Computer-assisted career guidance (CACG) systems provide a comprehensive intervention for career exploration and decision-making. Ninety students completed a CACG system bookended by pre- and postintervention surveys as part of an undergraduate career class. Results indicated high expectations for CACG systems but lower experience ratings. Interaction with CACG systems was associated with increases in students' 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 experience with the CACG system exceeded expectations, students reported larger gains in their belief that they had the knowledge necessary to make a career decision.

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计算机辅助职业指导系统的期望、经验和职业相关结果

计算机辅助职业指导 (CACG) 系统为职业探索和决策提供了全面的干预。作为本科职业课程的一部分，90 名学生完成了由干预前和干预后调查预订的 CACG 系统。结果表明对 CACG 系统的期望很高，但体验评级较低。与 CACG 系统的交互与学生的元认知信念和与职业发展相关的经验的增加有关，大多数学生在认知信息处理理论定义的职业决策中取得进展。当使用 CACG 系统的经验超出预期时，学生们报告说，他们相信自己拥有做出职业决定所需的知识，从而获得了更大的收益。