Julian M. Etzel

Charlotte Fresenius Hochschule Hamburg · Diagnostik/Differentielle/Methoden

In this study, we investigated the development of apprentices’ professional knowledge and problem-solving skills in the second half of dual vocational education and training (VET). We analyzed (1) the average level of development, (2) interindividual differences in this development, and (3) the role of initial cognitive resources, school-leaving ce...

This article proposes to link the Five Factor Model (FFM) personality traits to the vocational interest circumplex, a structural model for (1) the interrelations between interest domains and (2) individual differences in interest profiles. Study 1 presents a reanalysis and meta-analytic integration of prior studies (N = 18,291, k = 27) on the relat...

A commonly held belief is that knowledge acquired in school (KAS) matters for later stages of education because it enables individuals to make better use of new learning opportunities. The current study approached this question by examining the role of domain-specific KAS for the development of professional knowledge (PK) in vocational education an...

Vocational interest research relies on interest taxonomies that partition the construct space of activity preferences into a small number of broad interest domains. To this day, the most widely used classification system is the RIASEC taxonomy (Holland, 1997), which distinguishes between six overarching interest domains. A central feature of this m...

The current study is concerned with the stability of and changes in vocational interest profiles and interest congruence in vocational education and training (VET). Specifically, we examined (1) the stability of vocational interest profiles, (2) the existence of occupational socialization effects that manifest themselves as increases in person-envi...

In the current study, we examined the viability of a multidimensional conception of perceived person-environment (P-E) fit in higher education. We introduce an optimized 12-item measure that distinguishes between four content dimensions of perceived P-E fit: interests-contents (I C) fit, needs-supplies (N S) fit, demands-abilities (D-A) fit, and va...

The vocational interest circumplex implies a pattern of correlations that can be represented by the interest domains' locations on the circumference of a circle. In addition, the circumplex can be extended by placing external covariates into the two-dimensional interest structure. Results that simultaneously support the circumplex as a model for th...

Trait self-control, the ability to interrupt undesired behavioral tendencies and to refrain from acting on them, is one of the most important socio-emotional skills. There had been some evidence that it outperforms intelligence in predicting students’ achievement measured as both school grades and standardized achievement tests. However, recent res...

Circumplex structures are elements of various psychological domains. Most work focuses on assessing the circular ordering of circumplex indicators and their relationships with covariates. In this article, an extension procedure for Browne’s circumplex model is presented. Our approach models the relationships among circumplex indicators and the rela...

The present study examined three different sources of evidence for the validity of the Personal Globe Inventory (PGI; Tracey, 2002) with regard to its ability to assess the dimensions underlying the spherical model of vocational interests: People-Things, Ideas-Data, and Prestige. Specifically, we analyzed 1) evidence based on the internal structure...

Objective Our study addressed three questions concerning the similarity of vocational interests within families: 1) How similar are vocational interests of mothers and fathers? 2) How similar are vocational interest of parents and their children? 3) Is the inference about parent‐child profile similarity affected by mother‐father profile similarity?...

The aim of the present investigation is to examine key aspects regarding the validity of the spherical model of vocational interests in Germany, namely, its structural validity, its convergent validity—with an instrument assessing vocational interests according to the RIASEC (R—Realistic, I—Investigative, A—Artistic, S—Social, E—Enterprising, and C...

This study examines the validity of the three-factor model of person-environment (P-E) fit perceptions in a sample of German university students (N = 326) and examines the connection between these fit types, the Big Five personality traits, and markers of academic success, namely, academic satisfaction, academic performance, and major change intent...