Continuity and Change in Work Values Among Young Adults: A Longitudinal Study

Lindsay, Paul; Knox, William E.

doi:10.1086/227950

Cited by 105 publications

(112 citation statements)

References 13 publications

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“…The findings of the rank-order stability support the idea that values are rather stable individual differences (Rokeach, 1973;Mortimer & Lorence, 1979;Lindsay & Knox, 1984), and this level of stability is higher as individual ages and reaches the peak during the latter part of emerging adulthood (22-25 years old). When using personality and interests as benchmark, the present results indicate that values possess a level of continuity similar to those of vocational interests (Low et al, 2005) and are more stable than personality traits (Roberts & DelVecchio, 2000).…”

supporting

confidence: 74%

“…Their empirical study provided support for both models: values in the senior year of college are predictive of work experiences 10 years later, while work autonomy and income have considerable impact of intrinsic and extrinsic values. Lindsay and Knox (1984) used a national longitudinal sample reconfirmed both selection and socialization effects. Results from dispositional trait such as personality has shown that stability peaks after age 50 (Roberts & DelVecchio, 2000); while motivational trait such as vocational interests is evidenced to become most stable at around 25-30 years old (Low et al, 2005).…”

Section: Value Classificationsmentioning

confidence: 99%

“…Not until people take on a career and establish a family, they usually do not recognize the importance of salary and occupational safety. It is shown that family roles such as marriage and parenthood are related to greater emphasis on extrinsic rewards, such as pay, benefits, and job stability, and away from intrinsic rewards, such as having interesting, and challenging work tasks (Gorman, 2000;Loscocco, 1989;Loscocco & Kalleberg, 1988 (2002) and Lindsay & Knox (1984) showed that young people from higher socio-economic backgrounds tend to attach greater importance to intrinsic values rather than those from disadvantaged backgrounds. Thompson (1966) also showed that the importance students placed upon leadership in the occupation was related to the socio-economic level of the student's family, as indicated by the father's occupation.…”

mentioning

confidence: 99%

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Stability and change in values: A meta-analysis of longitudinal studies

Jin¹,

Rounds²

2010

PsycEXTRA Dataset

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A meta-analysis of longitudinal studies was conducted to investigate stability and change in values across the life span. Both rank-order stability and mean-level change were investigated for all four different value categories. Results of rank-order stability indicated that values are rather stable individual differences and that this level of stability increases as individuals age and reaches the peak during the latter part of emerging adulthood. Values possess a level of continuity similar to those of vocational interests and are more stable than personality traits. Mean-level results showed that intrinsic and social values are involved in the greatest changes in different directions across the life span, while extrinsic and status values are relatively stable. Emerging adulthood is the time period when dramatic normative changes take place.iii ACKNOWLEDGEMENTS

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supporting

confidence: 74%

Section: Value Classificationsmentioning

confidence: 99%

mentioning

confidence: 99%

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Stability and change in values: A meta-analysis of longitudinal studies

Jin¹,

Rounds²

2010

PsycEXTRA Dataset

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“…Aside from studies of SIGI and SIGI PLUS users, these characteristics of the values have been confirmed in interviews with high school students (Tittle, 1981). Evidence of the stability of such values over a period of seven to ten years has been found in several studies (e.g., Mortimer & Lorence, 1979;Lindsay & Knox, 1984).…”

Section: Dimensions Of Valuesmentioning

confidence: 76%

New Technologies in Career Guidance: The Interactive Computer

Katz

1988

ETS Research Report Series

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Beginning in the 1960's, the interactive capabilities of computers provided unprecedented opportunities for the development of computerized career guidance systems. Such systems offered individualized assistance in career decision making to large numbers of people at low cost. Recognizing that each user may present a unique combination of needs, experiences, circumstances, values, interests, skills, styles, and perceptions, a developer can enable a well-planned system to respond appropriately to these individual differences. A system can not only store, retrieve, and manipulate vast amounts of information, putting great resources at the fingertips of each user, but also bring together many variables personal, occupational, and educational --and combine them in distinctive ways for each client.These capabilities do not insure that the substance of any system will be of high quality. Much of a system's worth depends on its conceptual framework, the strength of its theory and rationale, the coherence of its functions and structures. The "black box" of theory underlying every system should be opened up and exposed to the light of scrutiny and evaluation.Examples from the principles, research, model, and structures for the System of Interactive Guidance and Information (SIGI) and SIGI PLUS are used to illustrate the links between theory and practice. 1 NEW TECHNOLOGIES IN CAREER GUIDANCE: THE INTERACTIVE COMPUTERTechnology in our lifetimes has been involved in many wondrous accomplishments, some of them beneficial, some of them disastrous, and some of them partaking of both benefit and disaster.At the simplest level, technological invention seems to begin by finding ways to amplify human powers. Tools and machines have been developed to do things that our human bodies and minds are accustomed to doing, but to do them faster, stronger, more efficiently, on a bigger scale. This does not mean that the products are necessarily better: for example, handcrafted objects are often valued more highly than their mass-produced counterparts.In career guidance, audiovisual technologies, such as motion pictures, videotape, or videodisk, are often used to g1ve young people an opportunity to observe, quickly and conveniently, the performance of tasks in many occupations. In this instance, audiovisual technology provides an extensive but relatively passive experience; it might well be followed by more intensive and active observation of a few selected occupations through personal visits, "job-shadowing," or hands-on tryouts. This example represents two complementary modes of acquiring information: one, through audiovisual technology, is extensive but relatively passive and vicarious; the other, through real-life experience, is more intensive, active, and participatory. The value of such complementarity is implicitly recognized in a limerick about the use of technology in sex education, a "hot" topic of discuflsion these days in the U.S.A.:The word has come down from the Dean That, with the aid of a teaching machine, King Oedi...

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“…These characteristics of the values have been confirmed in interviews with high school students (Tittle, 1981). Evidence of the stability of such values over a period of Seven to ten years has been found in several studies (e.g., Mortimer & Lorence, 1979;Lindsay & Knox, 1984).…”

Section: Model Of Career Decision Making: An Overviewmentioning

confidence: 78%