Discriminating among educational majors and career aspirations in Taiwanese undergraduates: The contribution of personality and self-efficacy.

Larson, Lisa M.; Wei, Meifen; Wu, Tao; Borgen, Fred H.; Bailey, Donna C.

doi:10.1037/0022-0167.54.4.395

Cited by 44 publications

(65 citation statements)

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“…More recently, self-efficacy across Holland's (1997) hexagon has been incorporated into those conversations. The SCCT and empirical findings (e.g., Betz & Rottinghaus, 2006;Gasser et al, 2007;Harmon et al, 1994;Larson et al, 2007;Rottinghaus et al, 2003) have corroborated the reliance on both of these constructs in the consideration of choice actions, such as the selection of an educational major family. Prior to this study, researchers had not examined the contribution of self-efficacy and interests after personality traits were added as determinants of college major.…”

Section: Personality Combined With Self-efficacy and Interestsmentioning

confidence: 79%

“…According to SCCT, personality is a distal determinant of choice actions while vocational self-efficacy and vocational interests are more proximal determinants. The influence of vocational self-efficacy as measured by the SCI (e.g., Betz & Rottinghaus, 2006;Larson et al, 2007; and interests as measured by the SII (e.g., Betz & Rottinghaus, 2006;Donnay, Morris, Schaubhut, & Thompson, 2005;Gasser et al, 2007;Harmon et al, 1994;Rottinghaus et al, 2003) in the choice of educational major has been well established in the literature and is not the focus of this study. Rather, we wanted to determine if self-efficacy and interest add incremental variance to choice actions after personality traits have been included.…”

Section: Personality With Self-efficacy and Interestsmentioning

confidence: 99%

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The role of personality in the selection of a major: With and without vocational self-efficacy and interests

Larson

Bailey

et al. 2010

Journal of Vocational Behavior

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The purpose of this study is to examine the role of personality traits measured by the Multidimensional Personality Questionnaire (MPQ; Tellegen, 2000 andTellegen and Waller, 2008) in selecting educational majors. Personality traits were examined alone, and with the combination of Holland's hexagonal confidence domains, as measured by the general confidence themes (GCT) of the Skills Confidence Inventory (SCI; Betz, Borgen, & Harmon, 2005), and Holland's interest domains, as measured by the general occupational themes (GOTs) of the 2005 Strong Interest Inventory (SII; Donnay, Morris, Schaubhut, & Thompson, 2005). Personality traits significantly contributed to the discrimination of nine educational major families in a sample of 368 undergraduate decided students. When the set of confidence and interest scales was added to the personality traits, the conservative jack knife hit rate was almost doubled. Keywordsconfidence, self-efficacy, personality traits, interests, college major, MPQ, Choice actions Disciplines Educational Psychology | Higher Education | Industrial and Organizational Psychology | Personality and Social ContextsComments NOTICE: this is the author's version of a work that was accepted for publication in Journal of Vocational Behavior. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Vocational Behavior, [76, 2 (2010) Running head: Personality, Self-efficacy, and Interests 1 NOTICE: this is the author's version of a work that was accepted for publication in Journal of Vocational Behavior. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. Personality, self-efficacy, and interests 2 AbstractThe purpose of this study is to examine the role of personality traits measured by the Multidimensional

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Section: Personality Combined With Self-efficacy and Interestsmentioning

confidence: 79%

Section: Personality With Self-efficacy and Interestsmentioning

confidence: 99%

The role of personality in the selection of a major: With and without vocational self-efficacy and interests

Larson

Bailey

et al. 2010

Journal of Vocational Behavior

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“…High scores on SE measures for the six Holland types have been shown to discriminate among educational major choices (Betz, et al, 1996;Larson et al, 2007;Lent, 2005) and among occupational choices (e.g., Donnay & Borgen, 1999;Lent, 2005). Basic dimensions of confidence have also been shown to differentiate educational major choice and occupational choice .…”

Section: Educational Achievementmentioning

confidence: 99%

“…Besides the meta-analyses, multiple studies have shown SE to be predictive of choice of major (e.g., Larson, Wei, Wu, Borgen, & Bailey, 2007), occupation (e.g., Betz et al, 2003;, and educational aspirations (e.g., Rottinghaus, Betz, et al, 2003;Rottinghaus, Lindley, Green, & Borgen, 2002). Likewise, researchers have shown interests to be predictive of choice of major (Gasser et al, 2007;Harmon et al, 1994) and choice of occupation (e.g., Ackerman & Beier, 2003;Donnay & Borgen, 1996;Donnay et al, 2005;Harmon et al, 1994).…”

Section: Career-related Choicementioning

confidence: 99%

“…There has been a resurgence of scholars examining personality traits in interest development and career choice of college students (e.g., Ackerman & Beier, 2003;Larson & Borgen, 2006;Larson et al, 2007;Staggs et al, 2003;Sullivan & Hansen, 2004). Several studies examined choice of major, contribution of personality traits in specific interests, and relation of personality traits and SE.…”

Section: Personality Traitsmentioning

confidence: 99%

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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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Practice and Research in Career Counseling and Development—2007

Chope

2008

The Career Development Quart

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This annual review of the research and practice literature related to career counseling and development during 2007 is presented in 9 areas: professional issues, career assessment, career development, career theory and concepts, career interventions, advances in technology, personnel selection and job placement, international perspectives, and book reviews. Professional issues of a multicultural, multiethnic, and diversified workforce have become among the most frequently enumerated themes of the 2007 career development literature. The author summarizes and discusses the implications of the findings in this literature for the practice of career counseling.

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Discriminating among educational majors and career aspirations in Taiwanese undergraduates: The contribution of personality and self-efficacy.

Cited by 44 publications

References 35 publications

The role of personality in the selection of a major: With and without vocational self-efficacy and interests

The role of personality in the selection of a major: With and without vocational self-efficacy and interests

Worklife Across the Lifespan

Practice and Research in Career Counseling and Development—2007

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