Although research acknowledges the importance of the formative years of childhood in career development, there is a disconnection between theory and practice in elementary school counseling settings. This study compared a web‐based career guidance intervention with a traditional career guidance intervention by measuring the effects each one has on the career development progression of 4th‐ and 5th‐grade students. Using a pretest−posttest comparison group experimental design, the authors randomly assigned students to either the experimental group (web‐based) or the comparison group (traditional). Results showed significant interactions between group and time for 2 of the 4 subscales examined in the study. Research implications and best practices for infusing career development interventions into the elementary school counseling curriculum are discussed.

中文翻译：

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基于网络的传统职业干预与小学生的对比：一项实验研究

尽管研究承认童年的形成岁月对职业发展的重要性，但在小学辅导环境中理论与实践之间却存在脱节。这项研究通过测量每个人对四年级和五年级学生的职业发展进度的影响，将基于网络的职业指导干预与传统的职业指导干预进行了比较。使用测试前-测试后的比较组实验设计，作者将学生随机分配到实验组（基于网络）或比较组（传统）中。结果显示，在研究中检查的4个分量表中，有2个分量表与时间之间存在显着的相互作用。