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Career indecision has been an important area of concern in vocational psychology for the last 50 years. An extensive body of research has examined the nature of career indecision, the factors (sometimes labeled barriers) that contribute to career indecision, the consequences of career indecision, and the effectiveness of interventions for career indecision. Most of this research has focused on college students. This work has led to and been enhanced by the development of instruments that measure aspects of career indecision.

The Career Factors Inventory (CFI) is a 21-item instrument developed by Judy M. Chartrand, Steven B. Robbins, and Weston H. Morrill to measure four factors that contribute to career indecision. The CFI yields scores on two cognitive factors (i.e., Need for Career Information and Need for Self-Knowledge) and two emotional factors (i.e., Career Choice Anxiety and Generalized Indecisiveness). The first three scales assess the respondent's present status (i.e., state) on factors that are theoretically amenable to change. The Generalized Indecisiveness scale assesses the respondent's status on a trait that theoretically is more resistant to change. These scores are grouped into two categories labeled informational needs and decision needs. The authors recommend the inventory for use in helping clients determine their readiness to engage in the career decision-making process. Career-related problems outside of this narrow focus are not addressed by the CFI.

Description

Respondents rate the CFI items using a 5-point scale. Ten of the items use a Likert scale with response alternatives anchored by 1 (strongly disagree) and 5 (strongly agree). These items begin with the stem, “Before choosing or entering a particular career area, I need to.” Each item concludes with a statement identifying a specific task (e.g., “Talk to people in one or more various occupations” and “Attempt to answer, ‘Who am I?’”). High scores on these items indicate greater levels of career indecision.

The remaining 11 items use the semantic differential format. These items consist of a phrase followed by polar opposite adjectives that anchor the rating scale as illustrated in the following example:

  • When I think about actually deciding for sure what I want my career to be, I feel:

None

The other two phrases used in the CFI are, “For me, decision making seems,” and “While making most decisions, I am.” These phrases are followed by six, three, and two polar adjectives, respectively.

The number of items composing each CFI scale and the range of possible scores on the scales are Need for Career Information and Career Choice Anxiety (6 items each; range = 6–30), Generalized Indecisiveness (5 items; range = 5–25), and Need for Self-Knowledge (4 items; range = 4–20).

Administration

The CFI was designed to be self-administering, self-scoring and self-interpreting; professional supervision of the administration and scoring should be unnecessary. Despite this, the authors advise psychologists to help examinees understand the purpose of the inventory and the four constructs it measures. Competent practice requires that psychologists make sure clients understand their purpose in completing a psychometric instrument. However, explaining the meaning of the scales prior to completing the instrument may influence the results.

The CFI directions are simple, and the inventory has an eighth-grade reading level. It can be administered to an individual or a group, and it is appropriate for persons ages 13 and older. The CFI is not timed, but most examinees should be able to complete it in 5–10 minutes.

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