Development and Validation of the Career Counseling Outcome Questionnaire in Two Clinical Settings
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study reports the development and initial validation of the Career Counseling Outcome Questionnaire (CCOQ) in two individual career counseling settings using a college sample ( n = 1,140) and a community sample ( n = 161). Exploratory and confirmatory factor analyses revealed five correlated factors in both samples: (a) knowledge of the career decision-making process (4 items), (b) knowledge of the self (3 items), (c) knowledge of career information (3 items), (d) anxiety towards career decision-making (3 items), and (e) career undecidedness (2 items). The CCOQ scale scores changed in the expected theoretical direction during the career counseling interventions and did not change when clients were not receiving counseling. Except for anxiety, all CCOQ subscales predicted satisfaction with the career decision twelve months after counseling. The CCOQ total score predicted satisfaction with the decision twelve months after counseling, over and beyond a widely used instrument assessing sources of career decision difficulties (i.e. the Career Decision Difficulties Questionnaire; CDDQ). Career counselors could use the CCOQ to monitor the effectiveness of their interventions in complement to diagnostic measures such as the CDDQ.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it