A theory of vocational choice.

Holland, John L.

doi:10.1037/h0040767

Cited by 1,082 publications

(972 citation statements)

References 21 publications

(9 reference statements)

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“…Ils s'orientent délibérément vers les institutions prônant les valeurs qui semblent le plus leur convenir. À l'appui de cette hypothèse, on constate qu'il existe souvent une congruence entre les valeurs qui prédominent dans l'environnement institutionnel de l'individu et ses propres attitudes (Holland, 1959(Holland, , 1966Hofstede, 1980 ;van Laar et al, 1999). Par exemple, dès l'entrée à l'université, on a pu observer une congruence entre les attitudes sociopolitiques des étudiants et celles de leur filière académique, plus ou moins conservatrice (van Laar et al, 1999 ;Sidanius & Pratto, 1999).…”

Section: La Sélection Individuelleunclassified

Les effets de l’éducation sur les attitudes sociopolitiques des étudiants : le cas de deux universités en Roumanie

Chatard¹,

Quiamzade²,

Mugny³

2007

Année psy

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Section: La Sélection Individuelleunclassified

Les effets de l’éducation sur les attitudes sociopolitiques des étudiants : le cas de deux universités en Roumanie

Chatard¹,

Quiamzade²,

Mugny³

2007

Année psy

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“…John Holland's (1997) theory continues to dominate the landscape of vocational psychology. This P-E fit theory originated by Holland in the 1950s (Holland, 1959) has shaped how many psychologists think about vocational psychology. The theory elaborates on Frank Parsons' original idea of matching people's skills to the job.…”

Section: Theory Of Work Adjustmentmentioning

confidence: 99%

Worklife Across the Lifespan

Larson¹

2011

Oxford Handbooks Online

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An extensive literature search across the spectrum of vocational psychology was conducted using the time frame of 1991-2008 and resulted in 47 quantitative reviews (i.e., meta-analyses). First, theories of vocational psychology are presented including John Holland's ( 1997) and Rene Dawis and Loyd Lofquist's ( 1984;Dawis, 2005) theory of work adjustment person-environment fit (P-E fit) models; Lent, Brown, and Hackett ( 1994) social cognitive career theory; the social learning theory of John Krumboltz ( 1990); Donald Super's career construction theory (Super, 1992); and L. S. Gottfredson's ( 1999) circumscription theory. Next, vocational outcomes of young people (the development of interests, educational and occupational aspirations, educational achievement, and career choice) and wage-earning adults (job search, job entry, job performance, job satisfaction, career success, and mental health outcomes) are reviewed. The last two major sections concern diverse groups (women and racially and ethnically diverse groups) and individual differences (cognitive ability, personality, and interests) as predictors of vocational outcomes. AbstractAn extensive literature search across the spectrum of vocational psychology was conducted using the time frame of 1991-2008 and resulted in 47 quantitative reviews (i.e., meta-analyses). First, theories of vocational psychology are presented including John Holland's ( 1997) and Rene Dawis and Loyd Lofquist's ( 1984;Dawis, 2005) theory of work adjustment person-environment fit (P-E fit) models; Lent, Brown, and Hackett ( 1994) social cognitive career theory; the social learning theory of John Krumboltz ( 1990); Donald Super's career construction theory (Super, 1992); and L. S. Gottfredson's ( 1999) circumscription theory. Next, vocational outcomes of young people (the development of interests, educational and occupational aspirations, educational achievement, and career choice) and wage-earning adults (job search, job entry, job performance, job satisfaction, career success, and mental health outcomes) are reviewed. The last two major sections concern diverse groups (women and racially and ethnically diverse groups) and individual differences (cognitive ability, personality, and interests) as predictors of vocational outcomes.

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“…For instance, the Strong Interest Inventory can be supplemented by the Skills Confidence Inventory (SCI) (Betz, Borgen, & Harmon, 1996). The SCI consists of ten activities, termed general confidence themes, relevant to the six Holland (1959Holland ( , 1973 types.…”

Section: Group Factors Students Of Color Generally Have Lower Graduamentioning

confidence: 99%

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

Kyllonen

Walters²,

Kaufman

2011

ETS Research Report Series

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This report reviews the literature on noncognitive and other background predictors (e.g., personality, attitudes, and interests) as it pertains to graduate education. The first section reviews measures typically used in studies of graduate school outcomes, such as attrition and time to degree. A review of qualities faculty members and administrators say they desire and cultivate in graduate programs is conducted. There appears to be a divergence between the qualities faculty members say are important and the measures researchers typically use in validity studies.The second section reviews three categories of noncognitive variables that might predict outcomes (general personality factors, quasi-cognitive factors, and attitudinal factors) and the definitions, measures, correlates, and the validity of those measures. The role of background factors, both environmental and group, is part of this review.Key words: noncognitive, personality, admissions, GRE ® , selection, assessment, new constructs ii Executive SummaryMany GRE ® studies conducted in the past several years have asked faculty members about the qualities that are important to success in graduate school. A consistent finding is that graduate faculty members believe that noncognitive factors, such as motivation, creativity, personality, interests, and attitude, ought to be considered in graduate admissions (e.g., Briel et al., 2000). Many faculty members believe that including such factors would increase both fairness and the validity of the current admissions process. At the same time there is a lack of knowledge about what the scientific literature says on what the noncognitive factors are, how important they are, how they could best be measured, and on whether it might be practical to use them in admissions decisions. The purpose of this review is to address these questions. This report reviews various noncognitive factors and definitions, measures, correlates, and the validity of those measures. Graduate School Outcomes and Their DeterminantsA notional path model illustrates the relationships between noncognitive predictor factors and graduate school outcome factors. Graduate school outcome factors are divided into traditional measures of convenience and performance factors. Traditional measures are attrition, time-to-degree, and grade point average. Performance factors are domain proficiency, general proficiency, communication, effort, discipline, teamwork, leadership, and management. The noncognitive predictor factors are divided into three main categories: personality (e.g., extroversion), quasi-cognitive (e.g., metacognition), and motivation factors (e.g., self-efficacy).In addition, there are two background categories assumed to affect the noncognitive factors:environmental (e.g., mentor support) and group factors (gender and ethnicity). The review is organized according to this model. Personality FactorsA consensus has emerged within the field that there are five major personality factors: extroversion, emotional stability, agreeableness, ...

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A theory of vocational choice.

Cited by 1,082 publications

References 21 publications

Les effets de l’éducation sur les attitudes sociopolitiques des étudiants : le cas de deux universités en Roumanie

Les effets de l’éducation sur les attitudes sociopolitiques des étudiants : le cas de deux universités en Roumanie

Worklife Across the Lifespan

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

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