Expectations, experiences and career-related outcomes of computer-assisted career guidance systems.

Computer-assisted career guidance systems (CACGS) provide a comprehensive intervention for career exploration and decision-making. Ninety students completed a CACGS bookended by pre and post surveys as part of an undergraduate career class. Results indicated high expectations for CACGS, but lower experience ratings. Interaction with CACGS was associated with increases in student’s metacognitive beliefs and experiences associated with career development, with most students progressing in their career decision-making as defined by Cognitive Information Processing theory. When the CACGS experience exceeded expectations, students reported larger gains in their beliefs that they have the knowledge necessary to make a career-decision.