Circumscription and Compromise

Gottfredson, Linda S.

doi:10.4135/9781412952675.n62

Cited by 66 publications

(142 citation statements)

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“…"Reality-based career exploration" (Gottfredson, 1985a(Gottfredson, , 1986b(Gottfredson, , 1996a can be used to reverse such premature closure and encourage a closer look at what is actually required to implement preferred options successfully. The process involves three kinds of opportunityenhancing confrontations with reality.…”

Section: Using Cognitive Abilities In Career Counselingmentioning

confidence: 99%

The Challenge and Promise of Cognitive Career Assessment

Gottfredson

2003

Journal of Career Assessment

108

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Abilities are as important as interests in career choice and development. Reviving cognitive assessment in career counseling promises to help counselees better understand their career options and how to enhance their competitiveness for the ones they prefer. Nearly a century of research on human cognitive abilities and jobs' aptitude demands in the U.S. economy reveals that the two domains are structured in essentially the same way. The author describes that common structure and how it can be used in assessing person-job match in terms of general ability level and ability profile. She also suggests ways of resolving various technical and professional questions, such as which cognitive abilities to assess, how to assess them, what the most useful aptitude-based occupational classification would be, and how to use cognitive assessments in a broader “reality-based exploration” process intended to expand people's career opportunities.

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Section: Using Cognitive Abilities In Career Counselingmentioning

confidence: 99%

The Challenge and Promise of Cognitive Career Assessment

Gottfredson

2003

Journal of Career Assessment

108

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“…Estas refl exões, provinda da revisão da literatura, alerta a comunidade científi ca para o impacto que o estatuto socioeconômico e cultural das famílias de origem assume na construção dos projetos vocacionais das gerações futuras e que a dimensão mais poderosa que está subjacente às escolhas vocacionais, quer por parte dos pais quer dos fi lhos, para ser o estatuto e prestígio social de um curso ou profi ssão (Gottfredson, 1981(Gottfredson, , 1996. Ou seja, os signifi cados que se atribuí ao desenvolvimento vocacional não surgem do vácuo social, mas estão rigorosamente situadas num contexto socio-histórico e cultural de signifi cados, valores, cosmovisões e de relações emocionais construídas.…”

Section: Discussionunclassified

Adaptação da Escala de Exploração e Investimento Vocacional (EEIV) a uma População Estudantil do Amazonas/Brasil

Fernandes¹,

Gonçalves²,

Oliveira³

2014

Psicol. Reflex. Crit.

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ResumoO presente estudo teve como objetivo adaptar a Escala de Exploração e Investimento Vocacional numa amostra brasileira de estudantes. Fizeram parte da pesquisa 1461 estudantes com idades entre 14 e 24 anos (M = 17,1 e DP = 1,0) que freqüentavam o ensino médio de escolas públicas e privadas da cidade de Manaus/AM. A Análise Fatorial Exploratória foi utilizada para a identifi cação das dimensões subjacentes à escala e seleção dos itens com maior índice de saturação. Dos 40 itens da escala original foram mantidos 28, os quais se organizaram segundo a estrutura original de 5 fatores com uma variância explicada de 47,5%. Por seu lado, a Análise Fatorial Confi rmatória mostrou a adequação da solução de 5 fatores. As qualidades psicométricas do instrumento permite-nos afi rmar que a EEIV-BR é uma escala com potencialidades para avaliar as dimensões do desenvolvimento vocacional no contexto brasileiro. Palavras-chave: Vocacional, exploração, investimento, adaptação, ensino médio, analise fatorial. AbstractThis study aimed to adapt the Career Commitment Scale (CCS) for a sample of Brazilian students. The present study included 1,461students aged between 14 and 24 years (M = 17.1; SD = 1.0) who attended public and private schools from Manaus-AM. Exploratory Factor Analysis was used to identify the underlying dimensions of the scale and selection of items with higher saturation. From the 40 items of the original scale, 28 were kept, which were organized according to the original structure of fi ve factors and with an explained variance of 47.5%. Confi rmatory Factor Analysis showed the suitability of the solution of fi ve factors. The psychometric qualities of the instrument allow us to state that the CCS-BR is a scale with potential to evaluate the dimensions of career development in the Brazilian context. Keywords: Career, career exploration, career commitment, adaptation, secondary education, factor analysis.O desenvolvimento vocacional é um processo que ocorre ao longo do desenvolvimento humano, sob o impacto de diversas infl uências contextuais micro e macrossociais, atingindo um momento alto quando o adolescente/jovem decide qual o curso superior a que se irá candidatar e irá frequentar. Esta decisão vai interferir no estilo de vida que o jovem passará a ter, podendo ou não proporcionar-lhe satisfação pessoal. Na perspectiva desenvolvimentista de Super (1984) essa decisão vocacional "tende a ser uma série de mini--decisões de vários graus de importância" (p. 206). Ou seja, esta tomada de decisão não é o resultado do mero conhecimento adquirido acerca de determinadas profi ssões  Endereço para correspondência: Instituto de Educação, Agricultura e Ambiente, Universidade Federal do Amazonas, Rua 29 de agosto, 786 B, Centro, Humaitá, Manaus, AM, Brasil 69800-000. E-mail: fabby_fer@hotmail.com, carlosg@fpce.up.pt e pjoliveira@fpce.up.pt e do sistema de formação, mas é fruto das relações que o sujeito constrói com o mundo em que ativamente participa e se envolve emotiva, cognitiva e comportamentalmente. Para Campos (...

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“…Gender has traditionally been a major determinant of interests (Gottfredson, 1996). Originally, separate interest inventories existed for men and women, each developed to accommodate areas such as housewife and nurse for women and engineer and businessman for men (D.P.…”

Section: Predictors Of Interestmentioning

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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Circumscription and Compromise

Cited by 66 publications

References 0 publications

The Challenge and Promise of Cognitive Career Assessment

The Challenge and Promise of Cognitive Career Assessment

Adaptação da Escala de Exploração e Investimento Vocacional (EEIV) a uma População Estudantil do Amazonas/Brasil

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

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