Undergraduates (64 women and 35 men) enrolled in a university orientation course completed measures of career decision-making self-efficacy and career beliefs. Participants were then randomly assigned to one of three experimental groups: the Strong Interest Inventory (SII) with feedback group, the SII completion-only group, or the control group. Students who completed the SII and participated in a social cognitive-based group feedback and interpretation session exhibited higher levels of posttest career decision-making self-efficacy and differential career beliefs relative to students in the other experimental groups. Theoretical and practical implications of the results are presented, and ideas for additional research in this domain are discussed.
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