About
21
Publications
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266
Citations
Citations since 2017
Introduction
Additional affiliations
October 2011 - present
Hochschule für Angewandte Psychologie
Position
- Fachhochschule Nordwestschweiz
September 2008 - September 2012
Publications
Publications (21)
This study examines the age and gender specific development of vocational interest across a three-year span with a sample of 541 students. At time of the first measurement, students were in fourth to sixth grade (mean age = 10.8 years; SD = 1.00) and 48.8% were girls. Results from the multilevel growth curve models showed that Realistic, Investigat...
Untersucht wurde die Entwicklung beruflicher Interessen von 248 Primarschülerinnen und Primarschülern der vierten bis sechsten Klasse aus der Deutschschweiz (M Alter = 10.8 Jahre, SD = 1.00). Entsprechend der «disruption hypothesis» verweisen die Ergebnisse auf eine Abnahme des praktisch-technischen, intellektuell-forschenden, sprachlich-künstleris...
Der K-BIT misst kindliche Interessen anhand von 30 Items und hat als Konstruktionsgrundlage das Inventory of Children's Activities ICA-3 sowie das RIASEC-Modell (Holland, 1997), dessen sechs Dimensionen für die Fragebogen- und Bilderbuchversion des K-BIT übernommen worden sind: (1) Praktisch-technisch, (2) Intellektuell-forschend, (3) Sprachlich-kü...
Der Bilderinteressentest für Kinder (K-BIT) ermöglicht die empirische Messung kindlicher Interessen in Anlehnung an Hollands RIASEC-Modell. Der K-BIT wurde an zwei Stichproben hinsichtlich Reliabilität, konvergenter sowie struktureller Validität überprüft.
Werte sind bedeutsam für die treffende Beschreibung von Personenbedürfnissen und organisationalen Befriedigungspotenzialen. Der Werte-Person-Umwelt-Fit zeigt zudem eine hohe prognostische Validität für berufliche Leistung und Zufriedenheit (z.B. Kristof-Brown, Zimmerman & Johnson, 2005). Die inkremen-telle Validität von Werten gegenüber beruflichen...
Greater male variability has been established in cognitive abilities and physical attributes. This study investigated sex differences in variability in vocational interests with two large samples (N > 40 000 and N > 70 000). The results show that although men varied more in Realistic and Enterprising interests, women varied more in Artistic and Con...
The purpose of this article is to examine the nature and magnitude of the relationship between cognitive abilities and vocational interests — two important measures of individual differences. Our meta-analysis of 27 studies with 29 independent samples and an overall sample size of 55,297 participants demonstrated meaningful relations between cognit...
The purpose of this article is to examine the nature and magnitude of the relationship between cognitive abilities and vocational interests — two important measures of individual differences. Our meta-analysis of 27 studies with 29 independent samples and an overall sample size of 55,297 participants demonstrated meaningful relations between cognit...
Following the suggestions of National Institute of Education and American Psychological Association
Standards, this article addresses the issue of differential validity and differential prediction in the
vocational interest domain as one major concern of test fairness. In order to investigate potential
prediction bias in vocational interest measure...
The study investigates consequences of eliminating items showing gender-specific differential item functioning (DIF) on the psychometric structure of a standard RIASEC interest inventory. Holland’s hexagonal model was tested for structural invariance using a confirmatory methodological approach (confirmatory factor analysis and randomization tests...
Tests of cognitive ability play a major role in the selection of students. Still, data regarding the fairness of standardized tests in Germany is scarce. We use three samples (N = 2,616; 58% women) from German universities to investigate the sex‐specific differential prediction of college performance based on intelligence tests. The predictive bias...
The present study examines whether vocational interests, measured by Holland’s RIASEC model,
and objectively assessed cognitive abilities, were useful in discriminating among various major
categories for a sample of 1990 German university students. Interests and specific abilities, in
combination, significantly discriminated among major categories...
Occupational interests constitute a psychological variable with pronounced sex differences. Whereas males are more interested in things, females primarily take an interest in people. As various studies with mammals and humans documented the role of androgen exposure on sex-typical behavior, we assumed that androgen levels are associated with occupa...
The diagnostics of vocational aptitude constitute a thriving field of research and practice with roots in both psychological diagnostics and the psychology of work, organization and personnel. The article gives a survey on the major procedures for the diagnosis of aptitude, examines their diagnostic potential and significance as well as their limit...
Three test construction strategies are described and illustrated in the development of the Verb Interest Test (VIT), an inventory that assesses vocational interests using verbs. Verbs might be a promising alternative to the descriptions of occupational activities used in most vocational interest inventories because they are context-independent, tim...
Die berufliche Eignungsdiagnostik stellt ein vitales Forschungs- und Anwendungsfeld mit einer Verankerung in der psychologischen Diagnostik sowie der Arbeits-, Organisations- und Personalpsychologie dar. Dieser Beitrag stellt die wichtigsten eignungsdiagnostischen Verfahren überblicksartig vor, beleuchtet deren diagnostische Aussagekraft sowie die...
Selbsttests zur Studienorientierung haben Hochkonjunktur. ln den letzten Jahren sind an mehreren Universitäten neuartige Tests entwickelt worden, die den Studieninteressierten
die Studienwahl erleichtern sollen. Mindestens so vielfältig wie das Spektrum der angebotenen Tests sind die Meinungen der Studienberatungen über den Nutzen dieser
Verfahren....
Projects
Project (1)
The development of vocational interests is an important task in childhood and adolescence. Vocational interests combined with self-efficacy expectations have been established as major factors for future career choices. Various studies show considerable gender differences in interests and self-efficacy expectations in sciences, technology, engineering, and mathematics (STEM). These differences are one important factor to explain the lasting inequalities in the distribution of women and men in STEM majors and STEM occupations. However, it still remains unclear how these gender differences in STEM interests develop and crystallize across the life span. Since substantial gender differences can already be identified at the end of primary school, programs at secondary school level, that intend to foster girls STEM interests, are probably scheduled too late or should at least be complemented with programs and activities in primary school.
At what age level gender differences in interests precisely occur and whether there are certain sensitive periods for the promotion of STEM interests has not been established. We therefore want to investigate these research questions with a longitudinal study with preschool and primary school children.
Within this project the following research questions will be analyzed:
1. In the course of a longitudinal study the development of interest and competency beliefs are investigated over three years. On main focus lies on children's transition from preschool to primary school as well as from primary school to secondary school. First, we want to establish whether age-specific mean level exist and whether these differences can be attributed to differentiation processes. Second, we are interested to what extent STEM interests influence competency beliefs and vice versa.
2. Furthermore, our study wants to examine whether gender differences in vocational interests and competency beliefs can already be established in preschoolers and how these gender differences develop with age. Furthermore, we are interested how the transition to primary school and secondary school respectively influences gender differences in interests. Moreover, we want to establish whether gender differences exist in both self-descriptions as well as other perceptions (i.e., parents and teachers).
3. Last, this study expands past research with a focus on family characteristics as well as family activities. Therefore, parents' interest profiles as well as information on STEM family activities are gathered. We are interested how family activities as well as parental interest profiles foster the development of STEM interests in children.
