Effect of a calling infused career development intervention on flourishing in undergraduate students
Faculty-Student Collaboration
1
Faculty Sponsor(s)
Lynette H. Bikos, Ph.D.
Presentation Type
Event
Project Type
Research in progress
Primary Department
Clinical Psychology
Description
Throughout college, students gain knowledge and skills that can be applied to their future careers. Researchers have indicated that career development paired with vocational activities leads to an increase in positive outcomes, including flourishing (Dik, Duffy, & Eldridge 2009). Flourishing spans psychological and social prosperity and is often used as psycho-social outcome in evaluating career development interactions (Deiner et al., 2009; Van Zyl & Stander, 2014). The purpose of our study is to assess the effects that a calling-infused, online, career development intervention has on flourishing in undergraduate students. Participants are were enrolled in university-required theology classes during winter and spring quarters (2018). Each student was randomly assigned to one of three additive conditions (i.e., each successive condition included the prior): adjustment to college, traditional career development, and calling-infused. All students were asked to complete pretest, posttest, and 3-month follow-up evaluations. We hypothesize that: (a) treatment condition will predict strength of flourishing such that the most robust condition (calling-infused) will be the strongest, followed by the traditional condition, followed by the adjust-to-college only condition, and (b) students' degree of participation in the intervention will moderate the effect of the intervention such that greater participation will lead in stronger flourishing. We will perform a mixed design ANOVA to analyze the group differences in flourishing.
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Effect of a calling infused career development intervention on flourishing in undergraduate students
Throughout college, students gain knowledge and skills that can be applied to their future careers. Researchers have indicated that career development paired with vocational activities leads to an increase in positive outcomes, including flourishing (Dik, Duffy, & Eldridge 2009). Flourishing spans psychological and social prosperity and is often used as psycho-social outcome in evaluating career development interactions (Deiner et al., 2009; Van Zyl & Stander, 2014). The purpose of our study is to assess the effects that a calling-infused, online, career development intervention has on flourishing in undergraduate students. Participants are were enrolled in university-required theology classes during winter and spring quarters (2018). Each student was randomly assigned to one of three additive conditions (i.e., each successive condition included the prior): adjustment to college, traditional career development, and calling-infused. All students were asked to complete pretest, posttest, and 3-month follow-up evaluations. We hypothesize that: (a) treatment condition will predict strength of flourishing such that the most robust condition (calling-infused) will be the strongest, followed by the traditional condition, followed by the adjust-to-college only condition, and (b) students' degree of participation in the intervention will moderate the effect of the intervention such that greater participation will lead in stronger flourishing. We will perform a mixed design ANOVA to analyze the group differences in flourishing.
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Comments
This poster was also presented at Western Psychological Association Pasadena CA April 2019