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Making vocational choices: A theory of vocational personalities and work environments (3rd ed.).
Abstract
This book presents John L. Holland's RIASEC (Realistic, Investigative, Artistic, Social, Enterprising, Conventional) theory of careers and its successful application to vocational life. The primary focus is to explain vocational behavior and suggest practical ideas to help people select jobs, change jobs, and attain vocational satisfaction.
The theory allows us to predict the outcome of person-environment interactions, providing explanations for 3 fundamental questions: what personal and environmental characteristics lead to satisfying career decisions; what personal and environmental characteristics lead to stability and change in the kind and level of work a person performs over time; and what are the most effective methods for providing assistance to people with career problems.
This edition provides some clarifications and revisions of the theory, discusses recent related research (1985–1996), and extends the practical applications of the theory in career guidance, social science, business, and industry. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Nesse cenário, a Self-Determination Theory (SDT) oferece arcabouço sólido para compreender por que a satisfação das necessidades de autonomia, competência e relacionamento medeia os efeitos da cultura organizacional sobre o bem-estar e o desempenho Ryan, 1985). De modo complementar, o modelo de person-environment fit postula que a compatibilidade entre identidade individual e ethos institucional reduz custos de adaptação e amplia o comprometimento comportamental (Holland, 1997). Quando aplicadas a IES vinculadas à tradição adventista, essas teorias sugerem que a integração entre excelência acadêmica e narrativa confessional pode funcionar como propulsor duplo, capaz de atrair, reter e fidelizar estudantes em um mercado cada vez mais competitivo. ...
... Complementando a SDT, o modelo de person-environment fit argumenta que a compatibilidade entre identidade pessoal e ethos organizacional reduz os custos de adaptação e eleva o comprometimento comportamental (Holland, 1997). Em instituições confessionais, tal compatibilidade adquire contornos espirituais: quanto maior a percepção de alinhamento entre valores do discente e missão da IES, maior é o senso de pertencimento, fator decisivo para a retenção (Braskamp;Trautvetter;Ward, 2012). ...
... A teoria do person-environment fit (Holland, 1997) ...
Este estudo analisa, de forma simultânea, os determinantes da motivação de ingresso (D1), das expectativas acadêmico-espirituais (D2), da satisfação global (D3) e da percepção de coerência institucional (D4) entre 212 graduandos de três Instituições Adventistas de Ensino Superior (IAES) nas regiões Norte, Sudeste e Nordeste do Brasil. O delineamento foi transversal censitário; os dados, coletados on-line por meio de questionário de 74 itens Likert (α = 0,82–0,89), foram examinados por regressão linear múltipla hierárquica. Os modelos explicaram 49,5 % da variância em D1, 31,7 % em D2 e 54,7 % em D3. Em D4, constatou-se que 60,4 % dos respondentes percebem plena integração entre valores espirituais e práticas acadêmicas, e 52,8 % julgam as decisões administrativas totalmente alinhadas à missão. A identificação com valores religiosos (β = 0,233; p < 0,001) foi o preditor mais forte de D1; já o equilíbrio teoria–prática (β = 0,271) e a qualidade acadêmica (β = 0,241) destacaram-se em D2 e D3, enquanto a coerência percebida (D4) correlacionou-se fortemente com a satisfação (r = 0,63) e moderadamente com o Net Promoter Score. Os achados confirmam que identidade confessional e excelência acadêmica se reforçam quando vivenciadas de modo coerente; falhas infraestruturais ou curriculares, porém, comprometem rapidamente a recomendação institucional. Recomenda-se pesquisa longitudinal e comparação com IES não confessionais para isolar o diferencial missional. O estudo contribui para o debate sobre como harmonizar produtividade acadêmica e formação integral em cenário de crescente accountability.
... In terms of the attributes or characteristics, we focus on vocational interest. Vocational interests refer to trait-like preferences for specific work activities and environments (Holland, 1997), which serve as motivational factors that drive individual behaviours regarding direction, vigour and endurance (Su, 2020). In addition to characterizing individuals, vocational interests can also characterize their occupational environments (Wee et al., 2021). ...
... In addition to characterizing individuals, vocational interests can also characterize their occupational environments (Wee et al., 2021). The characteristic interests of a specific occupational environment emerge in part because employees with similar interests gravitate towards and remain in environments that provide opportunities to engage in activities that they prefer and are well suited for (Holland, 1997;Su, 2020). It is essential to note that factors other than interests (e.g., short-term family needs, pay and labour market conditions) may influence individuals' occupational choices (Chen et al., 2024). ...
... The interrelatedness of the six interest types follows a hexagonal structure (Li, Flores, et al., 2022), where each angle represents one interest type (in the R-I-A-S-E-C ordering). In this hexagonal structure, the distance between two angles is inversely proportional to the similarity between the respective interest types (Holland, 1997). For example, adjacent interest types (e.g., R-I, I-A, A-S, S-E, E-C, C-R) are more related. ...
Since cyberloafing has become prevalent across organizations, scholars have increasingly focused on exploring its antecedents. Based on ego depletion theory, we explore how and when interest incongruence, a particular type of person‐environment misfit, influences employee cyberloafing behaviours. Using three‐wave survey data of a sample from 443 Chinese employees, we found that interest incongruence is associated with ego depletion, leading to employee cyberloafing. Furthermore, our results demonstrated the moderating roles of trait self‐control and moral identity internalization in the interest incongruence‐ego depletion‐cyberloafing link at different stages. Specifically, trait self‐control mitigated the effect of interest incongruence on ego depletion and the indirect effect of interest incongruence on cyberloafing via ego depletion. Moral identity internalization mitigated the effect of ego depletion on cyberloafing and the indirect effect of interest incongruence on cyberloafing via ego depletion. These findings suggest that employee cyberloafing is not only an immoral issue but also a behaviour affected by employees' self‐regulatory resources.
... Recently, there has been a revival in vocational interest research in the field of industrial-organizational (I-O) psychology (Su et al., 2019;Wille & De Fruyt, 2023) in light of burgeoning evidence on the predictive validity of interest for predicting job satisfaction (Wiegand et al., 2021) and job performance (Nye et al., 2018a), and evidence on the incremental validity of interest for predicting life outcomes (Banov et al., 2023) and job performance (Iliescu et al., 2015;Van Iddekinge et al., 2011) over cognitive ability or the big five personality traits. The most prominent and frequently investigated theoretical framework for vocational interest is Holland's (1973Holland's ( , 1997) RIASEC model . Although not without criticism, Holland's theory "seems to have attained about the same status in the interest literature that the five-factor model has attained in the personality literature" (Van Iddekinge et al., 2011, p.14). ...
... Specifically, individuals with Realistic interest are drawn to manual tasks, working with machines or in the outdoors; Investigative individuals enjoy scientific or scholarly activities and value critical thinking; Artistic individuals are interested in creative, unsystematic, and ambiguous activities; Social individuals prefer interacting with, helping and teaching people; Individuals with Enterprising interest like leading, persuading and influencing others; Conventional individuals tend to gravitate toward well-structured and routine activities. Following the assertion that "the people make the place" (Schneider, 1987), Holland (1997) also stated that individuals with the same occupations tend to show similar interests and reported six types of occupational environments that corresponds to the individual RIASEC interests. The congruence between individual interests and environment could predict more persistence, better performance and more satisfaction. ...
... Employees tend to be highly motivated to resolve incongruence-induced tension (Follmer et al., 2017;Vleugels et al., 2023). Holland (1997) stated that employees could resolve interest incongruence through changing their environments. Particularly, one way that employees changed their environment was job crafting (JC; Follmer et al., 2017), which refers to the self-initiated changes individuals make in the task and relational boundaries of their work (Wrzesniewski & Dutton, 2001). ...
Based on the conservation of resource theory, this study investigated whether and how misfit at work (i.e., interest incongruence) results in positive outcomes (i.e., thriving at work). We examined our hypotheses with three-wave survey data collected from 308 Chinese participants, finding that interest incongruence was positively related to job crafting towards interests (JC-interests), and JC-interests was positively related to employee thriving at work. Furthermore, servant leadership positively moderated the effect of interest incongruence on JC-interests and the indirect effect of interest incongruence on thriving at work through JC-interests. We concluded that by crafting their jobs towards their interests, individuals can proactively optimize their person-environment fit and as a consequence experience thriving at work, especially under conditions of high levels of servant leadership.
... Currently, most students receive instructions on how to administer and interpret career inventories, and learn the major career related theories such as Vocational Choice and Personality Types (Holland, 1997), Life-Space, Life-Span Developmental theory (Super, 1990) Career Construction (Savickas, 2005), and Social Cognitive Career Theory (Brown & Lent, 1996), etc. Typically, instructors use traditional lecture methods to explain these theories, and their associated interventions. ...
... Career construction uses narrative techniques to extract patterns, and life themes that can be collated into the form of a cohesive and meaningful story. Narrative techniques supplement traditional objectivist approaches such as Holland (1997), by attending to the complex nature of career counseling (Bujold, 2004). Polkinghorne (1988) suggests that narratives help individuals make meaning out of their experiences. ...
... Furthermore, they state that their goal is to offer products that "have a solid basis in empirical research and are capable of being administered over the Internet." The site describes Holland's (1997) theory and the RIASEC types, O*NET, the 16-federal cluster interest scores, and ability test scores. The virtual career counseling page lists different assessments which utilize these scores, allows users to participate in online assessments, explains how to interpret the scores, and lists some of the inferences that may be made from the results. ...
Advances in technology have made the world of work an unstable and unpredictable place for current and future generations of workers. Furthermore, technology has become such an integral part of our lives that it has changed the way we conduct business, communicate with one another, and interact with society. To be successful, we have no other choice than to accept and embrace these changes. If children are mastering software such as PowerPoint in grade school, one can only imagine, what they will be using when they attend college. Career professionals in particular can use technology to enhance the services they provide to clients. This paper discusses technology and techniques to help counselor educators teach career counseling, and help practitioners provide direct service to clients. Case studies provide examples of how simple techniques can have a major impact on students' thoughts about career counseling. The authors also provide suggestion for future research. Introduction Despite owing its roots to career and the guidance movement made popular by Frank Parsons (1909), interest in career has waned over the years. With the passage of time we now find ourselves in a situation where many counselor educators and practitioners no longer understand the importance of career counseling and how it helped establish our profession. Consequently, the teaching of career counseling has suffered. This is evidenced, in part, by the lack of career related articles in the Counselor Education and Supervision Journal. Furthermore, many counseling departments offer the career course to new faculty, some of whom do not have the interest, or the knowledge to teach career effectively. Fortunately, these problems have not gone unnoticed. The National Career Development Association (NCDA) recently joined with the Association for Counselor Education and Supervision (ACES) to create the NCDA/ACES committee to address this issue. This committee aims to improve the quality of career course content and enhance the commitment of counselor educators in preparing counselor trainees to attend to career counseling related issues.
... help individuals make informed career choices (Hansen, 2005). Indeed, Holland (1997) proposed to use interest inventories, such as the Vocational Preference Inventory (Holland, 1985) and later, the Self-Directed Search (Holland et al., 1994), to compile a list of occupations compatible with the individual's vocational personality type for further exploration. ...
... To compile a list of promising occupations, counselees or their career counselors often rely on the results of vocational interest inventories. The Self-Directed Search (SDS; Holland & Messer, 2017a) is frequently used to elicit individuals' vocational interests and translate them into Holland's (1997) six RIASEC types. Upon completing the SDS, the individual receives a 3-letter RIASEC code that can help identify a list of promising occupations for further exploration (Holland & Messer, 2017b, p. 2). ...
... The second proposed indicator of the list's homogeneity is the number of occupational fields characterizing the list. Our use of occupational fields derives from Holland's (1966Holland's ( , 1997 six RIASEC types or Roe's (1956) eight fields. The number of occupational fields characterizing the occupations on the promising list partially overlaps with the occupations' similarity, but these indicators are not identical. ...
Access to online career information increases the complexity of career decisions (choosing a major or job). When the number of alternatives is large, the first step is to compile a list of promising career alternatives for further exploration, often by using interest inventories (e.g., the Self-Directed Search). But what makes such a list useful? The judgments of 20 career counselors and 103 graduate students supported the hypothesis that higher list quality is associated with a greater similarity between the occupations on the list, fewer occupational fields represented by the occupations on the list, and a list length approximating seven occupations.
... Vocational interests are trait-like preferences for work activities, environments, or outcomes that motivate goal-oriented behaviors (Rounds and Su 2014). The most prominent framework for studying interests is the RIASEC model (Holland 1997), which organizes interests into six types: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. Realistic interests involve hands-on activities and manual labor. ...
... Trait complex studies have also consistently produced an intellectual/cultural complex, which consists of verbal ability, Investigative interests, and Artistic interests (Ackerman et al. 2001(Ackerman et al. , 2013. This grouping of traits is supported by Holland's (1997) theory, which posits that individuals with Artistic interests tend to have some ability in writing and speaking. Furthermore, research on profiles of abilities has demonstrated substantial relations between verbal tilt and literary-linguistic interests, which correspond to Artistic interests (Humphreys et al. 1993). ...
... Lastly, the social complex appears in most trait complex studies and is comprised of Social and Enterprising interests. This grouping of traits is somewhat supported by Holland's (1997) vocational theory, which posits that individuals with Social interests tend to lack mechanical and scientific ability. The lack of an ability associated with Social and Enterprising interests can also be understood in terms of intellectual development theories (Ackerman 1996;Holland 1973), where individuals with low academic ability could compensate for this deficit by developing social skills aimed at helping others (Social interests) or persuading others (Enterprising interests). ...
Cognitive abilities and interests both play an important role in guiding knowledge acquisition, but most previous studies have examined them separately. The current study used a large and representative dataset to integrate interests and abilities using a person-centered approach that examines how distinct profiles of interests and abilities relate to individual strengths and weaknesses in knowledge. Two key findings emerged. First, eight interest–ability profiles were generated from Latent Profile Analysis (LPA), which replicated and extended the interrelations of interests and abilities found in previous studies using variable-centered approaches. Second, each profile’s strongest knowledge scores corresponded to their strongest abilities and interests, highlighting the importance of interest–ability profiles for guiding the development of knowledge. Importantly, in some domains, the lower ability profiles were actually more knowledgeable than higher ability profiles. Overall, these findings suggest that people learn best when given opportunities to acquire knowledge relevant to both their interests and abilities. We discuss how interest–ability profiles inform integrative theories of psychological development and present implications for education and career development.
... The last is one of the most prominent and most famous of those theories and classifications, for accuracy and conformity to reality. Holland (1997) said that career tendencies are behavior that reflects an individual's personality, inclinations, abilities, and preparations, which motivates him to choose certain careers over others. He also said that individuals are categorized into six personal styles, corresponding to six occupational environments, and that an individual's choice of a particular career depends on being attracted to an occupational environment that corresponds to his or her personality pattern. ...
... The implications of Holland's theory in career counseling applications are summarized as follows (Gysbers, Heppner, & Johnston, 2003), (Holland, 1997): ...
... The main instrument used for this study was the Holland RIASEC test (Holland, 1997). This instrument has been used in several studies (Leong, Austin, Sekaran, & Komarraju, 1998;Long, Adams, & Tracey, 2005;Stead & Watson, 1998) and has been translated into many languages to explore the students' career tendency in many countries. ...
The ever-increasing rate of failure among undergraduate students in universities is a major issue in most Arab countries. Their inability to perform effectively after they graduate from the universities might reflect the inadequate quality of education provided by the university. Little that we know, quality education is not always the main cause of failure among students. Hence, this study examined the sex differences in career tendencies using the Holland test, and the associations between them and specialty of subjects among universities students in Oman. In total 533 students (236 men and 297 women) with the mean age of 22.7 were assessed at Dhofar University in Oman. Male students recorded a significantly higher score on Realistic career tendency, while female students have significantly higher scores on Artistic career tendency. Female students also recorded significantly higher scores on Social career tendency compared to male students. Parental educational levels were significantly and positively associated with Realistic, Investigative, Social, Enterprising, and Conventional career tendencies, but were not associated with Artistic career tendency. The results also show that the students in engineering specialization are more likely to have Investigative and Social career tendencies than students in Applied and Humanity subjects. On the contrary, the students in applied specialization are less likely to have Social career tendency, but more likely to have conventional career tendency. Besides, the result shows that students' specialization in Humanity and Applied have negative significant correlation with family income and age factors, respectively. The result of the study is expected to contribute to the current body of knowledge regarding the association of career tendency with demographic factors and student's specialization, specifically in the context of tertiary education in Oman.
... The last is one of the most prominent and most famous of those theories and classifications, for accuracy and conformity to reality. Holland (1997) said that career tendencies are behavior that reflects an individual's personality, inclinations, abilities, and preparations, which motivates him to choose certain careers over others. He also said that individuals are categorized into six personal styles, corresponding to six occupational environments, and that an individual's choice of a particular career depends on being attracted to an occupational environment that corresponds to his or her personality pattern. ...
... The implications of Holland's theory in career counseling applications are summarized as follows (Gysbers, Heppner, & Johnston, 2003), (Holland, 1997): ...
... The main instrument used for this study was the Holland RIASEC test (Holland, 1997). This instrument has been used in several studies (Leong, Austin, Sekaran, & Komarraju, 1998;Long, Adams, & Tracey, 2005;Stead & Watson, 1998) and has been translated into many languages to explore the students' career tendency in many countries. ...
The ever-increasing rate of failure among undergraduate students in universities is a major issue in most Arab countries. Their inability to perform effectively after they graduate from the universities might reflect the inadequate quality of education provided by the university. Little that we know, quality education is not always the main cause of failure among students. Hence, this study examined the sex differences in career tendencies using the Holland test, and the associations between them and speciality of subjects among universities students in Oman. In total 533 students (236 men and 297 women) with the mean age of 22.7 were assessed at Dhofar University in Oman. Male students recorded a significantly higher score on Realistic career tendency, while female students have significantly higher scores on Artistic career tendency. Female students also recorded significantly higher scores on Social career tendency compared to male students. Parental educational levels were significantly and positively associated with Realistic, Investigative, Social, Enterprising, and Conventional career tendencies, but were not associated with Artistic career tendency. The results also show that the students in engineering specialisation are more likely to have Investigative and Social career tendencies than students in Applied and Humanity subject. On the contrary, the students in applied specialisation are less likely to have Social career tendency, but more likely to have conventional career tendency. Besides, the result shows that students’ specialisation in Humanity and Applied have negative significant correlation with family income and age factors, respectively. The result of the study is expected to contribute to the current body of knowledge regarding the association of career tendency with demographic factors and student’s specialization, specifically in the context of tertiary education in Oman.
... Super (1995) úgy definiálta az érdeklődést, mint tevékenységek iránti preferencia, amelytől az egyén szükségletei és értékei kielégítését reméli; Crites (1999) pedig preferenciát jelölő egyéni különbségként jellemzi; illetve az egyénből kedvelést, elutasítást vagy indifferens érzést kiváltó munkapszichológiai megfogalmazással is találkozunk (Betsworth és Fouad, 1997, Hansen, 1984. Holland (1997) érvelése szerint a pályaérdeklődés az egyén személyiségének fontos kifejeződése, amely a személy motivációjára, tudására, személyiségére és képességeire reflektál. Izard és Ackerman (2000) szerint az érdeklődés motiválja a felfedezést és a tanulást, és ez garantálja az egyén környezete iránti elköteleződését, amely a túléléshez és az adaptációhoz szükséges. ...
... Ezt egyébként Germeijs és Boeck (2002) bizonyította is, mert skálájukkal sikerült középiskolás mintán elkülöníteni az általában döntésképtelen, illetve a választásukban bizonytalan tanulókat. Holland (1997) nyomán Osipow (1999) négy lehetséges bizonytalansági esetet sorakoztat fel: • az egyén többféle és ellentmondásos érdeklődéssel bír, • nincs egyetlen erős érdeklődési területe sem az illetőnek, • túl sok érdeklődési területet kedvel az illető, • tehetséges egyénről van szó, aki adottságai révén több területen tudna kiteljesedni. ...
... Az iskolatípus alapján különbséget talált a pályadöntési énhatékonyság szintjében, vagyis az SNI-s csoporton belül a gimnáziumban tanulók magasabb énhatékonyságot élnek át, jelezve, hogy feltehetően több pályaexplorációban és jövőtervezésben volt részük. A tehetséges tanulók pályafejlődésével kapcsolatban az a nézet erősödött meg (Holland, 1997, Kerr és Colangelo, 1988, Kerr és Ghrist-Priebe, 1988, Emmet és Minor, 1993, hogy esetükben a képességek és az érdeklődés széles köre, multipotencialitása fokozott bizonytalanságot szül. Ugyanakkor Achter, Lubinski és Benbow (1996) elsőként cáfolták ezeket az elképzeléseket. ...
... It is important to emphasize that these preferences should not be viewed as rigid labels or conflicting choices, but rather as a spectrum in which individuals may have varying degrees of inclination toward each category [8,14,15,49] A preference for social interaction and narrative engagement is often associated with female preferences, which may reflect gender inclinations, with girls more interested in interpersonal relationships and boys more object-oriented Manuscript submitted to ACM 4 Anette Bentz and Bernhard Standl [25]. These trends persist across age demographics and are for example reflected in assessments such as the RIASEC model [22], which categorizes preferences into Realistic, Investigative, Artistic, Social, Enterprising, and Conventional ...
... Preferences [22]. Participants' scores in each category are determined by a questionnaire. ...
Digital literacy is considered to be crucial for social and professional participation. Hence, several projects have been launched in school, as well as extracurricular activities to promote digital literacy in middle school. They aim, among other things, to increase interest in the so-called STEM subjects (Science, Technology, Engineering, Math), which include computer science. Interest in a topic is described in the literature as a crucial factor for learning success and career choice. Still, there is a potential for current research on the expression and distribution of interest in computer science. Therefore, this study aims to address this research gap by examining interest in computer science. The exploration of interest is expanded to include gender aspects and pupils’ dispositions. Given the significantly lower number of women studying in STEM fields, there is a particular focus on an improved understanding of the interests of female pupils as early as middle school. Moreover, the literature suggests that pupils’ dispositions should also be considered in instructional design to achieve stable interest. In this context, the following two dispositions shine out in literature and are therefore focused on in this paper: first, interest in contextual, people-related topics (mainly found among women), and second, interest in factual, object-related topics (mainly found among men). In summary, this study investigates how pupils’ interest in computer science is expressed before and after a programming intervention and how it is distributed across gender and dispositions. Therefore, the study surveyed 8th-grade pupils (N=114) about their preferences and assessed their interest in computer science before and after an intervention with unplugged materials and playful robots. Results show that all groups of pupils find computer science interesting, and the intervention slightly increased interest. Girls show a marginally lower interest in computer science. Furthermore, the results indicate that interest in computer science did not correlate with interest in contextual or factual dispositions.
... In this sense, interests have been shown to be important characteristics of human self-conceptions and behaviour in work and educational contexts (Rounds & Su, 2014;Warwas et al., 2009). As they are a fundamental source of information about individuals, they represent an important resource to help individuals get to know themselves and the world of work better (Dawis & Lofquist, 1984;Holland, 1997). In addition, several studies have found a correlation between interests and academic performance (Nye et al., 2012;Strong, 1943;Van Iddekinge et al., 2019), confirming that interests are relevant predictors of academic and career success (Su, 2012). ...
... The PGI was developed by Tracey (2002) as a general model for assessing interests. Besides considering the six types of vocational interests stipulated by Holland (1997;i.e., Realistic, Investigative, Artistic, Social, Enterprising and Conventional, known as RIASEC), this model also incorporates eight basic interests (Social Facilitating, Managing, Business Detail, Data Processing, Mechanical, Nature/Outdoors, Artistic, and Helping), thus constituting a more complete representation of interests than the RIASEC model. This structure is shown in Figure 1. ...
A translated version of the Personal Globe Inventory (PGI, Tracey, 2002) was administered to a Portuguese sample of college students (n = 312) and the data were examined with respect to its internal structure. Results of component analyses suggested, as expected, four substantive factors underlying PGI: General Interest, People/Things, Data/Ideas and Prestige. The randomized test of hypothesized order relations showed that spherical, eight and six (i.e., RIASEC) type models fit the Portuguese data equally well as data from the United States. No structure differences were found across gender. The results support the structural validity of the PGI to Portuguese respondents.
... The basic tenet of these theories is that there should be a fit between the characteristics of the person and the vocation or environment in question. A good fit is expected to lead to well-being, satisfaction, and a sense of achievement (Gati & Asher, 2001;Holland 1997). ...
... The most common reason cited was interest, interest in the trade, the job, or practical fields. This fits well with dominant theories on educational choice emphasizing the fit between the person and the environment and the role of interest (Gati & Asher, 2001;Holland 1997;Osipow, 1990). Other reasons cited were practicalities, already working in the field or being influenced by family and friends. ...
This is the eighth volume in the research book series Emerging Issues in Research on Vocational Education & Training. The series is published by the research group VETYL (Vocational Education & Training/Yrkeskunnande och Lärande), at the Department of Education, Stockholm University, Sweden.
The research book series started primarily as dissemination venue of selected papers, after a peer review process first presented at the international conferences organized yearly since 2012 by our research group VETYL. The conference has become a forum for sharing state of the art research in the field of VET and serving as a forum for networking and cooperation. The Stockholm International Conference of Research in VET is one of the major scientific events organised in Europe as part of the European Network for Vocational Education and Training (VETNET).
This volume contains chapters that were first present as papers at the research conference held 11-13, May 2022.
... The basic tenet of these theories is that there should be a fit between the characteristics of the person and the vocation or environment in question. A good fit is expected to lead to well-being, satisfaction, and a sense of achievement (Gati & Asher, 2001;Holland 1997). ...
... The most common reason cited was interest, interest in the trade, the job, or practical fields. This fits well with dominant theories on educational choice emphasizing the fit between the person and the environment and the role of interest (Gati & Asher, 2001;Holland 1997;Osipow, 1990). Other reasons cited were practicalities, already working in the field or being influenced by family and friends. ...
VET policies that assign increasing importance to workplace learning, including as a route into higher education, emphasise technological advances, such as international discourses referencing a fourth industrial revolution (4IR). Such approaches have become increasingly central to UK social and economic policies over the last 12 years, centred on the reform of apprenticeships and ‘technical education’ in England. Yet these policies have also appealed to a discourse of ‘craft’ to validate vocational routes, recalling the earlier status of skilled work during the handicraft period. These apparently incongruous references to moral and material dimensions of skilled work, largely neglected by technological policy discourses, call our attention to cultural and societal contexts of these policies. This paper explores these contexts drawing on methods used to construct material cultures from the chaîne opératoire of historical artefacts. This chaîne leads us back to a dualisation of labour markets and social policies that is increasingly reshaping VET across developed countries.
... In addition, a possible limitation could be the use of the JCE to measure occupational interests. Although the JCE is a valid measure with significant correlations with Holland's (1997) career typology (Schermer, 2012), future research may want to investigate dark personality correlates with Holland's (1997) RIASEC model. Further, we encourage researchers to study workplace behaviours, such as counterproductive work behaviours, using narrowly focused dark personality measures, such as the FFNI facets. ...
... In addition, a possible limitation could be the use of the JCE to measure occupational interests. Although the JCE is a valid measure with significant correlations with Holland's (1997) career typology (Schermer, 2012), future research may want to investigate dark personality correlates with Holland's (1997) RIASEC model. Further, we encourage researchers to study workplace behaviours, such as counterproductive work behaviours, using narrowly focused dark personality measures, such as the FFNI facets. ...
The present study focused on the relationships between vocational interests and 11 scales associated with narcissistic grandiosity and four scales associated with narcissistic vulnerability based on results from a convenience sample of 716 undergraduate business management students. Past research suggests vulnerable and grandiose narcissism differ significantly in their empirical correlates; thus, we expected scales capturing narcissistic grandiosity and narcissistic vulnerability to display diverging patterns of correlation with the vocational interest scales. Our results generally supported this prediction. Vulnerable narcissism scores generally had positive correlations with artistic, social, and applied interests. In contrast, grandiose narcissism scores had significant correlations with science and business interests and negative correlations with workstyle dimensions, such as accountability. Limitations and future research suggestions are discussed.
... One specific area of interest for educators is how different disciplines both attract diverse students, and in turn shape student learning experiences. Considerable evidence framed in the person-environment fit literature (Holland, 1997) suggests that students self-select into their academic majors and subsequent careers based on their values, interests, abilities, and personalities (Balsamo et al., 2013). In addition, financial considerations and cultural capital likely inform college student major choice, as research demonstrates that college major choice is stratified by first generation status and family income (Manzoni & Streib, 2019). ...
... Future research that takes a detailed look at how majors compare could help more accurately determine variation on risk taking for different disciplines. Similarly, the literature on person-environment fit indicates that individual characteristics will attract learners into different academic disciplines (Holland, 1997). Researchers interested in contextual learning theories hypothesise that learning environments and disciplines foster specific thinking skills, therefore, we believe that part of the disciplinary differences in academic risk taking arise from the practices in the field (Mayer, 2004). ...
Academic risk taking is a strategy where students engage in more difficult, challenging work in order to reap greater personal or community benefits, despite uncertainty, such as potential failure. A sample (N = 355) of college students from a Midwest university were measured on three dimensions of academic risk-taking as well as two motivational constructs, achievement goal orientation, and need for cognition using a hierarchical regression analysis. Students from different college majors were compared on risk-taking, and the relationships between achievement goal orientations, need for cognition, and risk-taking dimensions were tested. Results indicate achievement goal orientations and need for cognition strongly predict academic risk taking, and there are small but significant differences by major on some risk-taking dimensions. Implications include the need to foster academic risk-taking in different disciplines in higher education.
... Teaching Holland's (1997) RIASEC typology is particularly useful because it explains how the world of work is organized and helps individuals explore occupations congruent with their interests. Goal setting, job shadowing and engaging in voluntary or part-time work can also prompt individuals to explore who they are and where they want to go. ...
... Explaining Holland's RIASEC typology would serve to teach individuals about vocational personality types and how the world of work is organized. A psychoeducational approach that teaches the principles of person-environment fit theory and the construct of congruence (Holland, 1997) would help individuals understand the importance of matching personal interests to specific occupations. ...
Workers in the 21st century face the challenge of adapting to a dynamic, everchanging,
and unpredictable world of work. Career adaptability (Savickas, 2005)
represents a key construct in vocational psychology designed to help individuals navigate
work transitions and manage their own careers. This chapter concentrates on how to
measure and assess career adaptability using the Career Adapt-Abilities Scale (CAAS;
Savickas and Porfeli, 2012). A brief overview of career adaptability sets the theoretical
foundations for discussing the development and use of the CAAS. Preliminary research
findings and psychometric properties supporting the use of the CAAS are detailed. The
authors discuss CAAS scoring and interpretative procedures, and provide case studies to
assist career practitioners in interpreting CAAS profiles. This chapter concludes by
detailing how to gain free access to the CAAS in paper and electronic format via
Vocopher: The Career Collaboratory (http://www.vocopher.com).
... There are six personality types according to Holland (1997) that can characterize both individuals and occupations: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. The more closely a person emulates a particular type, the more likely he or she is to exhibit the personal traits and behaviours associated with that type. ...
... They usually avoid the type of activities demanded by social occupations or situations and they may have a narrow range of interests. On the other hand, the Investigative personality type prefers occupations or situations that call for the observational, symbolic, systematic and creative investigation of physical, biological and cultural phenomena in order to understand and control such phenomena (Holland, 1997). Thus, the assessment and evaluation of these personality types and the matching between personality and career aspiration are considered critical in career planning. ...
This study investigated Realistic and Investigative personality types as predictors of achievement career aspiration of secondary school students in Anambra State, Nigeria. Two research questions guided the study while two null hypotheses were tested at a 0.05 level of significance. The study adopted a correlation research design. The study was carried out in Anambra State. The sample of 2,700 SS1 and SS 2 students were selected from a population of 32,450 senior secondary school students. Two research instruments were used for data collection. These are the Achievement Career Aspiration Scale (ACAS) and Personality Types Questionnaire (PTQ). The internal consistency reliability of the instruments was established using Cronbach Alpha statistics. The results are as follows: ACAS 0.891; PTQ 0.942. The reliability Coefficients for PTQ clusters are Realistic 0.891, Investigative 0.928. Copies of the questionnaire were distributed and retrieved through a direct delivery method. Data collected were analysed using Statistical Package for Social Science (SPSS). Simple linear regression analyses were used in answering research questions and testing the hypotheses. The finding of the study revealed among others that the Investigative personality type showed a significant prediction of achievement career aspiration of the students while the Realistic personality type does not significantly predict their achievement career aspiration. Based on the findings of the study, it was recommended that Guidance Counsellors working in secondary schools should organise assessment tests to assess students’ personality types in their school when the students join the school in class one, so as to guide them in their possible career paths.
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... Parson's early talent-matching approach emphasised the skills and abilities of a person and the attributes required in particular jobs (Savickas 2008). Holland's theory highlights the congruence between vocational personality types and job environments (Holland 1985). The Social Cognitive Career Theory is based on Banduras concepts of self-regulation and self-efficacy according to which individuals' beliefs in their capabilities in a particular domain influence not only the choices they make, but even the goals they cherish (Bandura 1991). ...
The popularity of studying computing disciplines has varied considerably over the last decades. The low share of female students, however, has remained constant. The issue extends beyond educational institutions to society as a whole, as the growing Information Technology (IT) industry requires more IT professionals, and IT faculties fail to supply enough proficient graduates with diverse backgrounds. The aim of this study is to consider attraction to higher education IT studies from the perspective of IT majors. Students are regarded as experts by experience in the study. In developing pedagogical, administrative, and recruiting practices, their voices should be heard. The online survey utilised a novel dialectical three-phase question method (D3P) combining open and closed questions to elicit initial, informed, and prioritised opinions of the respondents. Mixing qualitative and quantitative methods provides diverse perspectives to the phenomenon under study. Students' opinions on factors attracting into IT studies underlined high employment rates, interest in IT, good salary, and versatile career options. The study revealed significant differences between genders. Women emphasised good salary and interest in problem solving while men were more interested in IT and technology in general. The dialectical three-phase question method proved to be informative: It combined the benefits and limited the issues of both qualitative and quantitative approaches.
... Kariyer kuramları kariyer gelişiminde bireyin kendisi ve çevresi hakkındaki bilgisini arttırmak amacıyla keşiflerle meşgul olacağını ileri sürmektedir (Ginzberg, Ginsburg, Axelrad ve Herma, 1951;Holland, 1997;Super, 1980). Bu kuramlardan biri olan Sosyal Bilişsel Kariyer Kuramı (SBKK) özellikle bireylerin kariyer ilgi, seçim ve performanslarını biçimlendiren öğrenme deneyimlerine vurgu yapmaktadır. ...
Bireylerin hayatları boyunca karar aşamasından geçtikleri önemli dönüm noktaları vardır. Bu aşamalar bireylere birçok deneyim ve öğrenme sağlayarak geleceğe ışık tutmaktadır. Bu bağlamda çalışmanın amacı kariyer seçim sürecinden geçmiş olan bireylerin deneyimlerini belirlemek amacıyla geliştirilen Kariyer Keşif ve Kararı Öğrenme Deneyimleri Ölçeği'nin (KKKÖDÖ) Türk kültüründeki geçerlik ve güvenirlik çalışmalarının yapılmasıdır. Çalışmaya üniversite 1. ve 2. sınıfta öğrenim gören 412 öğrenci katılmıştır. Açımlayıcı (AFA) ve doğrulayıcı (DFA) faktör analizleri için veriler rastgele ikiye ayrılmıştır (AFA=206, DFA=206). Yapılan AFA neticesinde ölçeğin orjinalinde de olduğu gibi dört faktörlü yapı elde edilmiştir. Ardından hem oluşan dört faktörlü yapı hem de kuramsal çerçeve gereği beş faktörlü yapı için DFA yapılmış ve beş faktörlü yapının daha iyi uyum indeksleri sağladığı bulunmuştur (X2/df=1.48, RMSEA= .048, RMR= .065, CFI= .94, GFI= .90, AGFI= .87). Bununla birlikte ölçüt geçerliği kapsamında yapılan analizler sonucunda Kariyer Kararı Yetkinlik Beklentisi Ölçeği (Işık, 2010) ile faktörlerden Kişisel Performanslar (KP) arasında .579, Sosyal İkna (Sİ) ile arasında .572, Dolaylı Öğrenme (DÖ) ile arasında .419, Pozitif Duygusal Uyarılma (PDU) ile arasında .482 değerlerinde pozitif yönlü ilişki bulunmuşken Negatif Duygusal Uyarılma (NDU) ile arasında -.290 değerinde negatif yönlü ilişki bulunmuştur. Güvenirlik analizi kapsamında hesaplanan Cronbach Alpha iç tutarlık katsayısı AFA örneklemi için .75 ile .85 arasında, DFA örneklemi için .70 ile .81 arasında değişmektedir. İki yarı test yöntemiyle hesaplanan güvenirlik katsayısı değerleri AFA örneklemi için .78 ile .89 arasında, DFA örneklemi için .71 ile .86 arasında değişmektedir. Elde edilen sonuçlar KKKÖDÖ'nün Türk kültürü için geçerli ve güvenilir olduğunu göstermektedir. Anahtar Kelimeler: yetkinlik beklentisi, kariyer, kariyer kararı, öğrenme deneyimleri
... O*NET data are organized around the Content Model, a framework for specifying the taxonomy of information describing the world of work presented within the O*NET database (see Peterson, Mumford, Borman, Jeanneret, & Fleishman, 1999). As part of the content model, Occupational Interest Profiles (OIPs) were developed based on Holland's (1997) interest-based classification of six work environments-Realistic (R), Investigative (I), Artistic (A), Social (S), Enterprising (E), and Conventional (C). The OIPs provide an important link between the O*NET System and interest-based assessments that are often used in career counseling and other applied settings. ...
An Occupational Interest Profiles for updated new and emerging O*NET occupations
... One of the challenges faced in improving the skills of ship operators is increasing the number of hours dedicated to each unit for classroom theoretical training and the extensive use of simulators for introducing and improving skills. However, onboard training opportunities offered by shipping companies have reduced significantly in recent years and as commercial pressures in recent years have resulted in minimum crew levels along with increasing levels of automation, the nature and quality of onboard training have changed significantly to get worse (Holland & John, 1997) In the context of socialization and skill improvement on board ships and simulations to improve crew performance, short training programs built on a balanced MET Curriculum appear to be the most effective model for updating seafarers' knowledge and skills. The new MET program should determine the number of simulator hours and subjects that can replace sea training in specific terms and redefine the sea training periods accordingly. ...
This paper examines a short review of the literature regarding fuel-efficient operations that can be applied to the development of environmentally friendly shipping both on ships and in ports. The study was conducted using a literature review method, completed through an iterative cycle of defining appropriate search keywords, searching the literature, and ending the analysis. This research stage starts with selecting the topic to be reviewed, tracking and selecting relevant articles, and analyzing and synthesizing the literature. The results of the three types of methods that have been studied, namely ship operator skills training, voyage optimization, and cold ironing, have obtained factors that influence each technique as well as developments that can be carried out in the future and applied to Indonesian ports as well as possible benefits of implementation in medium to small sized ports.
... The study was approved by the ethics committee of the responsible university. The participants were paired into dyads for the study, based on their results to the AIST-R general interest-structure test [5], which can be used to calculate the interest profiles of individuals [20]. Participants were matched to foster good collaborative conditions, such as shared interest, empathy, and sympathy, and results from the post-experiment questionnaire confirmed high partner sympathy ( = 4.18 on a scale from 1 = lowest to 5 = highest partner sympathy). ...
Advances in quality and range of generative AI have opened up new possibilities for AI-supported work and human-AI collaboration. Now, researchers are challenged to investigate how, where, and to whom AI can contribute meaningfully. In this paper, we present a study on human versus AI creative performance in the Alternate Uses Test (AUT) and discuss the implications of our results for human-AI collaboration. We analyze how different text-generative AI chatbots compare to human dyads in the AUT regarding creative fluency, originality, flexibility, and elaboration. Our results reveal high ranges in performance within both the human dyad group and the AI chatbot group. Further, humans excel in original and flexible ideation, while AI better elaborates and details responses. Therefore, collaborative creative performance in human-AI teams could benefit from these different but complementary skills. In future work, we will test this assumption and explore the social dynamics of human-AI collaboration to find ways of trustworthy and reliable human-AI collaboration.
... 1. Se pré parer pour le futur (avant la transition) : orientation de carriè re proté enne et comportements proactifs de carriè re En considé rant que les carriè res sont devenues de plus en plus autodirigé es, les individus doivent faire preuve d'initiative pour atteindre leurs aspirations professionnelles et dé montrer une agentivité dans leur dé veloppement de carriè re (Hirschi & Koen, 2021). La maniè re dont les individus gè rent leur carriè re dé pend de leur orientation de carriè re (Hall et al., 2018), par consé quent, nous concentrerons notre attention sur l'orientation de carriè re proté enne car elle capture mieux le rôle agentique de l'individu dans son dé veloppement de carriè re et diffè re d'autres perspectives de carriè re qui mettent l'accent plutôt sur le rô le de l'environnement et de la socialisation dans le dé veloppement de carriè re (Holland, 1997 ;Super, 1957). L'orientation de carriè re proté enne est une variable individuelle qui peut être comprise comme une attitude composé e de deux dimensions : autodirection et valeurs (Hall et al., 2018). ...
Dans l’optique de mieux comprendre comment la préparation de carrière durant le cursus universitaire affecte la transition université-travail, nous avons développé un modèle où l’orientation carrière protéenne sera reliée aux comportements de carrière (p.ex. planification, réseautage) durant le cursus universitaire puis à la satisfaction de carrière une fois en emploi. À travers une modélisation par équations structurales impliquant une analyse de médiation, cette étude panel en deux temps de mesure menée auprès de 109 individus révèle que l’orientation de carrière protéenne est reliée aux comportements proactifs de carrière puis à la satisfaction de carrière une fois en emploi. Cette étude souligne l’importance de l’agentivité dans le développement de carrière et alerte sur la nécessité d’accompagner cette agentivité par les universités.
... Keeping in mind the nature of the teaching profession, individuals who are more prone to positive emotionality, sociable, organized, and prosocially oriented are more likely to be motivated to choose this profession by the intrinsic and social utility values related to this specific career choice. This is also in line with Holland's (1997) model of vocational interests, presuming that individuals who are interpersonally oriented are more inclined to choose a career that includes working with others and being motivated mainly through the intrinsic and the social utility value of the chosen career, and less by other motives such as job security. ...
Interest in the motivation for the choice of the teaching profession has been growing in the last few decades. Although the literature recognizes the importance of exploring non-academic factors that affect the quality of teaching and teachers’ well-being, studies exploring these factors within the context of the teaching career choice are rather underrepresented. The aim of this study was to explore the predictive value of personality traits, emotional competence, and life-satisfaction of prospective teachers in explaining prospective teachers’ motivation for the choice of the teaching profession. A total of 591 prospective teachers participated in this study. The data were analyzed by the hierarchical regression analyses, and the results indicated that almost all personality traits and the ability to regulate and manage emotions predicted the importance of intrinsic value and the social utility value of teaching, whereby neuroticism was a negative predictor of these motives. Also, life-satisfaction was predictive of the importance of both of these motives and the importance of the personal utility value of teaching.
... Trait and factor theory has a basic assumption, namely a person's success in a career is determined by the alignment of traits and factors. Holland (1997) explains the trait and factor theory which is oriented towards sharing unique aspects of personality, therefore the trait and factor theory makes use of psychological tests. Characteristics or traits in a person can be seen quantitatively and objectively through psychological tests. ...
In improving career planning for students as a teacher, they must be able to choose which services and approaches to use. Information services are one of the services that help individuals get a variety of new information. through the trait and factor approach in information services helps students get information, especially in the career field. So that students are able to plan their career in the future. In this study, the aim was to determine students' understanding of career planning through information services using the trait and factor approach. The method used is by analyzing the literature review, in this case, the researcher analyzed previous studies. The results of the study found that information services through the trait and factor approach were effective in improving student career planning.
... For instance, as science-fiction hobbyism seems to be a stable (and relatively strong) predictor of the acceptance of enhancement, other interests (e.g., professional interests) might also act as predictors. Hence, testing the RIASEC interests (Holland 1997) as predictors of the acceptance of enhancement might be a promising approach for future research. ...
With advances in new technologies, the topic of cognitive enhancement has been at the center of public debate in recent years. Various enhancement methods (e.g., brain stimulation, smart drugs, or working memory training) promise improvements in one’s cognitive abilities such as intelligence and memory. Although these methods have been rather ineffective so far, they are largely available to the general public and can be applied individually. As applying enhancement might be accompanied by certain risks, it is important to understand which individuals seek to enhance themselves. For instance, individuals’ intelligence, personality, and interests might predict their willingness to get enhanced. Thus, in a preregistered study, we asked 257 participants about their acceptance of various enhancement methods and tested predictors thereof, such as participants’ psychometrically measured and self-estimated intelligence. While both measured and self-estimated intelligence as well as participants’ implicit beliefs about intelligence, did not predict participants’ acceptance of enhancement; a younger age, higher interest in science-fiction, and (partially) higher openness as well as lower conscientiousness did. Thus, certain interests and personality traits might contribute to the willingness to enhance one’s cognition. Finally, we discuss the need for replication and argue for testing other potential predictors of the acceptance of cognitive enhancement.
... Die Forschungsdesiderate orientieren sich an den Facetten des Angebots-Nutzungs-Modells (Seidel 2014, S. 858) Prenzel und Drechsel (1996) abgebildet werden. Unter affektiven Lernendenmerkmalen wären u. a. die Konstrukte Fachinteresse (Schiefele et al. 1993), berufliche Interessen (Holland 1997), fachspezifisches Selbstkonzept (Artelt et al. 2003;Hülsmann 2015;Zinn & Latzel 2017), akademisches Selbstkonzept (Schöne et al. 2003) und Kurswahlmotive (Hülsmann 2015) subsummiert. Die kognitiven Merkmale würden mittels CFT 20-R (Weiß 2019) erfasst. ...
Das Schulfach Naturwissenschaft und Technik (NwT) ermöglicht den Schülerinnen und Schülern des allgemeinbildenden Gymnasiums in Baden-Württemberg seit dem Schuljahr 2007/08 als Profilfach der Mittelstufe einen Zugang zu interdisziplinärer natur-und technikwissenschaftlicher Literalität. Mit der Neuauflage des Bildungsplans im Jahr 2016 (MKJS 2016) rücken im Kontext der inhalts-und prozessbezogenen Kompetenzen stärker ingenieurwissenschaftliche Bildungsinhalte in den Fokus. Nach Einführung des Fachs in der Kursstufe als fünfstündiges Leistungsfach und im Rahmen eines Schulversuchsmodells haben in den Jahren 2021 und 2022 über 100 Schülerinnen und Schüler ihr Abitur im Fach erfolgreich abgelegt. Ausgehend davon betrachtet der vorliegende Beitrag im Kontext des Forschungsprojekts NwT-KURSSTUFE ausgewählte Aspekte (1.) zur Relevanz der technischen Literalität an allgemeinbildenden Gymnasien, (2.) zum fachspezifischen Forschungsstand, (3.) zu den curricularen Grundlagen des Fachs NwT und skizziert (4.) die sich damit verbindenden fachdidaktischen Forschungsdesiderata.
... Although overall statistically significant by conventional standards (Gonzalez & Griffin, 2001;Wald, 1943), the gender difference with a slight disadvantage for women was hardly noticeable (Δ = −0.07, p 9 The RIASEC model of vocational interests (Holland, 1997) = .02). We obtained similarly negligible differences in Germany, Japan, and USA-and no significant differences at all in France, Spain, and Poland. ...
Intellectual curiosity—the tendency to seek out and engage in opportunities for effortful cognitive activity—is a crucial construct in educational research and beyond. Measures of intellectual curiosity vary widely in psychometric quality, and few measures have demonstrated validity and comparability of scores across multiple languages. We analyzed a novel, six-item intellectual curiosity scale (ICS) originally developed for cross-national comparisons in the context of the OECD’s Programme for the International Assessment of Adults Competencies (PIAAC). Samples from six countries representing six national languages (US, Germany, France, Spain, Poland, and Japan; total N = 5,557) revealed that the ICS possesses very good psychometric properties. The scale is essentially unidimensional and showed excellent reliability estimates. On top of factorial validity, the scale demonstrated strict measurement invariance across demographic segments (gender, age groups, educational strata) and at least partial scalar invariance across countries. As per its convergent and divergent associations with a broad range of constructs (e.g., Open-Mindedness and other Big Five traits, Perseverance, Sensation Seeking, and Job Orientations/Vocational Interests), it also showed convincing construct validity. We recommend the ICS for assessing intellectual curiosity, especially in cross-cultural research applications, yet we also point out future research areas.
... John Lewis Holland (1919 -2008) là giáo sư xã hội học danh dự tại Trường Đại học Johns Hopkins và là một nhà tâm lý học Mỹ. Ông được biết đến như là tác giả học thuyết lựa chọn nghề nghiệp hay còn gọi là mã Holland (Holland Codes) và thường được viết tắt là RIASEC [9], [10]. ...
Trong bài này, chúng tôi đã tiếp cận khai phá dữ liệu và lý thuyết mật mã John Holland để xây dựng mô hình tư vấn chọn ngành học tại Trường Đại học Đồng Tháp. Chúng tôi tiến hành thu thập dữ liệu của sinh viên đang học tại trường và một số sinh viên tốt nghiệp đúng tiến độ, sau đó thực hiện bước tiền xử lý dữ liệu, đưa dữ liệu về cấu trúc bảng. Tiếp đó, chúng tôi sử dụng giải thuật rừng ngẫu nhiên học từ dữ liệu để xây dựng mô hình dự báo. Trong bước xây dựng hệ thống, chúng tôi sử dụng mô hình thu được để xây dựng chức năng tư vấn sự phù hợp khi thí sinh chọn một ngành học tại trường Đại học Đồng Tháp. Bên cạnh đó, chúng tôi cũng xây dựng chức năng hỗ trợ thí sinh xác định nhóm ngành nghề phù hợp với cá nhân mình, dựa trên lý thuyết mật mã John Holland. Kết quả thu được có thể góp phần đẩy mạnh công tác tư vấn tuyển sinh, vừa hỗ trợ cho các thí sinh, vừa góp phần nâng cao chất lượng học tập và đào tạo, đồng thời cũng làm cầu nối để thí sinh biết đến các thông tin tuyển sinh của trường nhiều hơn.
... The motives for choosing a profession depend on one's interests and abilities, but also one's personality. People who pursue a profession in physics are mostly 'realistic' and 'investigative' types, while those who become teachers are more likely to be 'social' types (Holland 1997). If students choose teacher training for kindergarten and primary school in Switzerland, they cannot leave out science, or specifically physics. ...
Teachers’ training toward teaching quantum physics at the high-school level requires special effort. Many teachers lack the relevant knowledge and pedagogically tend to “chalk and talk”. We developed a workshop for high-school teachers to teach this subject differently. We have adopted the approach of “teachers as learners” (Levy et al. 2019) and the method of “active learning”. We used the Discipline-Culture (DC) framework (Tseitlin and Galili, 2005) to adequately represent quantum physics as a physical theory—Quantum Theory (QT), including mathematical components (Pospiech et al. 2021) for scaffolding teachers-students’ conceptual and quantitative understanding. We present insights from the workshop and teachers’ training for teaching quantum physics in secondary schools.
... The motives for choosing a profession depend on one's interests and abilities, but also one's personality. People who pursue a profession in physics are mostly 'realistic' and 'investigative' types, while those who become teachers are more likely to be 'social' types (Holland 1997). If students choose teacher training for kindergarten and primary school in Switzerland, they cannot leave out science, or specifically physics. ...
We describe a curricular innovation for STEM teacher preparation—the use of video projects in undergraduate and graduate physics courses for future physics teachers at SUNY Buffalo State. US courses were adapted under the guidance of our colleagues’ similar work at Universität zu Köln (Abbott D, Roberts A, MacIsaac D, Falconer K, Genz F, Hoffmann S, Bresges A, and Weber J, Adding Student Video Projects to Physics Courses, Phys. Teacher 2019 57 224.). Our students prepared end-of-course short “proof of concept” rough video vignettes of 5-10 min duration addressing both physics content and physics pedagogical topics. YouTube (MacIsaac D (2020a) [YouTube Video channel] Available from: https://www.youtube.com/user/danmacvids/. Accessed 15 Jan 2021) example videos are provided, resources for replicating our intervention are presented, and insights are shared.
... Исследователи выделяют наиболее задействованные способности согласно кластерам профессий по RIASEC-теории Дж. Холланда [24] (1997) -это организаторские способности, коммуникативные способности, научные способности, способность к пространственному восприятию, способность к чтению, способность к механическому мышлению, способность к делопроизводственной деятельности [25] Существенное влияние на учебно-познавательные достижения обучающихся оказывает способность к самоконтролю и саморегуляции. Саморегуляция -это активный, конструктивный процесс, в ходе которого обучающиеся ставят задачи собственного обучения, а затем пытаются отслеживать, регулировать и контролировать свою когнитивную деятельность, мотивацию и поведение, при этом поставленные задачи и контекстуальные особенности среды сдерживают и направляют их [26] (Pintrich 2000). ...
В статье описаны этапы исследования способностей, начиная с момента их зарождения,дальнейшего активного изучения до настоящего времени. Рассматриваются свойстваспособностей, состав и формы, раскрывается связь профессиональных способностей с умениями,навыками и компетенциями.На основе качественного контент-анализа научных психолого-педагогических публикацийзарубежных и отечественных авторов в период с 2016 по 2022 г. выведены структура икомпоненты профессиональных способностей не только по принципу частотности повторений,но и по степени важности компонентов. Для определения структуры профессиональныхспособностей было проанализированы научные публикации. Контент-анализ показал, чтоструктура профессиональных способностей – сложное и многокомпонентное образование,включающее когнитивные способности (cognitive abilities) и не когнитивные способности (noncognitive abilities). Когнитивные (познавательные) способности выражаются в интеллектуальныхумениях и навыках, способах мышления, необходимых для применения полученных знаний вновых и сложных ситуациях в профессиональной сфере и приобретения новых сопутствующихзнаний на протяжении всей жизни. Компонентный состав способностей меняется в зависимостиот вида конкретной профессиональной деятельности. К некогнитивным способностям относятсяиндивидуально-личностные способности (individual capacities), влияющие на академическиедостижения обучающихся и профессиональную деятельность в будущем.Ключевые слова: профессиональные способности, умения, компетенции, когнитивныеспособности, профессиональная деятельность.
... Bunlardan birinde lise öğrencilerinin başarı notları üzerinden geleceğe yönelik kariyer tahminde bulunmanın mümkün olmadığı belirtilmiş ve bilimsel beceri süreçlerini Holland kuramına göre tahmin eden bir ontoloji tasarlanmıştır (Abdellah vd., 2019). Holland teorisi, kariyer öngörülerinde bireylerin sahip oldukları nesnel varlıklardan ziyade sosyal dünyaya uyum sağlamalarına önem verir (Holland, 1997). ...
... Bunlardan birinde lise öğrencilerinin başarı notları üzerinden geleceğe yönelik kariyer tahminde bulunmanın mümkün olmadığı belirtilmiş ve bilimsel beceri süreçlerini Holland kuramına göre tahmin eden bir ontoloji tasarlanmıştır (Abdellah vd., 2019). Holland teorisi, kariyer öngörülerinde bireylerin sahip oldukları nesnel varlıklardan ziyade sosyal dünyaya uyum sağlamalarına önem verir (Holland, 1997). ...
... We mostly used in-depth interviews with all research participants and document analysis (school documents, certificates, etc.). We also applied the test of professional aspirations based on Holland´s theory of interest typology (Holland, 1997). ...
This volume contains papers solely from ATINER’s conferences that directly or indirectly relate to education policy. Most of the papers were presented at the annual international conference on Education. In general, education policy is defined as any systematic intervention to improve the practice of education at all levels. The word systematic is used to describe a process by which means and resources are used to achieve predetermined objectives (targets, goals). In this context, education policy is exercised by all the potential stakeholders of education. Of course, governments at all levels (federal, regional, local) play the most important role, but in many cases the effectiveness and the efficiency of such policies are best executed by other stakeholders of education provision such as teachers, parents, school administrators, students, community groups, employers, etc.
Policies should serve and be guided by specific visions, values, ethics, and common-good ideology. This is not more obvious than in the education process. Since ancient Greece, as it is mentioned in one of the papers in this volume, education has a vision and a mission. In ancient and democratic Athens, its mission was to educate the Athenian youth to become better citizens. This was so important that it was used in Socrates’ trial to convict him to death because his teachings were corrupting Athenian youth. In ancient Athens, education’s mission was to instill virtue in the hearts and minds of the
Athenian youth. What is virtue and how to achieve this was debated among philosophers, which in modern times would include all academics and practitioners. The latter were teaching the ancient youth in the gymnasium, the formal schools of ancient Athens, where the youth was taught music, literature, dance, natural sciences, etc. It seems that after 2,500 years, philosophers and educators are still debating the same issues. The mission and the vision of education are shaped by the values of a given society. These values are influenced by ideology, religion, culture, history, etc. They set the framework for the provision of education. Another way of looking at education policy is by simplifying it into problem-solution processes. Once a problem has been identified in the
education process (e.g. early school dropouts), the education policy-makers and
all the education stakeholders come up with the best solution possible. As
mentioned above, the best solution should be effective and efficient. Effective
means that the best solution gives the maximum results in the shortest time
Education Policy
2
possible (e.g. reducing by half the dropout rate next year), and this is achieved
with the least possible human and financial resources.
The papers compiled in this book relate to various issues of education
policy, at least as the editor of this book sees it and not necessarily the authors
of the individual papers, as described above. There are three types of papers.
First, six papers discuss issues that relate to education policy’s vision, mission,
values, common good, virtue, etc. These papers are presented in the first part of
this book. Second, there are a number of papers that describe the role of
stakeholders in implementing practical solutions to education policy
challenges. These are parents, teachers, local community groups of interests
(i.e. businesses), etc. Finally, there are three papers that address specific
policies such as uniforms in schools and the time required to complete a Ph.D.
degree. All the papers in this volume were written independently of each other
and by no means constitute a coherent whole. On the contrary, they are
patches, and it is left up to the reader to weave his/her own education policy
story. The following parts of this introduction are devoted to a very short
presentation of each of the papers contained in this book.
A word of warning is necessary. This book puts together papers that use
different approaches and methodologies. Also, it reflects the mission of
ATINER’s conferences, which is to bring together academics and researchers
from different countries in Athens, Greece. In this volume, the authors
represent a number of countries: USA, Lithuania, Germany, South Africa,
Latvia, Turkey, Slovenia and Australia. There is an academic cost for doing so,
but we hope that the benefit from different country experiences far outweighs
any sacrifices that might exist in the homogeneity of the rigor and standards of
research being presented here. There are many international journals and books
that serve these objectives, and the interested reader is advised to look there.
Here, the person who reads it will find an incomplete painting, and it is up to
the reader to apply the last brush stokes.
Education Policy Values
This part includes essays that in one way or another examine the values, the
ethics, the common good, etc. which shapes the provision of education and
therefore guides the formulation and the implementation of education policy
actions. In chapter two, David Diener discusses the context of the philosophy
of education. In particular, John Dewey’s understanding of philosophy of
education is explored. The author concludes with two implications by adopting
Dewey’s approach. The following chapter by Pat Williams-Boyd looks at the
issue of education and poverty. She examines the scheme of full-service
community schools, which is based on the fundamental idea of the common
good. The term “common good” is examined through the work of Moltmann,
Niebuhr, MacPherson and Rauschenbusch, briefly suggesting ethical outcomes,
a moral vision, an economic imperative, and hope and transcendence. In
chapter 4, the authors, Inga Mikutaviciene and Kestutis Pukelis, examine how
Education Policy: An Introduction
3
education can be used to improve living conditions and reduce social
inequalities. As the authors claim, one of the most important issues of policy is
the relationship between education and social inequalities. Lithuania is used as
a case study to demonstrate this linkage. In the next chapter, Lindell Smith
proposes a Structural Learning Experience which is a goal-oriented learning
experience. The paper emphasizes the ethical dimension of learning and in
designing new learning experiences. In Chapter six, Ivan November, Gregory
Alexander and Micheal M. Van Wyk explore the South African new education
system from the perspective of democratic citizenship. They question the
ability of principals and teachers to put the virtues of democracy into
educational practice. In the following chapter, Zenta Anspoka and Gunta
Siliņa-Jasjukevica investigates the relationship between culture and education.
They examine Latvia and conclude that reform of the curriculum is necessary
in relation to the teachers’ ability to implement it. The last chapter of this part
by Getahun Y Abraham looks at the Curriculum Reform and Life Orientation
Education in South Africa from an historical perspective.
Education Policy and its Stakeholders
This part includes papers that account for the role of education policy
stakeholders, such as parents, teachers, administrators, local community
organizations and of courses all the levels of government. Chapter nine,
authored by Rebecca Bardwell, selects a sample of twenty persons who hire
and work with K-12 students, called secondary stakeholders. The study
identifies the skills, capacities and attitudes necessary to hire an individual and
a guide for the school educators to prepare students for work. The authors
come up with a number of suggestions and policy recommendations for 21st
century skills. In the next chapter, Gurhan Can examines guidance and
counselling services in the Turkish Education System. The study addresses the
development and current situation of counselling and focuses on qualitative
and quantitative problems of counselling. Identification of problems and
proposed solutions is the core of any education policy process. In Chapter
eleven, Zdenek Friedmann and Bohumira Lazarova also examine counselling
services. The paper presents preliminary results of an extensive research
project conducted at the Faculty of Education Masaryk University in Brno,
focused on education of children with special educational needs. The authors
utilize quantitative and qualitative approaches, and they present particular
outcomes of three case studies of selected primary school children. The cases
mentioned were observed in the course of two years in cooperation with school
psychologists. The next chapter is again from Turkey, and the stakeholders
examined are the mothers. Fulya Temel and Zeynep Kurtulmus investigate and
compare the effects of individual and group mother education programs on
empathy levels. The mother education program included speaking, listening,
emotion recognition, expression of children emotions, communication and
empathy skills, the prevention of children negative behaviors, child discipline,
Education Policy
4
the relationships among siblings, etc. The authors find a positive impact in the
development of mothers’ empathy skills. The last chapter of this part considers
teacher-parent cooperation in providing education in Slovenia. Barbara Steh
and Jana Kalin use a representative sample from Slovenean urban and rural
primary schools, which include 467 teachers and 1690 parents. The results
provide some basic findings, show orientations and essential points of conflict
for consideration and forming decisions which will make optimal co-operation
possible and prove to be of maximum benefit to all concerned.
Education Policy Cases
This part includes three papers on specific policy cases. Chapter 14
examines the role of uniforms in Turkish Schools. In Turkey, since 1928, all
public elementary schools have a standardized mandatory uniform policy. The
author, Filiz Meseci-Giorgetti, reviews the role of uniforms in the relevant
literature and examines the positive and negative aspects of it. In this study,
teacher’s perceptions regarding the functions of mandatory school uniform
policy in elementary schools in Turkey are analyzed by utilizing a qualitative
research method. Interviews were used to collect the data. The data was
analyzed by using thematic techniques. The findings revealed that teachers
have positive perceptions regarding the mandatory school uniform policy. The
next chapter looks at another important education policy case, i.e. the time
required to finish a Ph.D. The author Ayse Bilgin, uses the Ph.D. program in
statistics at Macquarie University in Australia and come up with suggestions
on how to shorten completion times. The final paper (chapter 16) explores
teacher training in Turkey. The authors, Tulin Guler, Arif Yilmaz and Eda
Kargi, claim that student teaching courses are important for pre-service
teachers, as it gives them an opportunity to gain a sense of the profession and
experience the joys and challenges of teaching. With a student teaching
practicum, pre-service teachers have the opportunity to implement the
theoretical knowledge they gain through method courses into practice. The
results of the study shed light on how to prepare a better course with which to
help the preparation of pre-service teachers for the profession as well as to assist the
in-service teachers in better guiding the student teachers under their supervision.
Conclusions
This book assembled a number of papers presented at various ATINER
conferences, primarily on education in 2009 and 2010. The common dominator
of all these papers is the editor’s claim that they can be considered
contributions to education policy research. They are grouped into three parts
that deal with the various aspects of education policy making. It is hoped that
this volume will be useful to both academics and practitioners of education
policy.
This study examined the correlation between students' engagement in sports tourism and the enhancement of their career development skills, emphasizing aspects such as self-awareness, job exploration, goal setting, networking abilities, resilience, and career preparedness. The study employed descriptive and correlational research techniques to collect data from 400 respondents using validated survey questionnaires. The findings indicated that students' engagement in sports tourism is predominantly at an average level across active, nostalgic, adventure, health and wellness, and cultural sports tourism, with diminished participation in event-based sports tourism. The evaluation of career development competencies was uniformly average across all parameters. Statistical studies revealed no significant variations in participation or skill rating when respondents were categorized by profile characteristics, including sex and year level. A notable positive link was identified between engagement in sports tourism and the development of career skills, with correlation values varying from moderate to high. This underscores the potential of sports tourism as a viable platform for cultivating transferable skills crucial for professional advancement. According to the findings, policy recommendations were suggested, such as incorporating sports tourism into academic curricula, providing customized skill development programs, cultivating collaborations with sports groups, and guaranteeing equitable access to opportunities. These projects seek to augment students' involvement in sports tourism while fostering their comprehensive personal and professional growth.
Holland’s Realistic, Investigative, Artistic, Social, Enterprising, and Conventional (RIASEC) model has been widely used for career counseling, vocational assessment, and educational choice. However, vocational interest types can be affected by culture, and the fourth industrial revolution has led to the emergence of many new occupations, rendering many occupational titles and work tasks in Holland’s RIASEC model outdated. The present study proposed nine interest types in contemporary China: Artistic (A), Natural (N), Enterprising (E), Conventional (C), Technological (T), Investigative (I), Powerful (P), Social (S), and Operational (O), and developed a vocational interest scale with nine subscales. We generated items by drawing from a literature review, occupational categories, and expert reviews, used exploratory factor analysis (EFA, N = 628, Mage = 12.75 years; 47% girls) to reduce the number of items, and confirmatory factor analysis (CFA, N = 627, Mage = 12.76 years; 48% girls) to validate the factor structure. This study clarified vocational interest types in contemporary China, developed and validated a vocational interest scale for the digital age, and provided a measurement tool for educational choice and career counseling.
Career guidance is one way to help someone solve problems, including increasing understanding about careers. The purpose of this research is to find out about the program, implementation process, and results of optimizing career guidance in finding interests and talents for students at SMAN 1 Cikembar. This research uses a descriptive method with a qualitative approach. The final result of the implementation of this guidance has gone well. This is proven by the implementation of the program which was created based on existing problems, easy to implement, in accordance with the vision and mission, and fulfills the program elements, namely through career guidance activities. The implementation process is carried out using various methods such as group guidance, group counseling, individual counseling, consultation services and collaboration with various state universities. The results obtained were an understanding of career guidance, students achieved good results.
Both accessible and comprehensive, Narrative Career Counselling bridges the gap between theory and practice to allow a full understanding of the topic and allow confident implementation within professional settings.
This new edition offers updated chapters showcasing an increased focus on diverse contexts and cultures. It brings together 33 high-profile international experts from 10 countries to share perspectives on theory and provide practical ideas about how to implement narrative career counselling. Fully updated to reflect changes in the field, including the growth of narrative counselling, it:
* provides a foundation for narrative career counselling by considering its philosophical and theoretical background;
* presents a range of approaches that demonstrate the integration of theory and practice;
* studies the application of narrative career counselling in a range of cultures and contexts; and
* provides examples of practical application.
This resource is essential reading for anyone who wants to learn more about narrative career counselling including beginners to the field, experienced researchers, career counsellor educators, career counsellors, and practitioners and students studying in this field.
This study aimed to compare and analyze the curriculum exit path of first to fourth batches of SHS graduates in Schools Division Office of Isabela and tried to come up with an input to localized policy guidelines and monitoring tool on senior high school program. Data gathered and limited only to the SHS Tracking System of SDO Isabela. Based from the result, most of the Senior High School graduates in Schools Division Office of Isabela went to college: 92.23% (2021), 91.79% (2020), 89.20(2019) and 88.33% (2018) followed by employment, middle-level skills and entrepreneurship. As to alignment, most of the respondents who took their college from Batches 1 to 4 was aligned with their strand with a percentage ranges from 73 to 84, thus, the 27% to 30% was not aligned while most of who applied for a job had no alignment to their strand. For the implications of curriculum exit to the existing program offerings, it was revealed that most of the SHS graduates in SDO Isabela had a related course in college except in GAS strand especially in Legislative District 2 and Arts and Design Track wherein most of them took in college with no alignment while TVL Track has a close percentage between aligned and not aligned. However, those who employed had a work not related in their strand. This is congruent to the report of Sec. Sara Duterte (2023) that SHS curriculum is effective and work in progress. However, the reasons why some of the Senior High School Graduates did not proceed in college was due to Financial Problem, Early pregnancy and Death.
The career choices made by individuals have a significant impact on their overall happiness and well-being. Hence, making accurate and informed career decisions is crucial during the journey of life. The process of career decision-making typically begins during late adolescence or early adulthood, with education playing a vital role in preparing individuals for this important milestone. This quantitative study employed survey techniques and exploratory descriptive analysis using SPSS to examine the career maturity levels of high school students in Cilacap. A career questionnaire was distributed to the participants via Google Forms. The findings revealed that the students exhibited low levels of career maturity attitudes. Further details and discussions on this topic are presented in the manuscript.
Berufswahlmotive und ihre Passung auf individuelle Wünsche und berufliche Anforderungen (Holland, 1997) tragen zur Berufswahlentscheidung bei (Denzler, Fiechter & Wolter, 2005) und werden in westlichen Ländern als bedeutend betrachtet. Sie lassen sich in intrinsische, auf die berufliche Tätigkeit ausgerichtete Motive sowie in extrinsische, durch die Berufsausübung erzielte Folgen und in pragmatische, den Möglichkeiten entsprechende Motive gliedern und je Kategorie weiter ausdifferenzieren (Watt & Richardson, 2007; Keller-Schneider, Weiß & Kiel, 2018). Individuelle Faktoren wie Vorerfahrungen, Selbstkonzept sowie kulturelle und kontextuelle Faktoren sind von Bedeutung. Inwiefern sich Lehramtsstudierende aus unterschiedlichen Ländern, die in je spezifischen Kontexten sozialisiert wurden, in ihren Berufswahlmotiven unterscheiden, wird in einer länderübergreifenden Studie (von PH Zürich und LMU München geleitet) untersucht. Mit Bezug auf die Thematik dieses Themenheftes werden Daten von Lehramtsstudierenden aus der Schweiz und aus Deutschland als Vertreter*innen des deutschsprachigen, westeuropäischen Raumes und Daten von ostasiatischen Lehramtsstudierenden aus China, Taiwan und Japan genutzt. Inwiefern sich diese in ihren Motiven unterscheiden, wird im folgenden Beitrag dargelegt.
Intellectual curiosity-the tendency to seek out and engage in opportunities for effortful cognitive activity-is a crucial construct in educational research and beyond. Measures of intellectual curiosity vary widely in psychometric quality, and few measures have demonstrated validity and comparability of scores across multiple languages. We analyzed a novel, six-item intellectual curiosity scale (ICS) originally developed for cross-national comparisons in the context of the OECD's Programme for the International Assessment of Adult Competencies (PIAAC). Samples from six countries representing six national languages (U.S. Germany, France, Spain, Poland, and Japan; total N = 5,557) confirmed that the ICS possesses very good psychometric properties. The scale is essentially unidimensional and showed excellent reliability estimates. On top of factorial validity, the scale demonstrated strict measurement invariance across demographic segments (gender, age groups, and educational strata) and at least partial scalar invariance across countries. As per its convergent and divergent associations with a broad range of constructs (e.g., Open-Mindedness and other Big Five traits, Perseverance, Sensation Seeking, Job Orientations, and Vocational Interests), it also showed convincing construct validity. Given its internal and external relationships, we recommend the ICS for assessing intellectual curiosity, especially in cross-cultural research applications, yet we also point out future research areas.
Der Prozess der Berufswahlentscheidung stellt vor allem für Jugendliche und junge Erwachsene mit unterschiedlichen Förderbedarfen eine besondere Herausforderung dar. Der vorliegende Beitrag möchte daher durch die Entwicklung und Erprobung eines innovativen bildgestützten Verfahrens zur Erfassung beruflicher Wertorientie-rungen (BVBW) die Zielgruppe als Co-Forschende und somit Partizipation und Em-powerment im Kontext der Berufswahlentscheidung in den Fokus nehmen. Neben der Testkonstruktion zeigt sich der partizipative Ansatz gleichermaßen im Rahmen der Evaluation. Die erste Erprobung des Verfahrens erfolgte an unterschiedlichen in-klusiv arbeitenden Schulformen und bezog neben beruflichen Wertorientierungen auch berufliche Interessen als abzugrenzendes Konstrukt mit ein. Durch die partizi-pative Entwicklung ist das Instrument in besonderem Maße auf die Bedürfnisse der Zielgruppe zugeschnitten und erweitert so das Repertoire bestehender Verfahren zum Self-Assessment in der Berufswahlentscheidung.
Magyarországon a rendszerváltozás idejétől újból hivatalosan is működhetnek az egyházi Jelen tanulmányban arra keressük a választ, a pályaérdeklődéssel, illetve annak differenciáltságával és rugalmasságával hogyan jellemezhetők a gimnáziumi tanulók, továbbá segíti-e az információ a pedagógiai munkát. Mintánkat 477 középiskolás alkotja. Vizsgálatunkat érdeklődést mérő kérdőíves eljárással végeztük 2020 őszén. Megállapítottuk, hogy a három jelenséggel tanulói csoportok különíthetők el, amelyek pályaérdeklődésének formálására javaslatokat fogalmaztunk meg.
We present an interest-aligned system for student decision support in college degree planning and career path selection. Our system’s features are based on the widely used Holland’s theory which classifies both people and environments using six types of traits: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional (RIASEC), and employs congruence measures to find the degree of alignment between an individual’s personality types and the work or educational environment types. This methodology has been in widespread use for career advising for more than 60 years, and is beginning to enjoy some usage in the selection of college majors in academic settings. According to Holland’s theory, maximizing the alignment between a person and his/her work or educational environment will provide stability in, satisfaction with, and achievement in a career or field of study. One critical requirement needed to achieve effectiveness of this technology is a robust congruence measure that can be utilized to achieve fast and refined query results for meaningful recommendations. Here, we introduce a new effective measure which is correlated to the existing measures and also is a bi-linear form in contrast to the commonly used nonlinear congruence measures. Using the linearity of our congruence measure, we construct linear and quadratic optimization models for system utilities. We also describe a hashing grid that helps organize environments with similar Holland profiles as clusters which can be retrieved as the results of user queries in constant time.
Eighty-six individuals seeking counseling at a university career center completed the Career Thoughts Inventory and the Self-Directed Search, 5th Edition, agreeing to participate in the present study exploring relationships among dysfunctional career thoughts (DCTs), profile elevation, and RIASEC skills. Multiple regression analyses indicated that DCTs captured 16% of variance in profile elevation and 16% of variance in RIASEC skills. Seven percent of the variance in DCTs were predicted by RIASEC skills and profile elevation. A discussion includes examination of results and limitations, as well as implications for theory, research, and practice.
ResearchGate has not been able to resolve any references for this publication.