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ERIC Number: EJ1161337
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1542-3077
Differences in Career Development among First-Year Students: A Proposed Typology for Intervention Planning
Hammond, Marie S.
Journal of The First-Year Experience & Students in Transition, v29 n2 p45-63 Fall 2017
Most universities provide career development services to their students. Research on the effectiveness of these services in promoting retention and graduation is minimal and focused on global outcomes rather than differences among participants. Research to date suggests that between three and nine clusters (groups) of individuals would benefit from customized career development interventions (Brown & Krane, 2000). This study uses multiple measures to examine and organize the range of career decision-making strengths and challenges of first-year college students. The findings indicate that eight clusters of first-year students with discrete patterns of strengths and challenges can be identified. Moreover, while academic, affective, career, gender, and personality variables significantly distinguished the clusters, age, race/ethnicity, and socioeconomic status did not. Understanding the range of differences among first-year students will facilitate increased sophistication in program planning and research to enhance student retention and graduation.
National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina, 1728 College Street, Columbia, SC 29208. Tel: 803-777-6229; Fax: 803-777-4699; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Career Decision Making Self Efficacy Scale
Grant or Contract Numbers: N/A