers
identified that possible selves impacted the participants in areas of career planning and
transitioning as well as career related behavior.