College career courses are increasingly offered at colleges and universities due to economic changes as a result of performance-based funding initiatives nationwide, and in an attempt to ensure more job placements of students graduating with baccalaureate degrees (Devlin The Journal of College Placement, 34(4), 62–68, 1974; Studley 2004; Fouad et al. Journal of Career Assessment, 17(3), 338–347, 2009; Hansen and Pedersen Journal of the First Year Experience & Students in Transition, 24(2), 33–61, 2012). This case study expands on the seminal work of Gallo (2017) and assessed the effectiveness of a new interdisciplinary career exploration course at a comprehensive university that is open to all students, not just students who were undecided in their college major. The course design followed a constructivism curriculum, with opportunities for formative assessment, which resulted in a culminating final course project. Students’ career decision-making and career decision-making self-efficacy were measured utilizing a pre-test/post-test model, the Career Decision Scale (CDS), and the Career Decision Self-Efficacy Scale Short Form (CDSE-SF). The results indicated that the interdisciplinary career course curriculum had a positive effect on students’ level of career decision-making and career decision-making self-efficacy.

中文翻译：

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大学生的职业决策与职业决策自我效能：以形成性评估与课程设计为例

由于全国范围内基于绩效的资助计划导致的经济变化，高校越来越提供大学职业课程，以确保确保获得学士学位的学生获得更多的就业机会（Devlin The College of Placement，34（ 4），62-68，1974； Studley 2004； Fouad等人，职业评估杂志，17（3），338-347，2009； Hansen和Pedersen第一年经验与过渡学生杂志，24（2） ，33-61，2012）。该案例研究扩展了Gallo（2017）的开创性工作，并评估了这所综合大学开设的新的跨学科职业探索课程的有效性，该大学面向所有学生开放，而不仅仅是那些对大学专业没有决定性认识的学生开放。课程设计遵循建构主义课程，有机会进行形成性评估，最终完成了最后的课程项目。使用测验前/测验后的模型，职业决策量表（CDS）和职业决策自我效能量表简表（CDSE-SF）来衡量学生的职业决策和职业决策自我效能。结果表明，跨学科的职业课程设置对学生的职业决策水平和职业决策自我效能有积极的影响。