Randomized trial of a narrative career intervention on college student calling and career development
Date
2022
Authors
Dale, Kaitlyn A., author
Dik, Bryan J., advisor
Prince, Mark, committee member
Davalos, Deana, committee member
Rickard, Kathryn, committee member
Pela-Shuster, Jackie, committee member
Journal Title
Journal ISSN
Volume Title
Abstract
"Who am I?" and "What is my purpose?" are questions salient of emerging adulthood; a stage characterized by active self-exploration and reflection (Arnett, 2016). Autobiographical narrative reflection is a mechanism by which individuals develop greater continuity and clarity of self (Habermas & Bluck, 2000; McAdams, 2001). Recent career development theories apply this lens, emphasizing the importance of developing and maintaining a sense of vocational identity useful in navigating career transitions (Savickas, 2005). Consistent with these models, the concept of calling (i.e., a transcendent summons toward purposeful work that serves the greater good) offers a pathway through which individuals can connect their career lives with their deepest values and goals (Dik & Duffy, 2009). Although numerous studies have linked calling to positive career and wellbeing outcomes, research on calling interventions is sparse. The present study aims to address this gap in the research literature by experimentally testing a calling-infused narrative career intervention with the intention of boosting participant's career calling and career development. This study also introduces a new mechanism for engaging in narrative meaning-making processes: peer-to-peer storytelling. Using a randomized control trial (RCT) design, this study compared the effectiveness of a writing intervention to a peer-sharing intervention with the intention of increasing participants' career exploration, career adaptability, search and presence of calling, and search and presence of meaning. Potential moderators of these effects including participant gender and perceived authenticity were examined. While many results were non-significant due to insufficient statistical power, several small to medium effect sizes were identified. Compared to the control condition, presence of calling increased in both experimental conditions. When search for calling was examined as an outcome variable, a significant interaction occurred; participants in the writing condition reported decreased search for calling and participants in the peer sharing condition reported increased search for calling. Results provide initial support that engaging in narrative reflection to foster a sense of calling is useful for promoting college student career development. Limitations and future directions are discussed.