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Author: Kai-Siang Douglas Low
Publisher:
ISBN: 9781109223217
Category :
Languages : en
Pages : 198
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Book Description
The present meta-analysis used meta-analytic techniques to determine the patterns of mean-level change in vocational interests from early adolescence (age 12) to the end of emerging adulthood (age 24.9). Results showed that vocational interests show a clear pattern of normative change. Across gender, Investigative, Artistic, Social and Enterprising interests were found to increase across the studied period, with the greatest changes in mean-levels occurring during middle- through late-adolescence into emerging adulthood. Conventional interests were found to increase for women and decrease for men during the same period. However, contrary to stereotypes, Realistic interests increased in women and decreased in men. Gender was also a moderating factor in mean-level changes of basic interests. Longer studies showed greater change. The ages at which the greatest change occurred were markedly different across general and basic interest categories, suggesting differential rates or timelines of development across the broad band of interests.
Author: Kai-Siang Douglas Low
Publisher:
ISBN: 9781109223217
Category :
Languages : en
Pages : 198
Get Book Here
Book Description
The present meta-analysis used meta-analytic techniques to determine the patterns of mean-level change in vocational interests from early adolescence (age 12) to the end of emerging adulthood (age 24.9). Results showed that vocational interests show a clear pattern of normative change. Across gender, Investigative, Artistic, Social and Enterprising interests were found to increase across the studied period, with the greatest changes in mean-levels occurring during middle- through late-adolescence into emerging adulthood. Conventional interests were found to increase for women and decrease for men during the same period. However, contrary to stereotypes, Realistic interests increased in women and decreased in men. Gender was also a moderating factor in mean-level changes of basic interests. Longer studies showed greater change. The ages at which the greatest change occurred were markedly different across general and basic interest categories, suggesting differential rates or timelines of development across the broad band of interests.
Author: Thomas Gfrörer
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Vocational interests are significant predictors for various life outcomes, educational decisions, and occupational choices. They are frequently assessed in practice through the application of interest inventories and used by vocational counselors to guide career-related decisions of students and jobseekers. In research, vocational interests are seen as relatively stable dispositions that develop over multiple years. Due to their stability and their impact on people's everyday life's, vocational interests are often included in models of individual differences. It is assumed that they describe patterns of persons general motives that are part of their personality. Theories about vocational interests suggest that they begin to develop over the course of adolescence--stability is assumed to increase and changes in interest intensity are expected. However, more empirical evidence is needed as current studies mainly focus on the description of vocational interest development in later life phases, such as the transition from late adolescence to young adulthood. Empirical studies that capture early life phases of development, such as the time period of late childhood and early adolescence (ages 11 to 14), are scarce. In addition, relatively little is known about possible factors that might influence the development of vocational interests. It is suggested that differences in personality characteristics and external factors could lead to differences in developmental trajectories. The aim of the current dissertation was to do a comprehensive investigation of the development of vocational interests over the course of adolescence (ages 11 to 18). The development of interest stability, intensity, and gender differences was investigated. It was assumed that vocational interests increase in their stability over the course of adolescence (ages 11 to 18). Interest intensity was assumed to decrease from late childhood to early adolescence (ages 11 to 14) and to increase from middle to late adolescence (ages 15 to 18). Gender differences in vocational interests were assumed to increase from late childhood to early adolescence (ages 11 to 14) and being relatively stable afterwards. Besides these overall aims, the three studies included in the current dissertation focused on individual and contextual factors that could influence the development of vocational interests. It was assumed that personality characteristics are associated to vocational interest profile stability and that the engagement in leisure-related activities could influence the development of vocational interests. In all studies, vocational interests were measured based on Hollands (1997) RIASEC model. The first study investigated the development of vocational interests over the course of adolescence. Besides examining mean-level change, gender differences in mean levels, and re-test correlations of vocational interests, the study focused on dispositional and situational components of vocational interests. The investigation was inspired by recent theories, which assumed that vocational interests are dispositions that also consist of situation susceptible components. Data was used from a large-scale longitudinal sample (N = 3,876), where students from low and middle track schools in Germany were annually followed from fifth to eight grade (mean ages 11 to 14). The results suggest that vocational interests became more stable over the three-year period, as indicated by increases in re-test correlations for four of six interest dimensions. In addition, mean levels of vocational interests decreased descriptively from late childhood to early adolescence for all interest dimensions, except Social interests. Gender differences in mean levels were already large in terms of effect sizes around age 11 and further increased over time for all interest dimensions, except Artistic interests. Results from latent state-trait analysis suggest that vocational interests consist of both, stable and situation susceptible components. However, the proportion of the stable components increased over time. The second study investigated the profile stability of vocational interests and its relation to personality traits, cognitive abilities, and gender. It was proposed that differences in individual characteristics could lead to differences in profile stability. The study investigated the research question in four different life phases: late childhood to early adolescence (ages 11 to 14), middle adolescence (ages 14 to 15), late adolescence to young adulthood (ages 17 to 23), and a longer time period over the course of young adulthood (ages 22 to 34). Data was used from four, previously conducted, large-scale longitudinal studies. Each life phase was consequently covered by a different sample from a different study. All the samples included students that lived in Germany. The results suggest that vocational interest profiles were moderately stable during the three-year time period from late childhood to early adolescence (ages 11 to 14) and highly stable during the one-year time period during middle adolescence (ages 14 to 15), the six-year time period from late adolescence to young adulthood (ages 17 to 23), and the twelve-year time period over the course of young adulthood (ages 22 to 34). Indicators of profile stability significantly varied between persons in each of the four life phases, suggesting that profile stability differed across participants. Gender was related to differences in profile stability in all life phases, with girls and women having significantly more stable profiles compared to boys and men. Associations of profile stability to personality traits and cognitive abilities were rather small. Consistent relationships were found for verbal cognitive abilities and the personality trait Extraversion, with higher scores being related to more stable vocational interest profiles. The third study investigated the impact of engaging in unstructured out-of-school time science activities, such as reading a science book, watching a science TV show, or researching on the internet about science, on the development of various constructs, including vocational interests. In line with theories about interest development, it was assumed that the engagement in unstructured out-of-school time science activities could foster the evolvement of vocational interests, as they possess advantageous properties for the initiation of situational interest. Data was used from a large-scale longitudinal sample (N = 2,655), where students from different school tracks in Germany were followed over three time points from ninth, eleventh to twelfth grade (mean ages 15, 17, and 18). Based on an outcome-wide longitudinal design for causal inference, the impact of unstructured out-of-school time science activities on the development of vocational interests was investigated. To account for self-selection effects, numerous confounder variables, such as pretests of vocational interests, other motivational variables, and ability-related constructs, were included in the analysis. The results suggest that the engagement in unstructured out-of-school time science activities had a robust influence on Investigative vocational interests, but not on the remaining interest dimensions. The findings on interest stability, intensity, and gender differences over the course of adolescence (ages 11 to 18) were integrated from the three empirical studies. The findings suggest that stability of vocational interests increased over the course of adolescence. Interest intensity decreased from late childhood to early adolescence and increased from middle to late adolescence, as shown by changes in mean levels. Gender differences increased over the course of late childhood and early adolescence, as indicated by increasing mean levels between girls and boys. Deviations from the proposed general trends in interest stability, intensity, and gender differentiation are described in the general discussion. Findings of the three empirical studies are summarized and discussed regarding their implications for vocational interest development. It is proposed that experiencing activities can initiate the development of vocational interests over the course of adolescence. Practical implications, limitations, and an outlook for future research are provided at the end of the general discussion section.
Author: Thomas Gfrörer
Publisher:
ISBN:
Category : Change
Languages : en
Pages :
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Book Description
Vocational interests are significant predictors for various life outcomes, educational decisions, and occupational choices. They are frequently assessed in practice through the application of interest inventories and used by vocational counselors to guide career-related decisions of students and jobseekers. In research, vocational interests are seen as relatively stable dispositions that develop over multiple years. Due to their stability and their impact on people's everyday life's, vocational interests are often included in models of individual differences. It is assumed that they describe patterns of persons general motives that are part of their personality. Theories about vocational interests suggest that they begin to develop over the course of adolescence--stability is assumed to increase and changes in interest intensity are expected. However, more empirical evidence is needed as current studies mainly focus on the description of vocational interest development in later life phases, such as the transition from late adolescence to young adulthood. Empirical studies that capture early life phases of development, such as the time period of late childhood and early adolescence (ages 11 to 14), are scarce. In addition, relatively little is known about possible factors that might influence the development of vocational interests. It is suggested that differences in personality characteristics and external factors could lead to differences in developmental trajectories. The aim of the current dissertation was to do a comprehensive investigation of the development of vocational interests over the course of adolescence (ages 11 to 18). The development of interest stability, intensity, and gender differences was investigated. It was assumed that vocational interests increase in their stability over the course of adolescence (ages 11 to 18). Interest intensity was assumed to decrease from late childhood to early adolescence (ages 11 to 14) and to increase from middle to late adolescence (ages 15 to 18). Gender differences in vocational interests were assumed to increase from late childhood to early adolescence (ages 11 to 14) and being relatively stable afterwards. Besides these overall aims, the three studies included in the current dissertation focused on individual and contextual factors that could influence the development of vocational interests. It was assumed that personality characteristics are associated to vocational interest profile stability and that the engagement in leisure-related activities could influence the development of vocational interests. In all studies, vocational interests were measured based on Hollands (1997) RIASEC model. The first study investigated the development of vocational interests over the course of adolescence. Besides examining mean-level change, gender differences in mean levels, and re-test correlations of vocational interests, the study focused on dispositional and situational components of vocational interests. The investigation was inspired by recent theories, which assumed that vocational interests are dispositions that also consist of situation susceptible components. Data was used from a large-scale longitudinal sample (N = 3,876), where students from low and middle track schools in Germany were annually followed from fifth to eight grade (mean ages 11 to 14). The results suggest that vocational interests became more stable over the three-year period, as indicated by increases in re-test correlations for four of six interest dimensions. In addition, mean levels of vocational interests decreased descriptively from late childhood to early adolescence for all interest dimensions, except Social interests. Gender differences in mean levels were already large in terms of effect sizes around age 11 and further increased over time for all interest dimensions, except Artistic interests. Results from latent state-trait analysis suggest that vocational interests consist of both, stable and situation susceptible components. However, the proportion of the stable components increased over time. The second study investigated the profile stability of vocational interests and its relation to personality traits, cognitive abilities, and gender. It was proposed that differences in individual characteristics could lead to differences in profile stability. The study investigated the research question in four different life phases: late childhood to early adolescence (ages 11 to 14), middle adolescence (ages 14 to 15), late adolescence to young adulthood (ages 17 to 23), and a longer time period over the course of young adulthood (ages 22 to 34). Data was used from four, previously conducted, large-scale longitudinal studies. Each life phase was consequently covered by a different sample from a different study. All the samples included students that lived in Germany. The results suggest that vocational interest profiles were moderately stable during the three-year time period from late childhood to early adolescence (ages 11 to 14) and highly stable during the one-year time period during middle adolescence (ages 14 to 15), the six-year time period from late adolescence to young adulthood (ages 17 to 23), and the twelve-year time period over the course of young adulthood (ages 22 to 34). Indicators of profile stability significantly varied between persons in each of the four life phases, suggesting that profile stability differed across participants. Gender was related to differences in profile stability in all life phases, with girls and women having significantly more stable profiles compared to boys and men. Associations of profile stability to personality traits and cognitive abilities were rather small. Consistent relationships were found for verbal cognitive abilities and the personality trait Extraversion, with higher scores being related to more stable vocational interest profiles. The third study investigated the impact of engaging in unstructured out-of-school time science activities, such as reading a science book, watching a science TV show, or researching on the internet about science, on the development of various constructs, including vocational interests. In line with theories about interest development, it was assumed that the engagement in unstructured out-of-school time science activities could foster the evolvement of vocational interests, as they possess advantageous properties for the initiation of situational interest. Data was used from a large-scale longitudinal sample (N = 2,655), where students from different school tracks in Germany were followed over three time points from ninth, eleventh to twelfth grade (mean ages 15, 17, and 18). Based on an outcome-wide longitudinal design for causal inference, the impact of unstructured out-of-school time science activities on the development of vocational interests was investigated. To account for self-selection effects, numerous confounder variables, such as pretests of vocational interests, other motivational variables, and ability-related constructs, were included in the analysis. The results suggest that the engagement in unstructured out-of-school time science activities had a robust influence on Investigative vocational interests, but not on the remaining interest dimensions. The findings on interest stability, intensity, and gender differences over the course of adolescence (ages 11 to 18) were integrated from the three empirical studies. The findings suggest that stability of vocational interests increased over the course of adolescence. Interest intensity decreased from late childhood to early adolescence and increased from middle to late adolescence, as shown by changes in mean levels. Gender differences increased over the course of late childhood and early adolescence, as indicated by increasing mean levels between girls and boys. Deviations from the proposed general trends in interest stability, intensity, and gender differentiation are described in the general discussion. Findings of the three empirical studies are summarized and discussed regarding their implications for vocational interest development. It is proposed that experiencing activities can initiate the development of vocational interests over the course of adolescence. Practical implications, limitations, and an outlook for future research are provided at the end of the general discussion section.
Author: Tomas Chamorro-Premuzic
Publisher: John Wiley & Sons
ISBN: 1444343114
Category : Psychology
Languages : en
Pages : 854
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Book Description
The Wiley-Blackwell Handbook of Individual Differences provides a comprehensive, up-to-date overview of recent research, current perspectives, practical applications, and likely future developments in individual differences. Brings together the work of the top global researchers within the area of individual differences, including Philip L. Ackerman, Ian J. Deary, Ed Diener, Robert Hogan, Deniz S. Ones and Dean Keith Simonton Covers methodological, theoretical and paradigm changes in the area of individual differences Individual chapters cover core areas of individual differences including personality and intelligence, biological causes of individual differences, and creativity and emotional intelligence
Author: Christopher D. Nye
Publisher: Routledge
ISBN: 1317392647
Category : Psychology
Languages : en
Pages : 312
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Book Description
Vocational Interests in the Workplace is an essential new work, tying together past literature with contemporary research to present the most comprehensive coverage on vocational interests to date. With increasing recognition of the importance of vocational interests and their relevance to the workplace, this book emphasizes the strong links between vocational interests and work behavior. It proposes new models and approaches that facilitate thorough exploration of the implications of this relationship between interests and practice. The authors, drawing on knowledge and experience from a range of professional backgrounds, cover essential topics, including: interest measurement; personnel selection; motivation and performance; expertise; meaningful work; effects of a global business environment; diversity; and the ongoing development of interests through adulthood to retirement. Endorsed by the Society for Industrial and Organizational Psychology board, this book is a valuable resource for researchers, professionals, and educators in the fields of human resources, organizational behaviour, and industrial or organizational psychology.
Author: Deniz S Ones
Publisher: SAGE
ISBN: 1473942799
Category : Psychology
Languages : en
Pages : 1921
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Book Description
The second edition of this best-selling Handbook presents a fully updated and expanded overview of research, providing the latest perspectives on the analysis of theories, techniques, and methods used by industrial, work, and organizational psychologists. Building on the strengths of the first edition, key additions to this edition include in-depth historical chapter overviews of professional contexts across the globe, along with new chapters on strategic human resource management; corporate social responsibility; diversity, stress, emotions and mindfulness in the workplace; environmental sustainability at work; aging workforces, among many others. Providing a truly global approach and authoritative overview, this three-volume Handbook is an indispensable resource and essential reading for professionals, researchers and students in the field. Volume One: Personnel Psychology and Employee Performance Volume Two: Organizational Psychology Volume Three: Managerial Psychology and Organizational Approaches
Author: Tomas Chamorro-Premuzic
Publisher: John Wiley & Sons
ISBN: 1118773039
Category : Psychology
Languages : en
Pages : 483
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Book Description
Personality and Individual Differences is a state-of-the-art undergraduate textbook that covers the salient and recent literature on personality, intellectual ability, motivation and other individual differences such as creativity, emotional intelligence, leadership and vocational interests. This third edition has been completely revised and updated to include the most up-to-date and cutting-edge data and analysis. As well as introducing all topics related to individual differences, this book examines and discusses many important underlying issues, such as the psychodynamic approach to latent variables, validity, reliability and correlations between constructs. An essential textbook for first-time as well as more advanced students of the discipline, Personality and Individual Differences provides grounding in all major aspects of differential psychology.
Author: Deniz S Ones
Publisher: SAGE
ISBN: 1473942845
Category : Psychology
Languages : en
Pages : 1236
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Book Description
The third volume in The SAGE Handbook of Industrial, Organizational and Work Psychology concentrates on business decision-making and the many factors influencing the adoption and implementation of IWO practices. Chapter topics include utility assessments of interventions, decision-making errors in IWO systems, large-scale interventions and best practices reviews. Volume Three offers a comprehensive overview of the field for anyone working in or studying managerial or organizational psychology.
Author: Kevin A. Hoff
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Jule Specht
Publisher: Academic Press
ISBN: 0128047615
Category : Psychology
Languages : en
Pages : 604
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Book Description
Personality Development across the Lifespan examines the development of personality characteristics from childhood, adolescence, emerging adulthood, adulthood, and old age. It provides a comprehensive overview of theoretical perspectives, methods, and empirical findings of personality and developmental psychology, also detailing insights on how individuals differ from each other, how they change during life, and how these changes relate to biological and environmental factors, including major life events, social relationships, and health. The book begins with chapters on personality development in different life phases before moving on to theoretical perspectives, the development of specific personality characteristics, and personality development in relation to different contexts, like close others, health, and culture. Final sections cover methods in research on the topic and the future directions of research in personality development. - Introduces and reviews the most important personality characteristics - Examines personality in relation to different contexts and how it is related to important life outcomes - Discusses patterns and sources of personality development
